Group size and color Implications on fish schooling behavior - Free Essay Example

Group size and color: Implications on fish schooling behavior of promelas, innesi, sphenops and reticulata. Abstract: Fish use schooling as a coping mechanism for survival. The purpose of this study was to examine if fish preferred larger or smaller schools and if when the school sizes are the same size, will fish have a preference for the color red or blue. It was hypothesized that the fish would prefer large schools over small schools and the color blue over red. Both experiments were done inside of a tank and it was observed which side of a drawn line the fish was on at given times. The results of the first experiment showed a slight preference for small groups and were insignificant. The results of the second experiment were significant and showed a preference for blue over red. The hypothesis for fish having a preference for large groups over small groups was not supported by the results. The hypothesis for fish to prefer blue over red was supported by the results. The results of the first experiment could have happened because due to small group size, the fish were maybe choosing a school base d on familiarity rather than size. The results for the second experiment could have occurred due to surface dwelling fish being sensitive to the colors blue and green and not the color red. Intro: Animals have evolutionary forms groups for better survival. The types of group can vary from a family with parents to unrelated individuals (Alexander 1974 1974). The main benefits of forming groups is that there less risks spreading diseases since animals are not reproducing with animals outside of the group. Animals also tend to use groups to protect themselves from predators and gain more food because groups split the food (Alexander 1974). Animals that utilize groups effectively are fish. Fish have been well known to know perform schooling behavior for survival. In a recent study, it was found that fish will exploit food resources more effectively and efficiently when hunting in schools (Reuter et al 2015). Fish also form groups because evolutionarily groups benefit members is that there is less competition for group members when breeding (Alexander 1974). Fish also form schools because a predators are less likely to hunt an entire school of fish versus a whole group of fish (Sco tt and Sloman 2004). A school of fish also make it more visually confusing for a predator to spot a single fish (Scott and Sloman 2004). Fish have three motor patterns within groups. There can be a tendency for a fish to initiate the other direction of swimming of another fish (Hemmings 1966). Fish also have a tendency return to another fish if they are not following and there also is a tendency for fish to follow fish swimming away from them (Hemmings 1966). Despite these motor patterns, there are typically not a difference in social status in groups (Pavlov and Kasumyan 2000). The fish only count the leader as the swimming at the center of the school, which for a half a second or less because the front fish will quickly move to either the rear or the middle of the school (Pavlov and Kasumyan 2000). It has been shown however, that fish in different positions in the school will respond differently to stimuli. In Abramas brama, the center of the school was less sensitive to sensitive stimulus compared to the sides, which was more than 5 times as likely to response to external stimulus (Pavlov and Kasumyan 2000). The pu rpose of this study was to see if fish schooling behavior is affected by group size and if fish are more drawn to the color red or blue when the school size is the same. The Hypothesis was that fish will prefer larger group sizes and prefer the color blue over the color red. Methods: Both experiments utilized a 15-gallon tank with air stones on either end of the tank. The tank was divided into three by plexiglass dividers so there was a middle, right and left section of the tank. Both width sides and one length side of the tank were covered in Kraft paper to filter out distractions for the fish. A dip net was used to transport the fish to the tank, and there a bucket of chemicals to place the dipnet into for sterilization. A stopwatch, in this case an iPhone, was used to account for time. A dry erase maker was used so a line could be drawn halfway down the middle section of the tank, so it could be determined which side the fish was nearer. A difference with the second experiment what the plexiglass dividers had acetate colored paper in-between them and, with one divider being red and one divider being blue. The second experiment also had 3 fish on both sides of the tank. To conduct the first experiment with 5 trials, the fish, Rosy Red Minnows, were placed in the left section of the tank and 2 fish were placed on the right side of the tank. A single fish, from a large tank of fish of the same species, was placed in the middle of tank using the dip net and was given three minutes of acclamation time. Then every 30 seconds for 15 minutes total using a stopwatch, it was recorded which side of the line the fish was on, so it could be later determined which group the fish preferred. The recording was done by checking a box in a two-column table if the fish was on the group with 5 fish or 2 fish. After the 15 minutes, the tested fish was placed in a holding tank to be later placed back in its original tank. This procedure was repeated for 5 separate fishes. The grand total of the fishs observed position was then calculated with a total of 880 data points for the first experiment. Then the chi square test of goodness-of-fit with the Yates correction was done to determine if the results were significant. The second experiment had the same procedure, but both groups were 