The Effects Of Detoxification On A Healthy Lifestyle Essay Example For Students

The Effects Of Detoxification On A Healthy Lifestyle Essay Detoxification is a process that involves flushing the toxins, chemicals and drugs out of your body. It may be done to remove metabolic wastes and is normally known as â€Å"detoxing†. For residents of Kappa, HI, detoxification can be a first step toward living a healthy lifestyle. Our method of detoxing at Total Rejuvenation is designed to remove waste from your body and cleanse your organs. Through this program, you can ensure that you start out your detox program on the right foot. What Is Detoxification?Although your kidneys and liver are normally responsible for removing impurities, they need help sometimes. To keep your body running, you go through hundreds of metabolic functions every day. Over time, these metabolic functions will cause waste products to build up in your body. If left alone, these toxins can worsen current health issues and cause other medical problems. Other than your diet and lifestyle, your environment and genetic makeup greatly influence the rate of elimination for these toxins. While some people produce relatively little waste and can easily eliminate toxins, other individuals do not have the same good fortune. We will write a custom essay on The Effects Of Detoxification On A Healthy Lifestyle specifically for you for only $16.38 $13.9/page Order now When your body is not able to remove waste products efficiently, you need a good detoxification program to provide your liver with a boost. You can also limit your exposure to toxins in the environment like chemicals, allergens and certain foods. For you to detoxify correctly, you need to consume enough protein and nutrients. If you are using the right detox program, you will get a better level of health and vitality. Your detox program should help improve your cognitive ability, energy levels and weight loss. Through a good detox program, you can expect to receive better sleep quality, bal. .. Once you limit the toxins in your body, you can slow the aging process and limit more damage from occurring. For this benefit to remain, you have to remain committed to having a healthy lifestyle once you are done with detoxing. 12. A Boost in Well-BeingAll of the previous benefits lead you to have a better well-being and self-image. Detoxing is a great way to get a headstart on weight loss and learn how to have a healthy lifestyle. As long as you continue to follow these healthy habits, you can enjoy having a sense of well-being that lasts. Over time, you may feel the impact of this improved well-being at work, in your relationships and in your general outlook on life. If you want to look, feel and think better, you can get help from Total Rejuvenation. Based in Kappa, HI, we specialize in holistic cleansing programs that are designed for the entire body.

7 Department of Labor rules every intern should know

7 Department of Labor rules every intern should know Attention current and future interns! We know that this is an exciting time for you. You’re about to embark on the early stages of your professional careers- a journey that for most of us makes up a significant portion of our adult lives and contributes greatly to our sense of self, happiness, and fulfillment. Internships are great opportunities for you to begin figuring out your strengths and weaknesses, likes and dislikes, interests and passions, and can really help guide you toward what you want to do with your work life. Yes, it’s an exciting time of personal exploration and discovery- but that doesn’t mean you should blindly race forward without knowing a few things first. Understanding some of the basic rules regarding internships- including your rights as an unpaid intern or paid employee- will help ensure that your work experience is as productive and impactful as possible, and that your hard work and efforts are rightfully respected and rewarded.The U.S. Department of Labor, in an effort to protect the rights of interns and employees across industries and job positions, have established regulations under the Fair Labor Standards Act (FLSA) to determine if the nature of the work an individual is performing qualifies them as an unpaid intern or an actual employee- which means that they qualify for FLSA employee protections and benefits, such as a minimum wage and overtime pay. In order to determine whether an intern or student is actually an employee, the FLSA lists the following seven factors to consider:1. The extent to which the intern and the employer clearly understand that there is no expectation of compensation. Any promise of compensation, express or implied, suggests that the intern is an employee- and vice versa.2. The extent to which the internship provides training that would be similar to that which would be given in an educational environment, including the clinical and other hands-on training provided by educational in stitutions.3. The extent to which the internship is tied to the intern’s formal education program by integrated coursework or the receipt of academic credit.4. The extent to which the internship accommodates the intern’s academic commitments by corresponding to the academic calendar.5. The extent to which the internship’s duration is limited to the period in which the internship provides the intern with beneficial learning.6. The extent to which the intern’s work complements, rather than displaces, the work of paid employees while providing significant educational benefits to the intern.7. The extent to which the intern and the employer understand that the internship is conducted without entitlement to a paid job at the conclusion of the internship.Once you determine if your position falls under the category of an unpaid internship or actual employment, you can then determine what rights you’re entitled to- either as an intern or as an employee. Ke ep in mind that your basic rights are also protected in the workplace, which includes your right to a safe environment that’s free from discrimination and harassment of all types. If you ever have any questions or concerns regarding your rights, either contact the HR department of the company you’re working for or speak to a parent, trusted friend, or mentor.If you’re about to start an internship, you should first know your rights in the workplace, to help ensure that you have a great experience. Use the information provided here, along with the United States Department of Labor’s website, to get informed and prepared for your first day on the job. Good luck!

