The Zone Diet Versus the Atkins Diet Essay -- Health Nutrition Diet Ex

The Zone and Atkins diets aim to achieve lower levels of insulin in the bloodstream. The Zone diet reduces carbohydrates by structuring calorie intake to a 40% carbohydrate, 30% protein, 30% fat ratio. The ratio decreases the amount of carbohydrates consumed, inturn lowering overall insulin levels. The Atkins diet also lowers insulin levels by lowering the quantity of carbohydrates ingested. This four phase diet begins with extreme limitation and gradually allows small amounts of carbohydrates. Though these diets implement different approaches they both reduce the insulin levels in the bloodstream. The Zone diet’s main concern is a lifelong optimization of the body’s metabolic function by regulation of levels of insulin in the bloodstream. These insulin levels are largely affected by the types of food consumed. Studies have shown that the consumption of foods high in carbohydrates lead to an increased level of insulin in the bloodstream. This increase in insulin levels is believed to lead to increased hunger and possibly obesity. In order to decrease the levels of insulin in the bloodstream, the Zone diet follows a strict formula of types and amount of food ingested. This one phase diet follows the notion that a diet should have a balance and avoid ketosis, or causing the body to think it is starving. This balance limits meals to a 40-30-30 composition. 40-30-30 means that 40 percent of a meal’s calories should be fiber rich carbohydrates, 30 percent should be low-fat protein, and 30 percent should be fats. Contrary to the Food Pyramid, the Z one diet decreases the amount of carbohydrates and increases the amount of protein. This decrease in carbohydrates lowers the levels of insulin and alth... ... The Zone and Atkins diets share the same main goal to regulate insulin levels in the bloodstream. Each has a unique way of achieving this goal. The Zone diet focuses on a strict calorie intake breakdown of 40% carbohydrates, 30% protein, and 30% fats. This structure of calorie consumption causes a decrease in the amount of carbohydrates ingested. The diet is not only strict in the proportions of the types of food consumed but also requires six precisely spaced Zone meals throughout the day. The Zone diet requires close adherence to guidelines, but the Atkins diet is in ways more flexible. The Atkins diet begins with an extreme limitation of carbohydrates and gradually allows small quantities, but has no other restrictions. Through balance or severe limitation of carbohydrates, the Zone and Atkins diets aim to reduce large insulin levels in the bloodstream.

