Artificial Sweeteners Are Really Bad Essay

Artificial sweeteners are chemicals or natural compounds that replace the sweetness of sugar, without all of the calories. But sometimes the label ‘sugar-free’ masks calories present in the food or drink. Aspartame, which is in Equal is a common chemical sweetener with crazy possible side effects. Effects include hallucinations to seizures and brain tumors; it is hardly worth consuming for the sake of saved calories in my opinion. Then you also have Sucralose, which is known as Splenda. Recent research suggests that Splenda can enlarge both the liver and kidneys and shrink the thymus glands. Splenda reportedly can cause skin rashes, panic, diarrhea, headaches, bladder issues, stomach pain, and those side effects don’t even sum it up. In addition to all of this, consider the waste involved in the industry of artificially sweetening. Ever stepped into a coffee shop and noticed a mound of sugar substitute packets building on the counter or in the trash? We’ve been wasting one of our most precious resources for the sake of a sweetener that can harm our bodies and prevent weight loss. So what you can do instead to get your sugar fix? Turn to natural sweeteners for your drinks and food alike. Honey, agave nector, organic maple syrup, brown rice syrup, and stevia are just a few natural sweeteners you can turn to. Not only will they wreak your body less, but your support of these sweeteners instead will, eventually, help to slow the production of toxic artificial sweeteners. I am interested in this topic because so many people that I know use artificial sugar. My mom however, has never let us use things like sweet and low or splenda because she was always aware of the bad things that happen in your body because of these artificial sugars. I want to be able to answer the question â€Å"well why is it bad?† when people ask me why they shouldn’t use splenda and sweet and low. I will approach this as an informative paper, letting the audience know why it is bad, but also trying to convince people not to use it at the end.

Odyssey and Brother Essay

Specifically, three parallels surface in the discussion of the similarities between Homeris classic epic and iO Brother Where Art Thou? The Cyclops encounter for instance, is transcendent between both works. Furthermore, each story contains a comparable perspective of the Lotus Eaters. Finally, the strongest parallel between the iOdysseyi and iO Brother, Where Art Thou? i is the mystical call of the Sirens and the powers of the witch goddess Circe. The Cyclops encounter is transcendent between both works. The Cyclops, in the iOdysseyi and iO Brother, Where Art Thou? i has obvious physical traits that connect the two pieces of work. The Cyclops in each story is a large man, who only has one eye. One website describe the Cyclopes race as, ia rough and uncivilized race of one-eyed giants. i(Spark notes p1) Odysseus describe the giant as, i A prodigious man who slept in his cave alone, and took his flocks to graze afield—remote from all companions, knowing none but savage ways, a brute so huge. i(Wilkie p378) The encounter of the Cyclops shows a great similarity in both of these stories. Odysseus, the main character of the iOdysseyi and Ulysses, the main character of iO Brother, Where Art Thou? i are taken from of state of tranquility and savagely attacked. As described by Odysseus, iSo there all day, until the sun went down, we made our feast on meat galore, and wine. i(p 377) This quote describes Odysseus and his men relaxing and enjoying a feast. Quite similar in iO Brother Where Art Thou,i Ulysses was enjoying a picnic when the savage Cyclops attacked him. When Ulysses and Odysseus were about to enjoy a peaceful day they are overtaken by the Cyclops either imprisoned or robbed. Both Ulysses and Odysseus mentality of a warrior allows them to fight back and eventually defeat the Cyclops. In each story an attempt to blind the creature offers a distraction for each character to escape from the Cyclops. Secondly, each story contains a similar perspective of the Lotus Easters. When you eat the intoxicating fruit of the lotus, as described in the Odyssey, the thought of home, purpose of voyage, and memories of the past are no longer important. Odysseus and his men arrive at the land of the Lotus-Eaters and become addicted and drawn to the fruit. They are so leered to the fruit, that it becomes a mindless obsession. iO Brother, Where Art Thou? becomes parallel to the story of the Lotus-Eaters when Ulysses and his men are baptized. Websteris dictionary defines baptism as, ithe Christian sacrament of sin and spiritual rebirth as a Christian. i Both the iOdysseyi and iO Brother Where Art Thou? i describe a rebirth and new thinking. The things of the past are no longer important. Rebirth of the soul and becoming filled with the spirit are identical to the intoxication of the f ruit. Therefore, the producers of iO Brother, Where Art Thou? i are describing baptisms as a new beginning and new thought, then comparing it to the lotus eaters of the iOdyssey. i Finally, the strongest parallel between the iOdysseyi and iO Brother, Where Art Thou? i is the mystical call of the Sirens and the powers of the witch-goddess Circe. This parallel is the strongest element of comparison because it is very similar how each story describes the Sirens. Odysseus is told in the iOdyssey,i iSquare in your shipis path are the Sirens, crying beauty to bewitch men coasting by. i (p 421) Both Ulysses and Odysseus use wax to avoid the Sirens. Ulysses hair smelling of wax, (hair wax) and Odysseus instructing his men to put wax in their ears is enough to avoid the Sirens seductive song in each story. Avoiding the Sirens allows both Ulysses and Odysseus to continue on their purpose of journey, to get home. Another striking similarity is the witch goddess of Circe. In the iOdyssey,i Circe turns one of Odysseus men into a pig. Parallel to the Homeric epic, one of Ulysses men was supposedly turned into a frog. These two strong parallels sum up an obvious influence of Homeric work in iO Brother, Where Art Thou? i The movie iO Brother Where Art Thou? i is strikingly similar to Homeris iOdyssey,i in both plot and character description. Specifically, three parallels surface in the discussion of the similarities between the iOdysseyi and iO Brother, Where Art Thou? i The Cyclops encounter for instance, is transcendent between both works. Furthermore, each story contains a similar perspective of the Lotus Eaters. Finally, the strongest parallel between the iOdysseyi and iO Brother, Where Art Thou? i is the mystical call of the Sirens and the powers of the witch-goddess Circe. Thus, we find the modern film depiction of the trouble of a man during the depression is being shaped by the ancient struggles of Odysseus in Homeris iOdyssey. i