3 fish instead of 5 and 2 and the tank had a blue and red divider so the fish were either go to the blue or red side of the tank. The second experiment had the same procedure of checking boxes from a two-column table, but the two categories to check for were blue or red side. The second experiment was also done for 10 minutes instead of 15 minutes with a grand total of 95 trials done for the second experiment. Results: The results of the first experiment were insignificant and showed that the fish slightly preferred small schools because they were drawn to small schools with a grand total of 445 times and large schools 435 times (Figure 1) (chi square goodness of fit test, x2 = .092, df=1, p=0.762). In experiment two, the responses were significantly different and the fish were drawn to the blue side 88 times and the red side 7 times (Figure 2) (chi square goodness of fit test, x2 = 67.368-16, df=1, p=2.25-16). Figure 1. The grand total number of the times the fish in the middle section of the tank swam to a large group with 5 fish versus a small group with 2 fish. (chi square goodness of fit test, x2 = .092, df=1, p=0.762) Figure 2- The total number of times the fish in the middle section swam to the blue or red divider. (chi square goodness of fit test, x2 = 67.368-16, df=1, p=2.25-16) Discussion: The hypothesis that fish prefer larger schools was not supported because the results indicating that fish preferred small groups were insignificant, and so it cannot be concluded that this relationship occurs in nature. The school size results are insignificant, but other researchers have found that fish would prefer larger groups over small groups. The fish could have preferred the smaller group over the larger group because of the size of the fish in the group. Keenleyside (1955) showed that small fish would prefer a group of larger fish over a group of small fish. Perhaps in the school size experiment the fish in the smaller groups were larger than the fish in the large groups, therefore skewing the data to favor small groups slightly over the large groups. Another reason the small groups could have been favored in the large schools was that in another study it was shown that fish preferred familiar fish, fish they are cohesive with in antipredator behavior, less as group size inc reased (Griffiths and Magurran 1997). The fish might have chosen groups based on familiarity and not group size because the group sizes were small. The hypothesis that fish prefer blue over red when choosing a school of the sizes was supported by the results and the results were significant (Pope and Fry 1997) showed that the color blue is absorbed more profoundly than red, which means the color blue would be found at deeper depths in water. Rosy Red Minnows would equally see red and blue because they live in shallow water such as rivers, ponds, and temporary pools. The question now is why the fish would preference the color blue over red. A possible explanation is that guppies, surface dwelling fish, are sensitive to blue and green colors and not red colors (Levine and MacNichol Jr 1982). Rosy Red Minnows are also surface dwelling; therefore, they might also not be sensitive to the color red. The minnows could just see a blue divider and a colorless divider; therefore, they preferred the blue divider because it was the familiar color. This would mean that the fish has the color based on familiarity and not preference. The purpose of the experiment was to test the effect of school size on schooling behavior in fish, and if fish had a preference for color when the opposing school sizes were the same. The results of the first experiment for group size are insignificant but could possibly be explained by familiarity instead of group size. The results of the second experiment for color preference are significant but could be more likely due to familiarity than preference for a color. The results might reflect that fish stick with familiar environments as much as possible due to basic survival instincts. The results might mean that fish within schools are only social within the school and not likely to interact with other schools. A question from the first experiment that should explored would be if the opposing school size were even more polarized, would there be significant results? Future investigations to expand on the color experiment would be to use blue and green dividers, because these are sensi tive colors that the fish can likely distinguish between. References Alexander, R. D. 1974. The Evolution of Social Behavior. Annual Review of Ecology and Systematics 5:325â€Å"383. GRIFFITHS, S. W., and A. E. MAGURRAN. 1997. Schooling preferences for familiar fish vary with group size in a wild guppy population. School of Biological and Medical Sciences 264:547â€Å"551. Hemmings, C. C. 1966. OLFACTION AND VISION IN FISH SCHOOLING. J. Exp. Biol 45:449â€Å"464. Department of Zoology, University of Cambridge, and Stazione Zoologica, Naples Keenleyside, M. H. 1955. Some Aspects of the Schooling Behaviour of Fish. Behaviour 8:183â€Å"247. Levine, J. S., and E. F. Macnichol. 1982. Color Vision in Fishes. Scientific American 246:140â€Å"149. Pavlov, D. P., and A. O. Kasumyan. 2000. Patterns and mechanisms of schooling behavior in fish: A review. Journal of Ichthyology. Pope, R. M., and E. S. Fry. 1997. Absorption spectrum (380â€Å"700 nm) of pure water II Integrating cavity measurements. Applied Optics 36:8710. Reuter, H., M. Kruse, A. Rovellini, and B. Breckling. 2016. Evolutionary trends in fish schools in heterogeneous environments. Ecological Modelling 326:23â€Å"35. Scott, G. R., and K. A. Sloman. 2004. The effects of environmental pollutants on complex fish behaviour: integrating behavioural and physiological indicators of toxicity. Aquatic Toxicology 68:369â€Å"392.

