Deciding on the Marketing Program Essay

International companies or marketers may choose between two alternative approaches in developing its marketing strategies or marketing mix. These two approaches are: a. Global Marketing Strategy – defines a standard marketing mix and implements it with minimal modifications in all of its domestic and foreign markets. This standard approach saves money because it allows large-scale production runs and reinforces the brand’s image. It can foster collaborative innovation. Through global marketing strategy, Global firms can effectively market some goods and services to segments in many nations that share cultures and languages. This approach works best for products with strong, universal appeal such as McDonalds and for luxury products that target upscale consumers everywhere. b. Multidomestic Marketing Strategy- assumes the differences between market characteristics and competitive situations in certain nations require firms to customize their marketing decisions to effectively reach individual marketplaces. In other words, it is an application of market segmentation to foreign markets by tailoring the firm’s marketing mix to match specific target markets in each nation. Keegan has distinguished five adaptation strategies of product and promotion to a foreign market (see figure below). 1. Global Product Strategies a. Straight Extension – introducing the product in the foreign market without any changes. This strategy permits economies of scale in production and marketing, for it involves no additional R&D expense, manufacturing retooling, or promotional modification. Once implemented successfully, it cerates universal recognition of a product for consumers from country to country. b. Product Adaptation- involves altering the product to meet local conditions or preferences. There are several level of adapatations, it could be regional version, country version, city version and retailer version. c. Product Invention- consists of creating something new. It can take two forms, Backward invention and Forward invention. It is a costly strategy but the payoffs can be great. i. Backward Invention – is reintroducing esrlier product forms that are well adapted to a foreign country’s needs. ii. Forward Invention- is creating a new product to meet a need in another country. 2. Global Promotion Strategies d. Communication Adaptation – is the process in which a company run the same advertising and promotion campaigns used in the home market or change them for each local market. e. Dual Adaptation- is the process in which both the product and communication are being changed for each market/country. 3. Global Pricing Strategies Global Firms faces several pricing problems when selling abroad, they must deal with price escalation, transfer prices, dumping charges, and gray markets. f. Price Escalation- needs to adjust the marginal cost depending on the added costs including the currency-fluctustions risks to the product’s factory price inorder to attain the same profit locally. Because the price escalation varies from country to country, the question is how to sell the prices in different countries. Companies have three choices: iii. Setting uniform price everywhere iv. Setting a market-based price in each country v. Setting a cost-based price in each country g. Transfer Price- different prices that is being charged to its subsidiary in different countries/market h. Dumping – it occurs when a company charges either less than its costs or less than it charges in its home market, inorder to enter or win a market. i. Arm’s-lenght price – the rpice charged by other competitors for the same or a similar product j. Gray market – it occurs when the same product sells at different prices geographically. 4. Global Place (Distribution Channels) Strategies Many companies/manufactuers think their job is done oncethe product leaves the factory, however they should pay attention to how the product moves within the foreign country. They should take a whole-channel view of the problem of distributin products to final users. k. Seller’s international marketing headquarters- the export department or international division makes decisions on channels and other marketing mix- elements l. Channel’s between nation- gets the products to the borders of the foreign nation. The decision that is made on this link includes the types of intermediaries, type of tranportation, and financing and risk arrangements. m. Channel’s within foreign nations- gets the products from their entry point to final buyers and users. II. Deciding on the Marketing Organizations Companies manage their international marketing activities in three ways: through export departments, international divisions, or global organization. a. Export Department b. International Division i. Geographical Organization-each with vice presidents per region and each regional vice presidents has country managers who are responsible for a sales force, sales branches, distributors, and licensees in their respective country. ii. World Product Group-each with an international vice president responsible for worldwide sales of each product group iii. International Subsidiaries- each headed by a president c. Global Organization Several firms have become truly global organizations, these companies however faces several organizational complexities thus Bartlett and Ghoshal have proposed circumstances under which different approaches work best. They describe forces that favor ‘global integration’ versus ‘national responsiveness’. They distinguish three organizational strategies: d. A gloabl strategy treats the world as single market. e. A multinational strategy treats the world as a portfolio of national opportunities. f. A â€Å"glocal† strategy standardizes certain core elemetns and localizes oter elemets.