Dwecks Growth Mindset to Close the Achievement Gap

Dweck's Growth Mindset to Close the Achievement Gap Teachers often use words of praise to motivate their students. But saying â€Å"Great job!† or â€Å"You must be smart at this!† may not have the positive effect that teachers hope to communicate. Research shows that there are forms of praise that may reinforce a student’s belief that he or she is either â€Å"smart† or â€Å"dumb†. That belief in a fixed or static intelligence may prevent a student from trying or persisting at a task. A student may either think â€Å"If I am already smart, I don’t need to work hard,† or â€Å"If I am dumb, I won’t be able to learn.† So, how can teachers intentionally change the ways students think about their own intelligence? Teachers can encourage students, even low-performing, high-needs students, to engage and achieve by helping them to develop a growth mindset. Carol Dwecks Growth Mindset Research The concept of a growth mindset was first suggested by Carol Dweck, a  Lewis and Virginia Eaton Professor of Psychology at Stanford University. Her book, Mindset: The New Psychology of Success  (2007) is based on her research with students that suggests that teachers can help develop what is called a growth mindset in order to improve student academic performance. In multiple studies, Dweck noticed the difference in a students performance when they believed that their intelligence was static versus students who believed that their intelligence could be developed. If students believed in a static intelligence, they exhibited such a strong desire to look smart that they tried to avoid challenges. They would give up easily, and they ignored helpful criticism. These students also tended not to expend efforts on tasks they saw as fruitless. Finally, these students felt threatened by the success of other students. In contrast, students who felt that intelligence can be developed exhibited a desire to embrace challenges and to demonstrate persistence. These students accepted helpful criticism and learned from advice. They also were inspired by the success of others. Praising Students Dwecks research saw teachers as agents of change in having students move from fixed to growth mindsets. She advocated that teachers work intentionally to move students from a belief that they are â€Å"smart† or â€Å"dumb† to being motivated instead to â€Å"work hard† and â€Å"show effort. As simple as it sounds, the way teachers praise students can be critical in helping students make this transition.   Before Dweck, for example, standard phrases of praise that teachers might use with their students would sound like, I told you that you were smart, or You are such a good student! With Dwecks research, teachers who want students to develop a growth mindset should praise student efforts using a variety of different phrases or questions. These are suggested phrases or questions that can allow students to feel accomplished at any point in a task or assignment: You kept working and concentratedHow did you do that?You studied and your improvement shows this!What do you plan to do next?Are you pleased with what you did? Teachers can contact parents to provide them information to support a students growth mindset. This communication (report cards, notes home, e-mail, etc.) can give parents a better understanding of the attitudes that students should have  as they develop a growth mindset. This information can alert a parent to a students curiosity, optimism, persistence, or social intelligence as it relates to academic performance. For example, teachers can update parents using statements such as: Student completed what she began Student tried very hard despite some initial failure Student stayed motivated, even when things didn’t go wellStudent approached new tasks with excitement and energyStudent asked questions that showed he or she had a desire to learn  Student adapted to changing social situations Growth Mindsets and the Achievement Gap Improving academic performance of high needs students is a common goal for schools and districts. The U.S. Department of Education defines high needs students as those who are at risk of educational failure or otherwise in need of special assistance and support. The criteria for high needs (any one or combination of the following) include students who: Are living in povertyAttend high-minority schools (as defined in the Race to the Top application)Are far below grade levelHave left school before receiving a regular high school diplomaAre at risk of not graduating with a diploma on timeAre homelessAre in foster careHave been incarceratedHave disabilitiesAre English learners High-needs students in a school or district are often placed in a demographic subgroup for purposes of comparing their academic performance with those of other students. Standardized tests used by states and districts can measure  the differences in the performance between a high needs subgroup within a school and the statewide average performance or a states highest achieving subgroups, especially in the subject areas of reading/language arts and mathematics. The standardized assessments required by each state are used to evaluate school and district performance. Any difference in the average score between student groups, such as regular education students and high needs students, measured by standardized assessments is used to identify what is called the achievement gap in a school or district. Comparing the data on student performance for regular education and subgroups allows schools and districts a way to determine if they are meeting the needs of all students. In meeting these needs, a targeted strategy of helping students to develop a growth mindset  may minimize the achievement gap. Growth Mindset in Secondary Schools Starting to develop a students growth mindset early in a students academic career, during pre-school, kindergarten, and the elementary school grades ​can have long-lasting effects. But using the growth mindset approach within the structure of secondary schools (grades 7-12) may be more complicated. Many secondary schools are structured in ways that may isolate students into different academic levels. For already high performing students, many middle and high schools may offer  pre-advanced placement, honors, and advanced placement (AP) courses. There may be international  baccalaureate (IB) courses or other early college credit experiences. These offerings may inadvertently contribute to what Dweck discovered in her research, that students have already adopted a fixed mindset - the belief that they are either â€Å"smart† and able to take high-level coursework or they are â€Å"dumb† and there is no way to change their academic path. There are also some secondary schools that may engage in tracking, a practice that intentionally separates students by academic ability. In tracking students may be separated in all subjects or in a few classes using classifications such as above average, normal, or below average. High needs students may fall disproportionately in the lower ability classes. To counter the effects of tracking, teachers can try employing growth mindset strategies to motivate all students, including high needs students, to take on challenges and persist in what may seem difficult tasks. Moving students from a belief in the limits of intelligence can counter the argument for tracking by increasing academic achievement for all students, including high needs subgroups.   Manipulating Ideas on Intelligence Teachers who encourage students to take academic risks may find themselves listening to students more as students express their frustrations and their successes in meeting academic challenges. Questions such as Tell me about it or Show me more and Let’s see what you did can be used to encourage students to see efforts as a path to achievement and also give them a sense of control.   Developing a growth mindset can happen at any grade level, as Dweck’s research has shown that student ideas about intelligence can be manipulated in schools by educators in order to have a positive impact on academic achievement.