Main Information on Students Leisure Time

Main Information on Students Leisure Time Main Information on Student’s Leisure Time When it comes to hiring a writing company, most of the students (who don’t use professional writing services) think that only a lazy or a stupid scholar can pay for an assignment. However, our clients just don’t have time and we can prove it by multiple researches, conducted across the country! Free time It is difficult to believe that students spend all their time at the library or sitting with books in their hands instead of partying. So how many students lack free time? According to statistics, the numbers are as follows: 30% of students of the first year have no free time; 45% of second year students also don’t have leisure because of studying; Almost 40% of third year students can’t spend their free time the way they want, because they combine studies with work and chores. 20% of all the respondents claimed that they don’t have free time because they sleep more than eight hours a day. The way students spend their leisure First year students: 20% partying with friends or entertaining; 60% at home; 20% other. Second year: 15% visiting various places; 39% spending time with friends; 40% at home. Third year: 52% hanging out with friends and entertaining; 48% spending at home. Gender peculiarities While 42% of girls like spending time with their friends and family, 24% watch TV and 3% do sports. When it comes to boys, 18% spend time in a company and 18% watch TV, while 30% do sports. Combining work with studies Usually students work 30 hours per week, while studying. Moreover, 70% of all the students have worked during their high school years. Â  25% of working students have a full-time employment.

Why universal health care can not work at a federal level, but can Essay

Why universal health care can not work at a federal level, but can work at a state level - Essay Example Dr. Harold Pease has illustrated this issue with his discussion of California’s energy policy in the 1990’s, which led to frequent breakdowns and â€Å"brownouts† rather than the propounded goal of the central planning committee. (Pease, 2010) He wrote, â€Å"States have the tendency to look at sister states for models and to borrow from them in refining their own programs. These places of experimentation work to everyone’s advantage. What if we had federalized California’s failed energy policy?† (Pease, 2010) From this criticism, Pease and others claim that it is preferable to enact political experiments with universal healthcare on the State level, so that competing systems can be tested, refined, and adjusted to provide the most efficient and cost-effective public policies, rather than committing to one, single Federal system that remains untested and has a greater chance of failing for everyone. The system of Federalism and decentralized healthcare would thus provide more competition, room for experimentation, and flexibility of operations than would a single national health program. Along with this criticism is the belief that small and local organizations can provide a better quality of healthcare than large, difficult to manage, and over-sized organizations which may be tasked with too many official responsibilities to provide a personalized level of service. While it is easy to extol the virtues of decentralized and local forms of government, other national governments in Europe and around the world have also enacted â€Å"universal† healthcare programs at the Federal level and managed them successfully within the limits of their mandate. The United Kingdom, for example, has a national healthcare system based on socialist principles, as does France, Sweden, and other smaller countries such as Cuba. In this regard, it is possible to conclude that the residual anti-communist sentiment from the Cold War has conditioned Americans to fear socialized medicine despite the fact that it is engrained as a fundamental human right in international treaties. The other side of this view is that it is not a cultural aversion to socialism but rather a national preference for capitalism in America that makes the people to choose private healthcare solutions over government programs. However, the problem is generally not that the rich cannot afford healthcare, but rather that the poor are denied access to it due to lack of financial resources, and society must make a choice as to whether to try to provide a social â€Å"safety net† for all people that relates to the view of healthcare as a human right or to allow those who are poor, marginalized, or uneducated to suffer needlessly because they cannot afford healthcare services. In a country as wealthy and affluent as the U.S., with the world’s leading economy, it seems morally wrong to pretend that society does not have enough money to take care of the poorest people, especially when so much is wasted on other programs, issues, and activities collectively. Thus, universal healthcare requires a mandate from the people to government in order to make it successful, and this can be communicated in elections, demonstrations, polls, or publications. It is in the electoral results that federalism can be particularly helpful in allowing communities to express their differences of opinion and to build policies that uniquely solve their own needs with public resources. For example, Massachusetts was successful in enacting a near universal healthcare policy in their State years before the Obama reforms, as was Illinois. (Volpe, 2008) California, on the other