Thiamine and Mg

Fruits |Amount |Minerals Contained |Vitamins Contained | | |Apple |One medium apple with |Potassium – 195 mg |Vitamin A – 98 IU | |[pic] |skin contains 0. 47 |Calcium – 11 mg |Vitamin B1 (thiamine) – 0. 031 mg | | |grams of protein, 95 |Phosphorus – 20 mg |Vitamin B2 (riboflavin) – 0. 047 mg | | |calories, and 4. 4 grams|Magnesium – 9 mg |Niacin – 0. 66 mg | | |of dietary fiber. |Manganese – 0. 064 mg |Folate – 5 mcg | | | |Iron – 0. 22 mg |Pantothenic Acid – 0. 111 mg | | | |Sodium – 2 mg |Vitamin B6 – 0. 075 mg | | | |Copper – 0. 049 mg |Vitamin C – 8. 4 mg | | | |Zinc – 0. 7 mg |Vitamin E – 0. 33 mg | | | |Also contains a trace amount of other |Vitamin K – 4 mcg | | | |minerals. |Contains some other vitamins in small| | | | |amounts. | |Avocado |One medium avocado |Potassium – 975 mg |Vitamin A – 293 IU | |[pic] |contains 4. 2 grams of |Phosphorus – 105 mg |Vitamin C – 20. 1 mg | | |protein, 322 calories |Magnesium – 58 mg |Vitamin B1 (thiamine) – 0. 135 mg | | |and 13. 5 grams of |Calcium – 24 mg |Vitamin B2 (riboflavin) – 0. 261 mg | | |fiber. |Sodium – 14 mg |Niacin – 3. 493 mg | | | |Iron – 1. 1 mg |Folate – 163 mcg | | | |Selenium 0. 8 mcg |Pantothenic Acid – 2. 792 mg | | | |Manganese – 0. 285 mg |Vitamin B6 – . 517 mg | | | |Copper – 0. 382 mg |Vitamin E – 4. 16 mg | | | |Zinc – 1. 29 mg |Vitamin K – 42. mcg | | | |Also contains small amounts of other |Contains some other vitamins in small| | | |minerals. |amounts. | |Banana |One medium banana |Potassium – 422 mg |Vitamin A – 76 IU | |[pic] |contains 1. 29 grams of |Phosphorus – 26 mg |Vitamin B1 (thiamine) – 0. 037 mg | | |protein, 105 calories |Magnesium – 32 mg |Vitamin B2 (riboflavin) – 0. 86 mg | | |and 3. 1 grams of |Calcium – 6 mg |Niacin – 0. 785 mg | | |dietary fiber. |Sodium – 1 mg |Folate – 24 mcg | | | |Iron – 0. 31 mg |Pantothenic Acid – 0. 394 mg | | | |Selenium 1. 2 mcg |Vitamin B6 – 0. 433 mg | | | |Manganese – 0. 19 mg |Vitamin C – 10. 3 mg | | | |Copper – 0. 092 mg |Vitamin E – 0. 12 mg | | | |Zinc – 0. 18 mg |Vitamin K – 0. 6 mcg | | | |Also contains small amounts of other |Contains some other vitamins in small| | | |minerals. |amounts. |Blackberries |One cup of blackberries|Potassium – 233 mg |Vitamin A – 308 IU | |[pic] |contains 2 grams of |Phosphorus – 32 mg |Vitamin B1 (thiamine) – 0. 029 mg | | |protein, 62 calories |Magnesium – 29 mg |Vitamin B2 (riboflavin) – 0. 037 mg | | |and 7. 6 grams of |Calcium – 42 mg |Niacin – 0. 93 mg | | |dietary fiber. Sodium – 1 mg |Folate – 36 mcg | | | |Iron â⠂¬â€œ 0. 89 mg |Pantothenic Acid – 0. 397 mg | | | |Selenium 0. 6 mcg |Vitamin B6 – 0. 043 mg | | | |Manganese – 0. 93 mg |Vitamin C – 30. 2 mg | | | |Copper – 0. 238 mg |Vitamin E – 1. 8 mg | | | |Zinc – 0. 76 mg |Vitamin K – 28. 