Contemporary Songs With Metaphors

Dickin Hard Times Essay - 787 Words

Dickin Hard Times Louisa was influenced by her father’s educational system, causing her to base all experiences on facts, without any imagination involved in determinism. She was forced by her fathers philosophy to learn thatâ€Å" you musn’t fancy† (14) causing her to base all experiences exclusively on fact. This type of guidance restricted all emotions within her life. As a result of her fathers teachings throughout the novel Louisa slowly comes to a realization that she was dependent on others ideas, and doesn’t have any emotional experiences to guide her own positions. This is directly evident at two points in the text; First when she had been presented with a proposal for marriage, and on her voyage to visit her ill mother. By Louisa†¦show more content†¦Her answer is one that involves no emotion, and this can be seen in the blandness of her remark, â€Å"Mr Bounderby asks me to marry him. The question I have to ask myself is, shall I marry him? That is so, father, is it not? You have told me so, father. Have you not?†.(103) The second point at which Louisa realizes that her father’s philosophy has a suppressing influence on her emotions was during a voyage home to visit her sick mother. During this voyage there is a point when Dickens writes â€Å"as she approached her home now, did any of the best influences of old home descend upon her. The dreams of childhood - its airy fables; its graceful, beautiful humane, impossible adornments of the world beyond† ... â€Å" what had she to do with these?† (198). Louisa become conscious that her father’s school of facts has left her with nothing in place of her childhood. â€Å" Her remembrances of home and childhood were remembrances of the drying up of every spring and fountain in her young heart as it gushed out. The golden waters were not there.† (198). 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Study on Carbohydrates free essay sample

What little work has been done in humans does little to answer the question. Two correlative comparisons ofusers and nonusers of artificial sweeteners showed that the sweeteners had no effect on body weight (18, 19). In contrast, an epidemiological study of 78 694 women found that reported weight gain was greater in those who used artificial sweeteners than in those who did not (20). There are only three published studies that have used a causative amount when approach. ofweight ate APM replaced In one, dieters who two, during were either hether artificial sweeteners aid intake and body weight, we gave free-living, normal-weight subjects 1 150 g soda sweetened with aspartame (APM) or high-fructose corn syrup (HFCS) per day. Relative to when no soda was given, drinking APM-sweetcontrol of long-term food ened soda for 3 wk significantly reduced calorie intake drinking the of both females weight sweetened take (n = 9) and males (n = of males but not of females. soda body for 3 wk signif icantly and 2 1) and However, decreased the body HFCScalorie in- increased Downloaded from www. ajcn. org by guest on June 1, 2011 eight of both sexes. Ingesting either type of soda reduced intake of sugar from the diet without affecting intake of other nutrients. Drinking large volumes of APMsweetened soda, in contrast to drinking HFCS-sweetened soda, reduces sugar intake and thus may facilitate the control of calorie intake and body weight. Am J Gun Nutr 1990; 5 1:963-9. encouraged lost the same or discouraged and to use APM-sweetened (2 1). In the other fewer calories all sucrose products hospitala 6- or ized lean period obese subjects KEY WORDS tose corn syrup, Human sugar, food intake, aspartame, body high-fruc- weetness, weight, weight control Introduction It is generally benefit believed taste that artificial sweeteners (1). provide Indeed, the foods of a desirable without calories and drinks containing these substances are frequently labeled â€Å"diet. † However, the possibility that sweet, low-calorie foods and drinks actually lead to a red uction in body weight has not been examined in detail. There is mounting evidence that in the short term (lt; 12 h), consumption of artificial sweeteners increases the motivation to eat. Rats increase food intake after drinking a saccharin solution (2). Humans report increased hunger after drinking solu- than when they were fed a high-sucrose diet (22, 23). None of the work to date has examined the effect on food intake or body weight