IT Project problems Essay Example | Topics and Well Written Essays - 500 words

IT Project problems - Essay Example The project was a good example of organizational problems leading to failures in IT projects. The key stakeholders were Deloitte and the state. Deloitte was to blame for the mishap due imminent organizational issues as will be discussed. There was lack of clear communication of what would be termed as the deliverable. In such a case, it was possible to deem the project as a success without much questioning. Krigman (2013) states that the Deloitte group simply understated the problems as â€Å"issues and challenges† and that the systems were in a working condition in other states. This was a technical lapse owing to the fact that the project at hand was actually cancelled, after the long time and expenses. Success in an IT project depends on a number of factors, which lie under the realm of the management. Amongst these are time, budget, value, quality, professionalism and satisfaction to the stakeholders. It is upon the project manager to ensure that these factors are met in order to deem a certain project as successful. In view of the case project, none of this was meant, meaning that the project was a critical failure. As part of the ten factor model of project implementation, management support is a crucial agent in distinguishing success from failure in projects. Project management is deemed to depend on the management for authority and direction and also as a channel for implementation of the goals and plans of the organization. The manner in which the management supports a project determines the degree to which the clients will accept e same project. Thus, top management support is a combination of the resources allocated for the project, as well as the support available when a crisis occurs. In order to successfully implement projects, the management should be strict in standard guidelines of the project lifecycle. After the concept is adopted, proper planning should ensure that all necessary requirements are put in place.