5 mcg | | | |Also contains small amounts of other |Contains some other vitamins in small| | | |minerals. |amounts. | |Blackcurrants |One cup of |Potassium – 361 mg |Vitamin A – 258 IU | |[pic] |blackcurrants contains |Phosphorus – 66 mg |Vitamin B1 (thiamine) – 0. 56 mg | | |1. 57 grams of protein |Magnesium – 27 mg |Vitamin B2 (riboflavin) – 0. 056 mg | | |and 71 calories. |Calcium – 62 mg |Niacin – 0. 336 mg | | | |Sodium – 2 mg |Pantothenic Acid – 0. 446 mg | | | |Iron – 1. 72 mg |Vitamin B6 – 0. 74 mg | | | |Manganese – 0. 287 mg |Vitamin C – 202. 7 mg | | | |Copper – 0. 096 mg |Vitamin E †“ 1. 12 mg | | | |Zinc – 0. 3 mg |Contains some other vitamins in small| | | |Also contains small amounts of other |amounts. | | | |minerals. | |Blueberries |One cup of blueberries |Potassium – 114 mg |Vitamin A – 217 IU | |[pic] |contains 1. 1 grams of |Phosphorus – 18 mg |Vitamin B1 (thiamine) – 0. 055 mg | | |protein, 84 calories |Magnesium – 9 mg |Vitamin B2 (riboflavin) – 0. 061 mg | | |and 3. 6 grams of |Calcium – 9 mg |Niacin – 0. 08 mg | | |dietary fiber. Sodium – 1 mg |Folate – 9 mcg | | | |Iron – 0. 41 mg |Pantothenic Acid – 0. 184 mg | | | |Selenium 0. 1 mcg |Vitamin B6 – 0. 077 mg | | | |Manganese – 0. 497 mg |Vitamin C – 14. 4 mg | | | |Zinc – 0. 24 mg |Vitamin E – 2. 9 mg | | | |Also contains small amounts of other |Vitamin K – 28. 6 mcg | | | |minerals. |Contains some other vitamins in small| | | | |amounts. | |Boysenberries |One cup o f frozen |Potassium – 183 mg |Vitamin A – 88 IU | |[pic] |boysenberries contains |Phosphorus – 36 mg |Vitamin B1 (thiamine) – 0. 7 mg | | |1. 45 grams of protein, |Magnesium – 21 mg |Vitamin B2 (riboflavin) – 0. 049 mg | | |66 calories and 7 grams|Calcium – 36 mg |Niacin – 1. 012 mg | | |of dietary fiber. |Sodium – 1 mg |Folate – 83 mcg | | | |Iron – 1. 12 mg |Pantothenic Acid – 0. 3 mg | | | |Selenium 0. 3 mcg |Vitamin B6 – 0. 074 mg | | | |Manganese – 0. 722 mg |Vitamin C – 4. 1 mg | | | |Copper – 0. 106 mg |Vitamin E – 1. 15 mg | | | |Zinc – 0. 29 mg |Vitamin K – 10. mcg | | | |Also contains small amounts of other |Contains some other vitamins in small| | | |minerals. |amounts. | |Breadfruit |One cup of fresh |Potassium – 1078 mg |Vitamin B1 (thiamine) – 0. 242 mg | |[pic] |breadfruit contains |Phosphorus – 66 mg |Vitamin B2 (ri boflavin) – 0. 066 mg | | |2. 35 grams of protein, |Magnesium – 55 mg |Niacin – 1. 8 mg | | |227 calories and 10. 8 |Calcium – 37 mg |Folate – 31 mcg | | |grams of dietary fiber. |Sodium – 4 mg |Pantothenic Acid – 1. 05 mg | | | |Iron – 1. 19 mg |Vitamin B6 – 0. 22 mg | | | |Selenium 1. 3 mcg |Vitamin C – 63. mg | | | |Manganese – 0. 132 mg |Vitamin E – 0. 22 mg | | | |Copper – 0. 185 mg |Vitamin K – 1. 1 mcg | | | |Zinc – 0. 