ofadding artificial sweeteners to the normal diet. In the present study, we attempted to do this by determining the effect on long-term (3-wk) food intake and body weight of consuming APM given in soda, the most prevalent vehicle for artificial sweeteners. By comparing periods when subjects drank APM, HFCS, and no soda, we planned to examine the effect of APM both as an addition to the diet and as a l2-d sugar substitute. n the diet Methods Recruitment of subjects tions Food than These of aspartame (APM), saccharin, or acesulfame-K (3, 4). intake is greater after eating a saccharin-sweetened yogurt after a glucose-sweetened or unsweetened yogurt (5). results are not caused by a postingestive or pharmacolog- The experiment was run in two replications, held in the fall of 1987 and the spring of 1988. It was approved by the Cornmittee on Studies Involving Human Beings at the University of Pennsylvania. Potential subjects were first attracted by advertisements I 2 cal effect of the artificial sweeteners; rats eat more food after sham-drinking (ingesting but not absorbing) sucrose solution (6), and humans increase hunger ratings after chewing a gum base sweetened with as little as 0. 6 mg APM (7). Moreover, subjects who have normal sweetness perception while drinking a sweet milk shake subsequently eat more food than do subjects who cannot perceive the milk shake as sweet [because of treatment with gymnemic acid (8)]. These and other findings (9) posted the Monell on local university campuses. Upon ar- From Chemical Senses Center, Philadelphia. Competitive Re- Supported y the US Department ofAgriculture’s search Grants Program grant 87-CRCR- 1-2316. 3Address reprint requests to MG Tordoff, Monell Chemical Center, 3500 Market Street, Philadelphia, PA 19104. Senses Received Accep ted May 30, 1989. for publication August 9, 1989. Am iC/in Nutr 1990;51:963-9. Printed in USA.  © 1990 American Society for Clinical Nutrition 963 964 TABLE 1 TORDOFF AND ALLEVA each subject was weighed (wearing casual clothes, to the nearest 100 g; the weight was not revealed to the subject), the dietary record from the previous week was examined for ambiguities, and printed instructions for the following week were given. In the two soda conditions, subjects were directed to drink four sodas a day, keep unopened bottles in a refrigerator, and record the time each bottle they were notified, was consumed. In the no-soda â€Å"There are no special instructions condition, for this Constituents of aspartame-sweetened (APM) and high-fructose-cornsyrup-sweetened (HFCS) sodas ingested daily during 21-d test periods Constituent APM HFCS Weight(g) Water(mL) 1135 1130 1135 1000 APM(mg) HFCS(g) Calories (kcal) 590 1 3 0 133 530 week. † bottles carrying collected At the end of the weekly of soda for the following the sodas was somewhat them in smaller batches isit, subjects were given 28 week (if necessary). Because cumbersome, a few subjects more frequently. rival at the laboratory tive subject received for an initial a written appointment, description each of the prospecstudy and Debriefing and taste tests signed a participation consent form. The study’s purpose was stated as â€Å"an ongoing proj ect to examine basic mechanisms of food preference, food intake, and appetite. † The only procedural details given were the requirement to keep a dietary record and â€Å"you will receive beverages to drink on various days,† but â€Å"we you will receive cannot tell you at this or what they contain. time how many The description drinks also included notice ofthe requirement to attend a weekly interview at the laboratory and a schedule of remuneration, totalling $ 100 for satisfactory completion ofthe experiment. Subjects were administered the 40-question eating attitudes test (EAT-40) (24), the 5 1-question Restrained Eating Questionnaire (25), and other questionnaires to assess medical history, food preferences, eating attitudes, and dietary restraint. On the basis of questionnaire responses, applicants were excluded ifthey were recently or currently dieting, were avoiding caffeine, had a family history ofdiabetes, or were pregnant. Initial training period At the end ofthe 9-wk test period, taste tests were conducted to see if subjects could recognize differences between soda contaming APM and HFCS. First, each subject received a series of 16 counterbalanced triangle tests: the subject attempted to pick the disparate soda from three 10-mL samples of soda, two of one variety and one of the other. Second, the subject was allowed to drink as much as he or she wanted from four cups of soda. He or she was asked to identify whether the soda was a diet or regular type. Unbeknownst to the subject, two glasses contained APM-sweetened soda and two, HFCS-sweetened soda. Finally, we asked what the subject thought the study was about. Analysis ofdietary records Downloaded from www. ajcn. org by guest on June 1, 2011 Dietary diet-analysis records software were analyzed (release 3. 