Sociology Of Health And Illness Assignment Social Work Essay

Sociology Of Health And Illness Assignment Social Work Essay The aim of this assignment is to discuss the strengths and limitations of the social model of disability and how nurses can promote anti-discriminatory practice in relation to people with disabilities. Defining disability is said to be very difficult due to the fact that disability is a complicated, multidimensional concept (Altman 2001). Furthermore Slater et al (1974) has gone as far as stating that constructing a definition that would fit all circumstances is in reality nearly impossible. However attempts have been made by various different people, legislation and models in different ways. According to Altman (2001) these attempts are the reason why there has been a lot of confusion and misuse of disability terms and definitions. The Disability Discrimination Act defines a disabled person as a person who has a physical or mental impairment that has a substantial and long-term adverse effect on his or her ability to carry out normal day to day activities. (DDA 2005) However the medical model of disability sees disability as the individuals problem and that it should not concern anyone other than the disabled person, for example, if a student who is in a wheelchair is unable to get into the building due to the steps, the medical model would assume that it is due to the wheelchair rather than the steps. Whereas on the other hand the social model would say that the steps are acting as a barrier to the student, therefore the barrier should be removed. The social model of disability was brought about by activists in the Union of the Physically Impaired Against Segregation (UPIAS) during the 1970s. This model is seen as the main theory which tests disability politics in Britain (Shakespeare et al 2002). The UPIAS argued that there is a major difference between impairment and disability. They defined impairment as lacking part or all of a limb, or having a defective limb, organ or mechanism of the body. They have also defined disability as the disadvantage or restriction of activity caused by a contemporary social organization which takes no or little account of people who have physical impairments and thus excludes them from participation in the mainstream of social activities (Giddens 2006). The social model of disability can be defined as an idea that it is society that disables an individual with the way everything is constructed to meet the needs of the majority who are not disabled (Shakespeare et al 2002). Whereas, the social model can be compared with the medical model of disability which tends to focus purely on finding a cure and that to be able to fully participate in society they need to treat their impairment (Crow 1996). The model has several key points. First it describes disabled people as an oppressed social group (Shakespeare et al. 2002) meaning that on top of their impairment, disability is something more deep that excludes and isolates them from participating in society (Oliver 1996). The difference between the impairments that people have to deal with and the oppression which they experience is fundamental to the British social model. Finally, the model defines disability as a form of social oppression, not a form of impairment (Shakespeare et al. 2002). Therefore the aim of the model is to empower disabled people so that they dont feel as though their condition is the problem, but that society is the problem due to the number of barriers it places on disabled people (Giddens 2006). For example, everywhere you go there will be steps, steps to get into a building, steps to climb floors and it is this barrier which causes problems for disabled people therefore the social model provides a soluti on saying that ramps and lifts should be fitted in all buildings, the problem of not being able to stand for too long should be tackled by placing more seats in public places. It is barriers like these that the social model aims to find solutions to. The British disability movement has found great importance in the social model in various different ways. Hasler (1993) describes it as the big idea of the British disability movement. For example, identifying a political strategy to remove barriers in society that played a large role in disabled peoples lives, which was also the main strength of the social model (Shakespeare et al. 2002). Examples of barriers that disabled people faced in all areas of life were the inability to access public transport systems due to the fact that a person was in a wheelchair or had visual or hearing impairment, their inability to find work because employers felt that the disabled person was incapable of doing the job, housing problems and so forth (Thomas 2004). The removal of such barriers would mean that if those people with impairments felt disabled by society then by taking away these barriers would help to empower and promote the inclusion of people with impairments (Shakespeare et al. (2002). The model tries to bring about change in society to suit the individuals need rather than taking up a medical view where you try and look for a cure, or rehabilitation (Shakespeare et al.2002). For example, people who have schizophrenia have to take medication in order to live normal lives. However it is argued that the social models complete view of changing society has become too simplistic or rather an over- socialised explanation. Furthermore, Vic Finkelstein (2004) argues that the social model looks at enabling people to be human in a society rather than having access to their rights. However the medical model of disability has a different perspective. They believe that people with disabilities need to be assessed, that they are incapable of making their own decisions, that they are the problem and that people with disabilities have to be adapted to fit into the world, but if this is not possible then they are placed in specialised institutions or isolated at home where only basic needs are met (Rieser, 2009). A second strength seen from the model was the actual impact on the disabled people themselves. The social model made disabled people feel free as they lifted the view of a medical approach, where the problem was the individual and placed it on society saying that social oppression was the root of the problem. This as a result made people feel liberated and empowered as they were made to believe they were not at fault: society was, that society was in need of the change: not the individual (Shakespeare et al. 2002). The social model helped to bring disabled people to come out like raising feminist consciousness in the seventies, or lesbians and gays coming out (Shakespeare et al. 2002). The social model has played a very important part in many disabled peoples lives, however, despite these strengths to the model there are a number of limitations. Firstly, the social model has been criticised for being unable to deal with the realities of impairment (Oliver, 2004), meaning that the model is not about peoples personal experience of impairment (Oliver, 1996) but about peoples collective experiences of disablement in society (Oliver, 1990). Another point criticised is that other social divisions such as race, gender, ageing, sexuality and so on are not incorporated in to the social model (Oliver, 2004). However Oliver (2004) that just because the social model hasnt incorporated these divisions does not mean that they are unable to. Oliver (2004) states that those who criticise the model are the ones who should try and forge the social model into action when dealing with issues such as race and gender and age and sexuality. Cultural values have also been pointed out to be ignored by the social model. There is an argument about the issue of otherness, meaning that it is the cultural views that people hold which place disabled people as others, not the physical and environmental barriers (Oliver, 2004). Furthermore, another limitation of the social model is that it clearly neglects and ignores the experiences of impairments and disability which are the main cause of problems in most disabled peoples lives (Giddens, 