26 mg |Contains some other vitamins in small| | | |Also contains small amounts of other |amounts. | | | |minerals. | |Cantaloupe |One medium wedge |Potassium – 184 mg |Vitamin A – 2334 IU | |[pic] |(slice) of cantaloupe |Phosphorus – 10 mg |Vitamin B1 (thiamine) – 0. 028 mg | | |contains 0. 58 grams of |Magnesium – 8 mg |Vitamin B2 (riboflavin) – 0. 013 mg | | |protein, 23 calories |Calcium – 6 mg |Niacin â₠¬â€œ 0. 506 mg | | |and 0. grams of |Sodium – 11 mg |Folate – 14 mcg | | |dietary fiber. |Iron – 0. 14 mg |Pantothenic Acid – 0. 072 mg | | | |Selenium 0. 3 mcg |Vitamin B6 – 0. 05 mg | | | |Manganese – 0. 028 mg |Vitamin C – 25. 3 mg | | | |Copper – 0. 28 mg |Vitamin E – 0. 03 mg | | | |Zinc – 0. 12 mg |Vitamin K – 1. 7 mcg | | | |Also contains small amounts of other |Contains some other vitamins in small| | | |minerals. |amounts. | |Cherimoya |One cup of diced, fresh|Potassium – 459 mg |Vitamin B1 (thiamine) – 0. 162 mg | |[pic] |cherimoya contains 2. 1|Phosphorus – 42 mg |Vitamin B2 (riboflavin) – 0. 21 mg | | |grams of protein, 120 |Magnesium – 27 mg |Niacin – 1. 03 mg | | |calories and 4. 8 grams |Calcium – 16 mg |Folate – 37 mcg | | |of dietary fiber. |Sodium – 11 mg |Pantothenic Acid – 0. 552 mg | | | |Iron – 0. 43 mg |Vitam in B6 – 0. 11 mg | | | |Manganese – 0. 149 mg |Vitamin C – 20. 2 mg | | | |Copper – 0. 11 mg |Vitamin A – 8 IU | | | |Zinc – 0. 26 mg |Vitamin E – 0. 43 mg | | | |Also contains small amounts of other |Contains some other vitamins in small| | | |minerals. amounts. | |Cherries |One cup of fresh |Potassium – 306 mg |Vitamin A – 88 IU | |[pic] |cherries, with pits, |Phosphorus – 29 mg |Vitamin B1 (thiamine) – 0. 037 mg | | |contains 1. 46 grams of |Magnesium – 15 mg |Vitamin B2 (riboflavin) – 0. 046 mg | | |protein, 87 calories |Calcium – 18 mg |Niacin – 0. 213 mg | | |and 2. 9 grams of |Iron – 0. mg |Folate – 6 mcg | | |dietary fiber. |Zinc – 0. 1 mg |Pantothenic Acid – 0. 275 mg | | | |Manganese – 0. 097 mg |Vitamin B6 – 0. 068 mg | | | |Copper – 0. 083 mg |Vitamin C – 9. 7 mg | | | |Also contains small amounts of other |Vitam in E – 0. mg | | | |minerals. |Vitamin K – 2. 9 mcg | | | | |Contains some other vitamins in small| | | | |amounts. | |Chinese pear |One Chinese (Asian) |Potassium – 333 mg |Vitamin B1 (thiamine) – 0. 025 mg | |[pic] |pear, about 3 inches in|Phosphorus – 30 mg |Vitamin B2 (riboflavin) – 0. 28 mg | | |diameter, contains 1. 38|Magnesium – 22 mg |Niacin – 0. 602 mg | | |grams of protein, 116 |Calcium – 11 mg |Folate – 22 mcg | | |calories and 9. 9 grams |Selenium 0. 3 mcg |Pantothenic Acid – 0. 193 mg | | |of dietary fiber. |Manganese – 0. 165 mg |Vitamin B6 – 0. 06 mg | | | |Copper – 0. 38 mg |Vitamin C – 10. 4 mg | | | |Zinc – 0. 06 mg |Vitamin E – 0. 33 mg | | | |Also contains small amounts of other |Vitamin K – 12. 