0, by use of NUTRITIONIST-3 N-Squared Computing, Sil- An experienced registered dietitian instructed each subject on how to complete dietary records. The 45-mm lesson emphasized the necessity of timely and accurate record keeping and included demonstrations with food models and household measures. To augment compliance, subjects were told, â€Å"We could determine what you have eaten from analysis of urine samples† (although this was untrue). To ensure understanding ofthe instructions, subjects kept a practice dietary record for 2 or 3 d. The completed record was scrutinized by the dietitian (with the subject present) to clarify any ambiguities and to familiarize subjects with the rigor required for keeping a dietary record. At this stage six females and eight males elected to quit the experiment. Two males who kept insufficiently detailed records were also eliminated. Experiment design and procedure erton, OR) by trained personnel who were unaware of the treatment conditions. Components of foods not listed in the database were obtained directly from the manufacturers or by chemical analysis. For simplicity, we combined fructose, glucose, sucrose, and other monoand disaccharides as â€Å"sugar. † After inspection of initial results, separate values were derived f or sugar in beverages (ie, soft drinks, coffee, and tea) and food (all other sources of sugar). Results Preliminary analyses found there were no differences be- Each subject maintained a dietary record continuously for 9 wk. During this eriod they received, in counterbalanced order, for 3 wk each, soda sweetened with APM, soda sweetened with high-fructose corn syrup (HFCS), or no experimental drinks. The cola-flavored soda was provided in ‘ 300-mL glass bottles. There was an alphanumeric code on the cap or sleeve ofeach bottle but nothing to inform the subject ofthe identity of the drink. During the appropriate periods, subjects were required to drink four bottles ( 1 1 35 g) ofsoda daily (Table 1). At the start of the test period and then at weekly intervals, tween the results of the two replications of this study, so they were combined. Of the I 3 female and 28 male subjects who started the study, 1 female and 5 males stopped keeping dietary records or failed to keep appointments at the laboratory. Three females were eliminated because of chicken pox, pneumonia, and relocation away from the area. Two males complained about having to drink so much soda, so they were also dropped from the study. Analyses and data presentation are based on the remaining 9 females and 2 1 males. Subject characteristics Anthropometric measures are shown in Table 2. Body mass indexes ofthe females and males were 25. 4  ± 1. 4 and 25. 1  ± 0. kg/m2, respectively, which falljust below the 75th percentile of body weight distribution (26). With the exception offour males who ate fixed meals four times per week, all subjects controlled their own food choice and meal size. There were minimal re- ARTIFICIAL TABLE Physical SWEETENERS AND BODY WEIGHT 965 2 characteristics of subjects* Female (n 9) Characteristic Age (y) Height (cm) =  ±  ±  ± (n Male = 21)  ±  ±  ± 28. 2 165. 5 2. 7 2. 2 4. 3 22. 9 174. 5 76. 6 0. 8 1. 2 Weight (kg) *j ±5EM 69. 6 2. 1 ports of food allergies or aversions. scores on the EAT-40, a measure 1 1 . 8  ± 2. , males 9. 9  ± 1. 1). The ing Questionnaire revealed normal No subjects had extreme of eating disorders (females 5 1-question Restrained eating behavior except Eatthat two females and one male had high (gt; 2 SD above the mean) restraint (factor 1) scores and five males had high disinhibition (factor 2) scores. None of the questionnaire responses corre- lated ofthe significantly except Restrained with Eating food intake Questionnaire) or weight between and = change hunger calorie p lt; during (factor intake the 3 dur- experiment, for a correlation ing the no-soda Body weight baseline) period (r 0. 37, 0. 