2006). Shakespeare and Watson (2002) argue that we are not just disabled people, we are also people with impairments, and to pretend otherwise is to ignore a major part of our biographies. Against this accusation, Oliver (2004) finds it difficult to accept that disabled peoples experiences are not considered because it is after all the main reason why the model emerged to begin with-due to a number of disabled activists in the 1970s. Furthermore defenders of the model argue that the social model merely focuses on social barriers that disabled people face rather than denying them of everyday experiences due to their impairment (Giddens, 2006). The social model has been criticised as being inadequate as a social theory of disablement (Oliver 2004). Corker and French (1998) talk about social model theorists and then conclude that the social model is not a theory, however Oliver (2004) argues that how can people criticise the social model for something it has never claimed to be? Oliver (2004) states that most people who have developed the social model have claimed that they have said the social model of disability is not a theory of disability. Leading on from the strengths and limitations, there is a substantial amount that nurses can do to promote anti-discriminatory practice in relation to people with disabilities by maintaining a positive attitude towards people with disabilities as they are constantly involved with the treatment and care of people with physical or intellectual disabilities (Klooster et al. 2009). Nursing schools as like other professions, tend to be based around the medical model of care where they aim to diagnose and treat diseases (Klooster et al. 2009). However as Byron et al (2000) has stated that not all disabled people are unwell and may not have a disease. Nurses have an important role, like other health professionals, in influencing a disabled persons response to treatment (Oermann Lindgren, 1995). Therefore Carter et al (2001) has stated that inappropriate attitudes and behaviours from staff are the biggest barriers which disabled people face, which has led to further research indicating that nursing students should move away from the medical model of care when working with people with disabilities and should focus on a more social model perspective (Scullion, 1999). Further research has indicated that nursing students attitudes towards disabled people may be improved by educational programmes which can help nurses to be in direct contact and to work with disabled people (Oermann Lindgren, 1995). However, the research literature suggests that this is currently not happening in nursing practice (Klooster et al 2009). For example, Brillhart et al (1990) found that nursing students had more negative attitudes then the person with the disabilities themselves. Nurses can help to provide clear information as Hammel (2003) states that professionals need to listen to what people are telling them and that actions and non-verbal messages can speak very loudly. Nurses can form strategies to communicate with disabled people in order to make their life easier (Hammel, 2003). However it is common that fewer health care professionals are reluctant to provide services for disabled people as they age (Hammel, 2003). By providing clear information nurses also involve other people who are important in the disabled persons life and ensuring that they are informed about options and benefits for the disabled person as well as themselves. Nurses can also act as advocates for disabled people so that they have equal use of services or even provide information of advocacy groups for the disabled person for example Centres for Independent Living (Hammel, 2003). Furthermore, where young people are concerned nurse can give advice to families about possibilities for independence and can also refer them to community resources that may help young people pursue further education, find a job and live independently (Blomquist et al. 1998) Lastly the Disability Discrimination Act is a guide for nurses to help them provide better care for people with disabilities and also how they can develop their practice (Aylott, 2004). There are many aspects with which nurses can help promote anti-discriminatory practice in relation to people with disabilities however, nurses need to keep a positive attitude towards people with disabilities in order for the anti-discriminatory practice to work. In conclusion for there to be equal rights for people with disabilities, Oliver (2004), states that people spend too much time discussing the strengths and limitations of each model therefore he suggests that both models should be integrated, ideas of both models should be put together and used in concordance so as to actually help people with disabilities. Oliver (2004) claims that if we imagine that throughout history carpenters and builders of the world had spent their time talking about whether the hammer was an adequate tool for the purpose of building houses, we would still be living in caves. Therefore there is a hammer in the disability movement and if it was used properly then the social model of disability can become the hammer of justice and freedom for disabled people (Oliver 2004). References Altman, B.M., (2001). Disability definitions, models, classification schemes and applications. In G.L. Albrecht. K.D. Seelman, M. Bury, (eds.) (2001). Handbook of Disability Studies. Sage, California. Ch.3. Aylott, J., (2004). Learning disabilities. Autism: developing a strategy for nursing to prevent discrimination. British Journal of Nursing, 13(14), 828-833. Blomquist, K.B., Brown, G., Peersen, A., and Presler, E.P., (1998). Transitioning to independence: challenges for young people with disabilities and their caregivers. Orthopaedic Nursing, 17(3), 27-35. Brillhart B.A., Jay H. Wyers M.E. (1990) Attitudes toward people with disabilities. Rehabilitation Nursing. 15(2), 80-82. 85. Byron M. Dieppe P. (2000) Educating health professionals about disability: attitudes, attitudes, attitudes. Journal of the Royal Society of Medicine, 93(8), 397-398. Carter J.M. Markham N. (2001) Disability discrimination. British Medical Journal, 323(7306), 178-179. Crow, L., (1996). Including all of our lives: Renewing the social model of disability. In C. Barnes. Geof Mercer, (eds.) Exploring the divide. Leeds: The Disability Press, pp.55-72. Finkelstein, V., (2004). Representing Disability. In J. Swain., S. French., C. Barnes., and C. Thomas, (eds.) Disabling Barriers- Enabling Environments. 2nd edition. Sage, London. Ch.2. Giddens, A. (2006). Sociology. 5th edition. Polity Press, Cambridge. Hammel, J., (2003). Technology and the environment: supportive resource or barrier for people with developmental disabilities. The Nursing Clinics of North America, 38(2), 331-349. Klooster, P.M.ten., Dannenberg, J.W., Taal, E., Burger, G., and Rasker, J.J. (2009). Attitudes towards people with physical or intellectual disabilities: nursing students and non-nursing peers. Journal of Advanced Nursing, 65(12), 2562-2573. Oermann M.H. Lindgren C.L. (1995) An educational programmes effects on students attitudes toward people with disabilities: a 1-year follow-up. Rehabilitation Nursing 20(1), 6-10. Oliver, M. (1990). The Politics of Disablement. Macmillan Press, Basingstoke. Oliver, M. (1996). Understanding Disability: From Theory to Practice. Macmillan Press, Basingstoke. Oliver, M. (2004). If I had a hammer: The social model. In J. Swain., S. French., C. Barnes., and C. Thomas, (eds.) Disabling Barriers- Enabling Environments. 2nd edition. Sage, London. Ch.1. Rieser, R. (2009) The Social Model of Disability [online article]. Available from [accessed 6th January 2010]. Scullion P.A. (1999) Conceptualizing disability in nursing: some evidence from students and their teachers. Journal of Advanced Nursing. 29(3), 648-657. Shakespeare, T., Watson, N. (2002). The Social model of disability: an outdated ideology?. Research in Social Science and Disability, 2, 9-28. Thomas, C., (2004.) Disability and Impairment. In J. Swain., S. French., C. Barnes., and C. Thomas, (eds.) Disabling Barriers- Enabling Environments. 2nd edition. Sage, London. Ch.3.