4 mcg | | | |minerals. |Contains some other vitamins in small| | | | |amounts. |Cranberries |One cup of cranberries |Potassium – 85 mg |Vi tamin A – 60 IU | |[pic] |contains 0. 39 grams of |Phosphorus – 13 mg |Vitamin B1 (thiamine) – 0. 012 mg | | |protein, 46 calories |Magnesium – 6 mg |Vitamin B2 (riboflavin) – 0. 02 mg | | |and 4. 6 grams of |Calcium – 8 mg |Niacin – 0. 101 mg | | |dietary fiber. Sodium – 2 mg |Folate – 1 mcg | | | |Iron – 0. 25 mg |Pantothenic Acid – 0. 295 mg | | | |Selenium 0. 1 mcg |Vitamin B6 – 0. 057 mg | | | |Manganese – 0. 36 mg |Vitamin C – 13. 3 mg | | | |Copper – 0. 061 mg |Vitamin E – 1. mg | | | |Zinc – 0. 1 mg |Vitamin K – 5. 1 mcg | | | |Also contains small amounts of other |Contains some other vitamins in small| | | |minerals. |amounts. | |Dates |One cup of pitted, |Potassium – 964 mg |Vitamin A – 15 IU | |[pic] |chopped dates contains |Phosphorus – 91 mg |Vitamin B1 (thiamine) – 0. 76 mg | | |3. 6 grams of protein, |Magnesium †“ 63 mg |Vitamin B2 (riboflavin) – 0. 097 mg | | |415 calories and 11. 8 |Calcium – 57 mg |Niacin – 1. 873 mg | | |grams of dietary fiber. |Sodium – 3 mg |Folate – 28 mcg | | | |Iron – 1. 5 mg |Pantothenic Acid – 0. 866 mg | | | |Selenium 4. 4 mcg |Vitamin B6 – 0. 43 mg | | | |Manganese – 0. 385 mg |Vitamin C – 0. 6 mg | | | |Copper – 0. 303 mg |Vitamin E – 0. 07 mg | | | |Zinc – 0. 43 mg |Vitamin K – 4 mcg | | | |Also contains small amounts of other |Contains some other vitamins in small| | | |minerals. amounts. | |Figs |One large, fresh fig |Potassium – 148 mg |Vitamin A – 91 IU | |[pic] |contains 0. 48 grams of |Phosphorus – 9 mg |Vitamin B1 (thiamine) – 0. 038 mg | | |protein, 47 calories |Magnesium – 11 mg |Vitamin B2 (riboflavin) – 0. 032 mg | | |and 1. 9 grams of |Calcium – 22 mg |Niacin – 0. 256 mg | | |dietary fiber. Sod ium – 1 mg |Folate – 4 mcg | | | |Iron – 0. 24 mg |Pantothenic Acid – 0. 192 mg | | | |Selenium 0. 1 mcg |Vitamin B6 – 0. 072 mg | | | |Manganese – 0. 082 mg |Vitamin C – 1. 3 mg | | | |Copper – 0. 045 mg |Vitamin E – 0. 7 mg | | | |Zinc – 0. 1 mg |Vitamin K – 3 mcg | | | |Also contains small amounts of other |Contains some other vitamins in small| | | |minerals. |amounts. | |Gooseberries |One cup of gooseberries|Potassium – 297 mg |Vitamin A – 435 IU | |[pic] |contains 1. 32 grams of |Phosphorus – 40 mg |Vitamin B1 (thiamine) – 0. 6 mg | | |protein, 66 calories |Magnesium – 15 mg |Vitamin B2 (riboflavin) – 0. 045 mg | | |and over 6. 5 grams of |Calcium – 38 mg |Niacin – 0. 45 mg | | |dietary fiber. |Sodium – 2 mg |Folate – 9 mcg | | | |Iron – 0. 47 mg |Pantothenic Acid – 0. 429 mg | | | |Selenium 0. mcg |Vitamin B6 – 0. 12 mg | | | |Manganese – 0. 216 mg |Vitamin C – 41. 5 mg | | | |Copper – 0. 105 mg |Vitamin E – 0. 56 mg | | | |Zinc – 0. 