Hit song about Sept. 11 truly misses the mark essays

Hit song about Sept. 11 truly misses the mark essays Hit song about Sept. 11 truly misses the mark This article is the authors opinion about a controversial song written by Toby Keith in the days following the September 11th attacks on America. Julia Keller, the author, describes "Courtesy of the Red, White, and Blue (The Angry American) as "odious" as well as "a crude caricature of true American values, as it snarls with schoolyard braggadocio and bristles with taunts and threats and coarse language". She is saying that this song does nothing but reflect the same ideas as the people who committed the heinous acts of terror on September 11th. She compares the "silly, chest-thumping antics" to two other songs written about the same thing, just with a different tone. The songs "Where Were You (When the World Stopped Turning)" by Alan Jackson and "American Child" by Phil Vassar, received a glowing retort from Keller by saying these songs are "thoughtful" and "a starker contrast to Keiths macho bluster". She states, "Do we need to punish those responsible for Sept. 11? Of course. A nd were doing that . But the idea that the only legitimate response to that terrible day is to become as blind, bloodthirsty, and bombastic as the terrorists themselves the essence of Keiths song is insulting. Our nation seeks justice, not vengeance." Keith received much publicity when ABC decided not to feature the song on its Fourth of July special. "He got to act all dissed and outraged, and got himself booked on radio and TV shows to whine about it", Keller says. She believes it takes men and women of sincere courage to assimilate a tremendous blow like the events of September 11th, feel a surpassing grief, and then use those emotions as fuel to make wisdom. When I read this article I was dumbfounded. Apparently the author doesn't know what true patriotism and love for your country is. Nor does she know how the majority of the American public feels about the events that t ...