05). Subjects gained slightly but wk of drinking HFCS-sweetened significantly more weight after 2 soda than after the same pesoda or no experimental soda was more marked a fter 3 wk (Fig did males durHFCS-sweet- riod drinking APM-sweetened (Appendix A). This difference 1). Females lost significantly more weight than ing the control (no-soda) period. While drinking ened soda, females gained p lt; 0. 0 1) and males gained drinking APM-sweetened  ± 0. 29 kg, p kg, lt; weight significantly (0. 97  ± 0. 25 kg, slightly (0. 52  ± 0. 23 kg, NS). While soda, females lost gained weight slightly (0. 47 males weight significantly (0. 25  ± 0. 22 NS) but 0. 05). Thus, the effect on both sexes combined and days (1-21 d). Separate analyses were performed either including or excluding the ingredients from the experimental sodas. All the analyses found that females consumed significantly less than did males, and there was no interaction between sex and treatment (Appendix A). None ofthe analyses produced a main effect or interaction involving the days factor, indicating that intakes were stable across the 2 l-d treatment periods. The possibility ofcarry-over effects from one period to another was examined using the same procedure as for body weight data. Results from the first 3-wk period were analyzed separately by using between-subject comparisons (Appendix B). The results of these analyses from a period before carry-over effects could have occurred were similar to those from the complete set of data, indicating that carry-over effects were either absent or, if present, undetectable and thus ofminor significance. Calories. Relative to calorie intake during the no-soda condition, drinking 530 kcal HFCS-sweetened soda/d produced a large and highly significant increase in total calorie intake (including calories in the experimental soda). Drinking the same volume ofAPM-sweetened soda decreased calorie intake. Both APM and HFCS consumption significantly reduced intake of calories from the diet (ie, calories excluding the sodas) to the same extent (by 179 and 195 kcal/d, respectively; Table 3). The decrease in dietary calorie intake produced by drinking either form of soda was due entirely to a decrease in sugar intake (Fig 2). Drinking soda did not affect the intake of protein, fat, alcohol, or complex (nonsugar) carbohydrate (Table 3). Sugar andsoda. During the period without experimental sodas, average intake of sugar-sweetened soda was 292  ± 1 33 g for females and 414  ± 85 g for males. Three females and two males drank essentially no (lt; 25 g/d) HFCS-sweetened soda; one female and two males drank gt; 1 135 g/d. Intake of APMsweetened soda during the same period was 1 59  ± 82 g for females and 88  ± 40 g for males, which included 6 females and 16 males who did not drink any. The total intake ofboth types Downloaded from www. ajcn. org by guest on June 1, 2011 ofdrinking HFCS-sweetened body weight, whereas the soda crease was to nonsignificantly in weight seen when gain soda was to significantly increase effect of drinking APM-sweetened decrease males it. Female =9) Male (n=2 1) Because APM could of the counterbalanced reflect either a direct caused body design drank of the study, soda sweetened period the dewith influence by a previous ofthe soda or recovof HFCS- ery from possibilities, the weight we sweetened-soda consumption. compared To discriminate weight changes between of the these three ) C male and three female subgroups of subjects during the first 3 wk of the experiment (Appendix B) and during each of the three 3-wk periods of the study (Appendix C). The pattern of results for each of the periods was more-or-less similar to that seen overall, although because of the smaller group loss in sensitivity produced by the use ofbetween-subject parisons, the only significant during the first 3-wk period difference for females 0 -C 0 .4. J ii No -1 sizes and corn- ci) was present gt;‘ 0 0 (Appendix who effects loss drank seen C). Judging APM-sweetened weight when per se. ofbody y the desoda gain could drank FIG Soda APM crease in the weight before any possible occur, soda it appears containing that of males carry-over the weight subjects HFCS APM was due to the soda Food intake and of total calories were anwith factors of sex, treatment, Intakes of the various nutrients alyzed by three-way ANOVAs in body weight during 3-wk periods when subjects sweetened with aspartame (APM), an equal weight ofsoda sweetened with high-fructose corn syrup(HFCS), or had no experimental manipulation (no soda). *p lt; 0. 