Red bull Essay

Motivated by mainstream drinks from the Far East, Dietrich Mateschitz created Red Bull in the mid 1980’s. He produced the recipe of Red Bull Energy Drink and established the distinctive marketing idea of Red Bull. Red Bull Energy Drink was sold for the first time on 1st April 1987, in its home market Austria. This was not only the introduction of an entirely fresh and different product, in fact it was the birth of a completely new product type. Today Red Bull exists in more than 166 countries and about 40 billion cans of Red Bull have been consumed so far. By the end of 2013, Red Bull has employed 9,694 people in 166 countries with the company turnover exceeding the five billion euro mark for the first time. SWOT Analysis Strengths †¢Market Leadership – within the energy drinks market Red Bull is the energy drink pioneer all over the world. †¢Marketing Efforts – Well designed promotions, targeted campaigns and sponsorships for example: Formula 1, Red Bull revolution of sound and Red Bull music academy. Weakness †¢High prices. †¢No new innovation in all these years to compete with new comers. Opportunities †¢Extension of product line to help retain market share. †¢Consumer recognition through more sporting events. †¢New ventures like main stream sports sponsorships to target all demographics and partnership with social media sites. Threats †¢Competition from other health focused organic drinks which boost energy. †¢Change of rules from government health departments (especially first world countries) on high caffeine products. †¢Low acceptance in the market due to cheaper options available. †¢Health and fitness awareness in customers. †¢Another big threat to energy drink industry in general including Red Bull is the growing industry of specialty coffee in Australia. Competitor Analysis  In many surveys it is said that people use energy drinks for various reasons, but main reason being energized instantly. In Australia the main competitive threat to Red Bull is from energy drink brands such as Monster, Mother, Rockstar and v. Other market competition includes sports drinks and soft drinks. Coca-Cola’s sales in energy and sports drinks led in Australia in 2012. The company runs two products, Mother and Powerade. Powerade was the top brand in sports drinks in 2012, accounting for 50% of off-trade volume, while Mother was the third leading competitor in energy drinks, accounting for 22% of off-trade volume. Target Market †¢Core target market segments for Red Bull consists of the core age group of 15 – 40. †¢Young people feel more need of energy drinks due to work pressure, extended energy levels, multiple jobs and work and personal life balance. †¢Consumers are inclined towards Red Bull because the shear name and position of the brand, and the brands association with some well-known athletes, extreme sports such as motorsports, bike, surfing, skateboarding and more. Red Bull’s association with exclusive music scene all over the globe provides young people with another reason to be a part of the brand. References Armstrong, G. Adam, S. Denize, S. and Kotler, P. Principles of Marketing, 5th edition., Pearson, Australia Red Bull. Company and Product Overview. 2014 Available: http://energydrink.redbull.com (accessed 25 March 2014).