Myths Involving the Greek God Hades

Myths Involving the Greek God Hades Hades, called Pluto by the Romans, was the god of the Greek underworld, the land of the dead in Greek and Roman mythology. While some modern-day religions deem the underworld as Hell and its ruler as the incarnation of evil, the Greeks and Romans saw the underworld as a place of darkness. Although hidden from the light of day and the living, Hades himself was not evil. He was, instead, the keeper of the laws of death. Key Takeaways: Hades Alternate Names: Zeus Katachthonions (Zeus of the Underworld), Epithets: Aà ¯des or Aà ¯doneus (The Unseen One, The Invisible), Plouton (the Wealth-Giver), Polydegmon (The Hospitable), Euboueus (Wise in Counsel) and Klymenos (the Renowned)  Culture/Country: Classical Greece and Roman EmpirePrimary Sources: Homer  Ã‚  Realms and Powers: The Underworld, ruler of the deadFamily: Son of Kronus and Rhea, brother of Zeus and Poseidon, husband of Persephone Origin Myth According to Greek mythology, Hades was one of the sons of the Titans Cronus and Rhea. Their other children included Zeus, Poseidon, Hestia, Demeter, and Hera. Upon hearing a prophecy that his children would depose him, Cronus swallowed all but Zeus. Zeus managed to force his father to disgorge his siblings, and the gods embarked on a war against the Titans. After winning the war, the three sons drew lots to determine which would rule over the Sky, Sea, and Underworld. Zeus became the ruler of the Sky, Poseidon of the Sea, and Hades of the Underworld. Zeus also maintained his role as King of the Gods. After receiving control of his realm, Hades withdrew, and living an isolated existence, had little to do with the world of the living humans or gods.   Appearance and Reputation Although rarely appearing in Greek art, when he does, Hades carries a scepter or key as a sign of his authority- the Romans illustrate him carrying a cornucopia. He often looks like an angry version of Zeus, and the Roman writer Seneca described him as having the look of Jove when he thunders. Sometimes he is illustrated wearing a crown with rays like the sun or wearing a bears head for a hat. He has a cap of darkness that he wears to become dark.   Hades has a number of epithets, because Greeks, in general, preferred not to speak directly of death, particularly concerning their family and friends. Among them are Polydegmon (also Polydektes or Polyxeinos), all meaning something like the receiver, the host of many or the hospitable one. The Romans adopted Hades for their mythology, calling him Pluto or Dis and his wife Proserpina. Role in Greek and Roman Mythology In Greek and Roman mythology, Hades is the ruler of dead, grim and mournful in his character, and severely just and unyielding in the performance of his duties. He is the jailer of the souls of the dead, keeping the gates of the netherworld closed and ensuring that dead mortals who entered his dark kingdom never escape. He only left the kingdom himself to abduct Persephone as his bride; and none of his fellow gods visited him except for Hermes, who ventured in when his duties demanded it.   He is a frightening but not a malevolent god, with few worshipers. A handful of temples and sacred sites are reported for him: there was a precinct and temple at Elis, which was open one day during the year and even then only open to the priest. One place associated with Hades is Pylos, the gate-place of the setting sun.   