05 relative to weight gain in no-soda period. 1. Changes drank 150 g/d of soda 966 TABLE 3 ofdrinking Effect on dietary nutrient intake sweetened with APM or HFCS* Measure Nosoda TORDOFF AND ALLEVA evidence that the effects weight were influenced soda. ofthe sodas on calorie intake and body by the subjects’ ability to identify the guessed the experiment’s purpose; most soda (1 135 g/d) APM kcal/d HFCS None ofthe subjects Females(n = 9) Alcohol Fat Protein Carbohydrate 65 ±23 747 ±93 266 ±25 39 ±12 745 ±95 262 ±28 58 ±23 726 ± 84 256 ± 27 405  ± thought we were performing market a new brand of soda. None noticed changed their body weight or altered take or selection. Discussion research of some kind on that drinking the sodas their patterns of food in- Imposing the requirement to drink 1 135 g/d of APM-sweetened soda on normal-weight, freely feeding subjects decreased calorie intake significantly (by 7%) and reduced body weight slightly (significantly in males). This was in marked contrast to 261 ±60 255 ±55 225 ±56 the highly significant, 13% increase in calorie intake and sig932 ±45 945 ±56 937  ±41 nificant increase in body weight produced by consumption of 373 ±23 384 ±27 373 ± 18 the same amount of HFCS-sweetened soda. The two types of soda produced an identical, 33% decrease in dietary sugar in617 ±43 612  ±48 ComplexCHO 624 ±49 461  ± 38t take (excluding the sugar in the soda), without affecting intake Sugar 674  ± 49 453  ± 40t Totalintake 2801  ± 150 2647 ± 153 2645 ± l24 t ofother macronutrients. This was caused in part by the â€Å"experimental† sodas displacing discretionary beverages; subjects i  ±SEM. given four bottles ofsoda per day have little motivation to purt Significantly different from no-soda condition: tp lt; 0. 005, f#{231}p chase and drink their own. However, drinking either form of

Essay Samples For Graduate Program

Essay Samples For Graduate ProgramWhen it comes to writing an essay, it is important to remember that graduate program requirements are very strict. They expect you to be able to complete the coursework in a reasonable amount of time and put forward good grades in order to earn your degree. In order to meet these goals, it will be necessary to focus on writing a well-written essay.It can be hard to find a good paper sample. The best ones will include a background description, example sentences, and one or two paragraphs. If you have an instructor that is helping you, they may be able to give you a hand with a well-written sample that includes a bio section, example sentences, and at least three paragraphs. After you have written the sample, make sure you get feedback from your instructor or college advisor.Before you begin writing your essay, it is important to have a good outline. By having an outline, you will be able to see how everything fits together. This will help you when you are drafting your essay. If you do not have an outline, your first draft of the essay may appear unorganized.There are many books and resources available to help you when it comes to writing an essay. One of the most popular resources is How to Write an Essay. There are many free resources on the Internet as well. They can also be useful for students that would like to try their hand at writing a class assignment. It is best to choose a resource that you feel comfortable with and one that will not frustrate you.If you do not have any good reference material, you can always ask an advisor or instructor for a sample essay. Many times, this can be more helpful than a book or other writing material. By reading through examples from books and taking notes, you will be able to see how you can use that information to make your own. This will give you the knowledge you need before you begin writing your essay.During the writing process, it is important to think about why you are writing th e essay. If you have taken a different course, you should look into why that is. Are you taking a different course because you want to, or should you, earn your degree? It is important to consider all these factors when writing the essay.Essay samples for graduate program will help you have a better idea about how to write an essay. Writing an essay can be a bit daunting but with the proper guidelines and a few tips, you will be able to complete your assignments quickly and correctly. Keep these guidelines in mind when you write your essay.

What to Expect From Station Eleven Argumentative Essay Topics?