Introduction to Organizational Behaviour Essay

The DSA and supporting documentation must be submitted no later than five (5) business days from the date of the exam. These requests will be considered on their merit and decisions will be made available  by logging into the following link http://apps. eso. yorku. ca/apps/adms/deferredexams. nsf. No  individualized communication will be sent by the School to the  students (no letter or e-mails). Students with approved DSA will be able to write their deferred examination during the School’s deferred examination period. No further extensions of deferred exams shall be granted. The format and covered content of the deferred examination may be different from that of the originally scheduled examination. The deferred exam may be closed book, cumulative and comprehensive and may include all subjects/topics of the textbook whether they have been covered in class or not. Any request for deferred standing on medical grounds must include an Attending Physician’s Statement form; a â€Å"Doctor’s Note† will not be accepted. DSA Form: http://www. registrar. yorku. ca/pdf/deferred_standing_agreement. pdf Attending Physician’s Statement form:  http://www. yorku. ca/laps/council/students/documents/APS. pdf The deferred examinations for the Fall  2012 term shall be held in the period January 25 – 27 2013. Academic Honesty: The Faculty of Liberal Arts and Professional Studies  considers breaches of the Senate Policy on Academic Honesty to be serious matters. To quote the Senate Policy on Academic Honesty. The Policy on Academic Honesty is an affirmation and clarification for members of the University of the general obligation to maintain the highest standards of academic honesty. As a clear sense of academic honesty and responsibility is fundamental to good scholarship, the policy recognizes the general responsibility of all faculty members to foster acceptable standards of academic conduct and of the student to be mindful of and abide by such standards. Suspected breaches of academic honesty will be investigated and charges shall be laid if reasonable and probable grounds exist. Students should review the York Academic Honesty policy for themselves at: http://www. yorku. ca/secretariat/policies/document. hp? document=69 Students might also wish to review the interactive on-line Tutorial for students on academic integrity, at: http://www. yorku. ca/tutorial/academic_integrity/ Grading Scheme and Feedback Policy: The grading scheme (i. e. kinds and weights of assignments, essays, exams , etc. ) shall be announced, and be available in writing, within the first two weeks of class, and, under normal circumstances, graded feedback worth at least 15% of the final grade for Fall, Winter or Summer Term, and 30% for ‘full year’ courses offered in the Fall/Winter Term be received by students in all courses prior to the final withdrawal date from a course. Note: Under unusual and/or unforeseeable circumstances which disrupt the academic norm, instructors are expected to provide grading schemes and academic feedback in the spirit of these regulations, as soon as possible. For more information on the Grading Scheme and Feedback Policy, please visit: http://www. yorku. ca/secretariat/policies/document. php? document=86 In-Class Tests and Exams – the 20% Rule: For all Undergraduate courses, except those which regularly meet on Friday evening or on a weekend, tests or exams worth more than 20% will not be held in the two weeks prior to the beginning of the official examination period. For further information on the 20% Rule, please visit: http://www. yorku. a/secretariat/policies/document. php? document=141 For further information on examination scheduling and other important dates, please refer to: http://www. registrar. yorku. ca/enrol/dates/index. htm Reappraisals: Students may, with sufficient academic grounds, request that a fin al grade in a course be reappraised (which may mean the review of specific pieces of tangible work). Non-academic grounds are not relevant for grade reappraisals; in such cases, students are advised to petition to their home Faculty. Students are normally expected to first contact the course director to discuss the grade received and to request that their tangible work be reviewed. Tangible work may include written, graphic, digitized, modeled, video recording or audio recording formats, but not oral work. Students need to be aware that a request for a grade reappraisal may result in the original grade being raised, lowered or confirmed. For reappraisal procedures and information, please visit the Office of the Registrar site at: http://www. registrar. yorku. ca/grades/reappraisal/index. htm Accommodation Procedures: LA;PS students who have experienced a misfortune or who are too ill to attend the final examination in an ADMS course should not attempt to do so; they must pursue deferred standing. Other students should contact their home Faculty for information. For further information, please visit: http://www. registrar. yorku. ca/exams/deferred/index. htm Religious Accommodation: York University is committed to respecting the religious beliefs and practices of all members of the community, and making accommodations for observances of special significance to adherents. For more information on religious accommodation, please visit: https://w2prod. sis. yorku. ca/Apps/WebObjects/cdm. woa/wa/regobs Academic Accommodation for Students with Disabilities The nature and extent of accommodations shall be consistent with and supportive of the integrity of the curriculum and of the academic standards of programs or courses.

How Interaction Affects Our Social And Cognitive Functioning

The human ability to interact could be classified as the distinguishing factor between us and other species. Not only does our ability to interact allow us to communicate our thoughts, feelings and ideas in a way that no other species can, it also enables us to help one another with our development and progress. In this essay I am going to discuss how interaction, with both people and the environment, can help develop both our social and cognitive functioning. It is widely believed that one’s childhood plays a key role in the development of that individual. The online article, ‘Early Childhood development: The First Five Years’, states â€Å"The first five years create the foundation for the child to accomplish key developmental advances in mind and body. †¦ It is during these years that the brain undergoes its most dramatic growth.† With this in mind, it makes logical sense for us to begin this discussion by analysing how childhood development impacts the person we eventually become. Lev Vygotsky, a prominent psychologist of the twentieth century, created a sociocultural theory which argues that development is a lifelong progress which stems from social interaction (Cited in p.205 Sigelman, Rider, 2011). His theory suggests that children grow and develop as a consequence of their environment and interactions. Work completed by Vygotsky’s colleague, Alexander Luria (1976), required children to name t he first thing which sprang to mind when presented with a single word (CitedShow MoreRelatedThe Most Common Form Of Brain Injury1427 Words   |  6 Pagesundeniable factors show that brain injuries are highly prevalent to our society now and doctors are beginning to learn and develop better strategies to treat these injuries. The purpose of this paper is to describe the impact of brain injuries on our society today, and to analyze the effects and impairments that individuals who suffer a traumatic brain injury may be subject to. 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