Realm While the underworld was the land of the dead, there are several stories including The Odyssey in which living men go to Hades and return safely. When souls were delivered to the underworld by the god Hermes, they were ferried across the River Styx by the boatman, Charon. Arriving at the gates of Hades, souls were greeted by Cerberus, the terrible three-headed dog, who would let souls enter the place of mists and darkness, but would keep them from returning to the land of the living. In some myths, the dead were judged to determine the quality of their lives. Those judged to be good people drank of the River Lethe so that they would forget all bad things, and spend eternity in the wonderful Elysian Fields. Those judged to be bad people were sentenced to eternity in Tartarus, a version of Hell. Hades, Persephone, and Demeter The major myth associated with Hades is how he obtained his wife, Persephone. The most detailed is recounted in the Homeric Hymn to Demeter. Persephone (or Kore) was the only daughter of Hades sister Demeter, the goddess of corn (wheat) and agriculture. One day, the maiden was gathering flowers with her friends, and a wonderful flower sprang from the ground on her path. When she reached down to pluck it, the earth opened up and Hades emerged and took her away in his golden chariot driven by swift deathless horses. Persephones cries were only heard by Hekate (goddess of ghosts and pathways) and Helios (god of the sun), but her mother grew anxious and went looking for her. Using two torches from the flames of Etna and fasting all the way, she searched fruitlessly for nine days, until she met Hekate. Hekate took her to see Helios, who told Demeter what had occurred. In grief, Demeter abandoned the company of gods and hid among mortals as an old woman.   Demeter remained absent from Olympus for a year, and during that time the world was infertile and famine-stricken. Zeus sent first the divine messenger Iris to instruct her to return, then each of the gods to offer her handsome gifts but she adamantly refused, saying she would never return to Olympus until she had seen her daughter with her own eyes. Zeus sent Hermes to talk to Hades, who agreed to let Persephone go, but he secretly fed her pomegranate seeds before she left, ensuring that she would remain bound to his realm forever. Demeter received her daughter and, forced to compromise with Hades, agreed that Persephone would remain one-third of the year as the consort of Hades and two thirds with her mother and the Olympian gods (latter accounts say the year was split evenly- the references are to the seasons of the year). As a result, Persephone is a dual-nature goddess, queen of the dead during the part of the year she resides with Hades and a goddess of fertility the rest of the time.   Other Myths There are a few other myths associated with Hades. As one of his labors for King Eurystheus, Heracles had to bring Hades watchdog Cerberus back from the Underworld. Heracles had divine help- probably from Athena. Since the dog was only being borrowed, Hades was sometimes portrayed as willing to lend Cerberus- so long as Heracles used no weapon to capture the fearsome beast. Elsewhere Hades was portrayed as injured or threatened by a club and bow-wielding Heracles. After seducing a young Helen of Troy, the hero Theseus decided to go with Perithous to take the wife of Hades- Persephone. Hades tricked the two mortals into taking seats of forgetfulness from which they could not get up until Heracles came to rescue them. Another from a late source reports that Hades abducted an ocean-nymph called Leuke to make her his mistress, but she died and he was so distressed that he caused the white poplar (Leuke) to grow in her memory in the Elysian Fields.   Sources Hard, Robin. The Routledge Handbook of Greek Mythology. London: Routledge, 2003. Print.Harrison, Jane E. Helios-Hades. The Classical Review 22.1 (1908): 12-16. Print.Miller, David L. Hades and Dionysos: The Poetry of Soul. Journal of the American Academy of Religion 46.3 (1978): 331-35. Print.Smith, William, and G.E. Marindon, eds. Dictionary of Greek and Roman Biography and Mythology. London: John Murray, 1904. Print.