What to Expect From Station Eleven Argumentative Essay Topics? The Fight Against Station Eleven Argumentative Essay Topics An argumentative essay is a particular kind of essay which requires students to argue with the current points of view to be able to show the truth of their own position. It is a writing piece meant to persuade someone to think the way you do. In order to really convince readers of your perspective, it must also look at the opposing views. Since you may see, writing an argumentative essay on the majority of the available topics is a time-consuming process which demands lots of efforts and skills it's well worth trying as you are able to acquire unforgettable experience. Remember that you could make funny argumentative essays if you do a few things. One of the greatest approaches to change anybody's mind is with an emotional investment. Pay close attention to all things electronic, and you will be certain to find something debatable of what you see. When y ou're picking your topic, remember that it's much simpler to write about something which you presently have interest ineven in case you don't know a great deal about it. You could also see academic essay. You could also see analytical essay. You can also see descriptive essay. Argumentative essays have to be well-organized. Creating a topic all on your own is quite mind-torturing. Having selected a very good topic to argue about, at this point you will need to make an argumentative essay outline. Before concluding the essay, it is critical to summarise with a strong emphasis on the subject. Researching the topic will enable you to find out more about what fascinates you, and should you pick something you truly like, writing the essay will be more enjoyable. There are a few specific elements which are necessary in an argumentative essay. Writing an argumentative essay can occasionally be confusing since you don't necessarily understand how to compose a convincing argument. It is crucial to note an argumentative essay and an expository essay might be similar, but they vary greatly regarding the sum of pre-writing and research involved. Writing a persuasive, argumentative essay can be challenging, and at times it can find a little confusing. The thing you ought to do to be able to structure an argumentative essay is to set a claim that's debatable. If you would like to learn what an argumentative essay is, the very first thing you need to remember is that its primary aim is to convince the audience to accept your standpoint. An argumentative essay is a sort of thesis or composition in which you have to present your view and try to convince others your facts and arguments are correct. Usually, it has the same outline as the majority of traditional papers. Most conclusions are just a paragraph in length as the conclusion is anticipated to be an overview of the whole essay. The student should investigate a topic, evaluate evidence, collect, generate, and set a standpoint on the subject in a powerful and concise method. To write an excellent argumentative essay the students first must investigate several sides of the argument, which permits them to make an educated stance. What You Need to Do About Station Eleven Argumentative Essay Topics Starting in the Next 5 Minutes An argumentative essay example will reveal the should possess some very important components which make it better in the practice of convincing. Each portion of the essay exerts a specific function in its general structure. Bear in mind that the period of your essay is contingent on the assignment offered to you. The argumentative essay has a particular format that has to be followed to blow the mind of the reader, and it's especially helpful for students and the cor porate whilst making strategic proposals. The Ugly Side of Station Eleven Argumentative Essay Topics The chief reason why somebody is writing an argumentative essay is to try to persuade or sway another man or perhaps a group of men and women in your rightness in a particular theme. Getting in a position to compose a strong argument will allow you to succeed in society. There are a lot of things to argue when it has to do with the law. The issue is that everybody's interpretation of what makes a great society differs. The Do's and Don'ts of Station Eleven Argumentative Essay Topics An excellent method to tell if your topics is an argument topic is to see whether you can debate your topic working with the info you find. Choose from popular topics that folks are passionate about. It's important to select debatable argumentative essay topics as you need opposing points you could counter to your own points. Odds are, all you have to do is relax and locate a topic you're passionate about and, needless to say, one that's debatable. Selecting an emotional topic is also a great idea. Deciding on your topic isn't that easy. Otherwise, the info might be too old to use. Look through the list of topics cautiously and start making a mental collection of the evidence it's possible to use on topics you prefer. You are able to pick topics from several lists of ready themes. There are many topics you could write about and it is nearly unlimited!

Good Topics For An Argument Essay

Good Topics For An Argument EssayWhen writing an argument essay for college, it is a good idea to think about good topics for an argument essay. An argument essay needs to be written from the point of view of the one who is being argued against.One good topic for an argument essay is the causes of a war or revolution. If there is a group or country that was either of the causes, and they were fighting or revolting against a great evil or a tyrant, it makes sense to use that as the basis for an argument. So, if there was a war and one side wanted freedom and another wanted slavery, for example, you could use that as the starting point for a story.There are many good topics for an argument essay for colleges if you are not allowed to talk about the negative aspects of the subject. You will want to start with a positive argument. This means that you are not allowing any negatives into your argument, and you need to show the other person why you are right and they are wrong.Another good topic for an argument essay is what is the cause of the economy? No matter how good a job the American workers have been doing lately, the economy is always in a state of chaos and this affects all of us. In order to fix the economy, it is important to look at all of the good that has been done and all of the bad.Something else that is a good topic for an argument essay is a war that caused a great divide between two groups. In the Civil War, for example, the North and South were divided by an issue that really no one really liked. Many great ideas came out of that, but at the time, it was such a hot button issue that it was too much for many people to take.Still another good topic for an argument essay is a great era that was considered the golden age of man. In the fifties, the fifties seemed to be the last time that we were all on the same page. But, people still liked to play dress up and they still liked to watch movies.That is why many college debate competitions allow for an argument essay. It is not a skill that is used to create the best arguments; it is a way to tell a story.