Bernard Surname Meaning and Origin

Bernard Surname Meaning and Origin The common Bernard surname derives from the Germanic given name Bernhard or Beornheard, meaning strong or brave as a bear, from the elements beran, meaning bear and hardu, meaning brave, hardy, or strong. The Bernard surname has appeared with several dozen different spelling variations, originating in a number of different countries. Bernard is the 2nd most common surname in France.   Alternate surname spellings:  Barnard, Bernart, Berndsen, Bernhard, Bernhardt, Bernaert, Benard, Bernat, BernthSurname origin: French, English, Dutch   Where in the World Do People With This Surname Live? According to surname distribution data from Forebears, Bernard is the 1,643rd most common surname in the world- most prevalent in France, and in countries with a French-speaking population or French histories such as Haiti, the Ivory Coast, Jamaica, Belgium, and Canada.  WorldNames PublicProfiler also has the surname as most common in France, followed by Luxembourg and Canada (especially on Prince Edward Island). Geopatronyme, which includes surname distribution maps for different periods of French history, has the Bernard surname as fairly common throughout France during the period 1891–1915, although slightly more common in Paris, and the departments of Nord and Finistà ¨re. The popularity in Nord has continued to increase, now topping the list by a large margin. Famous People With This Last Name Claude Bernard -  French physiologist; pioneer in the introduction of blind experiments and the discovery of homeostasisCatherine Bernard - French novelistÉmile Bernard  - French painterÉmile Bernard  - French composerTristan Bernard - French novelist and playwright Genealogy Resources How to Research French Ancestry - Learn how to research your French family tree with this guide to genealogical records in France. Includes information on both online and offline records including birth, marriage, death, census and church records, plus a letter writing guide and tips on sending research requests to France.Family Genealogy Forum - Search this popular genealogy forum for the Bernard surname to find others who might be researching your ancestors, or post your own Bernard genealogy query.FamilySearch - Explore over 2.3 million historical records which mention individuals with the Bernard surname and its variations, as well as online Bernard family trees.GeneaNet - Includes archival records, family trees, and other resources for individuals with the Bernard surname, with a concentration on records and families from France and other European countries. References Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967.Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998.Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003.Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989.Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003.Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997.Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997.

A Seven Day Cyclical Menu Planinig for a Hospital Patient Research Paper

A Seven Day Cyclical Menu Planinig for a Hospital Patient - Research Paper Example The technician would then make a decision on whether there should be adjustments to the already prescribed diet. An initial assessment may assimilate data including nutrition related to food history; medical tests, biochemical data and procedures, nutrition focused physical findings, client history and anthropometric measurements. There might be a number of questions that may loom in one’s mind as one makes a visit to his physician. These may range from weight gain or loss, abnormal lab values, trouble in swallowing food, tube feeling or even appetite loss. The dietician may then make his diagnosis to the patient and recommend an appropriate diet order suggesting the probable corrective solutions to the nutrition issue. The process that sees the determination of a patient’s diet might be called the Nutrition Care Process thus may be implemented within several hospitals. The extensions may include low sodium, renal diets, low fat, pureed and low phosphorous. In case oneà ¢â‚¬â„¢s diet fails to appear into the existing menu extensions, there would be a notification to the nutrition associates who would then make a report to the diet technicians. Thesis statement Within the past recent years, there might have been a considerable increase in health issues within patients in hospitals as a result of inappropriate diet given to them by the hospital administration. It may be crucial to note that an aspect of nutrition might not just be significant for growth and enjoyment but for the nourishment of the body organs and tissues together with their nourishment too. The question that might hover within everybody’s mind would be; would it be possible to determine a diet for a specific patient? If so, how best would it be done? Why wouldn’t every patient be served the same food within the entire hospital? Objectives To obtain a means of determining a patient’s diet. To make use of appropriate diets in assisting patients attain quick recover y. To plan a menu for a hospital patient. It might be extremely crucial to note that there might be a couple of varying choices to make as regards menu for patients within a hospital. Selections, however, may be made possible so as to make sure that all the parameters within the diet are effectively fit. So as to make a determination of the appropriate food required within a menu, nutrient analysis would be used for every item. The palm pilots may often be utilized by nutrition associates in order to check and ensure that every meal is compliant and appropriate to the specific, restrictive diet. In case, a hospital fails to have a specific supplement or food required, it may often opt to make visits to the nearby grocery stores e.g. whole foods, stop and shop, fairway, etc so as to purchase food. It might be appropriate for the nutritionists to consider the fact that patients may differ in religion, status and culture hence the need to come up with steps that may aid in the food pro vision for each of them. Well educated nutrition associates would be more efficient than the quack type. This may be because they may be considered the first contact with patients as regards their diet. The cultural practices may be typically determined upon patient arrival thus even the first meal