18 mg |Contains some other vitamins in small| | | |Also contains small amounts of other |amounts. | | |minerals. | | |Grapefruit |One cup of grapefruit |Potassium – 320 mg |Vitamin A – 2132 IU | |[pic] |sections contains 1. 45 |Phosphorus – 18 mg |Vitamin B1 (thiamine) – 0. 083 mg | | |grams of protein, 74 |Magnesium – 18 mg |Vitamin B2 (riboflavin) – 0. 046 mg | | |calories and 2. grams |Calcium – 28 mg |Niacin – 0. 575 mg | | |of dietary fiber. |Iron – 0. 21 mg |Folate – 23 mcg | | | |Selenium 0. 7 mcg |Pantothenic Acid – 0. 651 mg | | | |Manganese – 0. 028 mg |Vitamin B6 – 0. 097 mg | | | |Copper – 0. 08 mg |Vitamin C – 79. 1 mg | | | |Zinc – 0. 16 mg |Vitamin E – 0. 3 mg | | | |Also contains small amount s of other |Contains some other vitamins in small| | | |minerals. |amounts. | |Grapes |One cup of grapes |Potassium – 288 mg |Vitamin A – 100 IU | |[pic] |contains 1. 9 gram of |Phosphorus – 30 mg |Vitamin B1 (thiamine) – 0. 104 mg | | |protein, 104 calories |Magnesium – 11 mg |Vitamin B2 (riboflavin) – 0. 106 mg | | |and 1. 4 grams of |Calcium – 15 mg |Niacin – 0. 284 mg | | |dietary fiber. |Sodium – 3 mg |Folate – 3 mcg | | | |Iron – 0. 4 mg |Pantothenic Acid – 0. 076 mg | | | |Selenium 0. 2 mcg |Vitamin B6 – 0. 13 mg | | | |Manganese – 0. 107 mg |Vitamin C – 16. 3 mg | | | |Copper – 0. 192 mg |Vitamin E – 0. 29 mg | | | |Zinc – 0. 1 mg |Vitamin K – 22 mcg | | | |Also contains small amounts of other |Contains some other vitamins in small| | | |minerals. |amounts. | |Guava |One cup of fresh guava |Potassium – 688 mg |Vitamin A – 1030 IU | |[pic] |contains 4. 21 grams of |Phosphorus – 66 mg |Vitamin B1 (thiamine) – 0. 11 mg | | |protein, 112 calories |Magnesium – 36 mg |Vitamin B2 (riboflavin) – 0. 066 mg | | |and 8. 9 grams of |Calcium – 30 mg |Niacin – 1. 789 mg | | |dietary fiber. |Sodium – 3 mg |Folate – 81 mcg | | | |Iron – 0. 43 mg |Pantothenic Acid – 0. 744 mg | | | |Selenium 1 mcg |Vitamin B6 – 0. 81 mg | | | |Manganese – 0. 247 mg |Vitamin C – 376. 7 mg | | | |Copper – 0. 38 mg |Vitamin E – 1. 2 mg | | | |Zinc – 0. 38 mg |Vitamin K – 4. 3 mcg | | | |Also contains small amounts of other |Contains some other vitamins in small| | | |minerals. amounts. | |Kiwi |One medium kiwi (69 |Potassium – 215 mg |Vitamin A – 60 IU | |[pic] |grams) contains 0. 79 |Phosphorus – 23 mg |Vitamin B1 (thiamine) – 0. 019 mg | | |grams protein, 42 |Magnesium – 12 mg |Vitamin B2 (r iboflavin) – 0. 017 mg | | |calories and 2. 1 grams |Calcium – 23 mg |Niacin – 0. 235 mg | | |of dietary fiber. Sodium – 2 mg |Folate – 17 mcg | | | |Iron – 0. 21 mg |Pantothenic Acid – 0. 126 mg | | | |Selenium 0. 1 mcg |Vitamin B6 – 0. 043 mg | | | |Manganese – 0. 068 mg |Vitamin C – 64 mg | | | |Copper – 0. 9 mg |Vitamin E – 1. 01 mg | | | |Zinc – 0. 1 mg |Vitamin K – 27. 8 mcg | | | |Also contains small amounts of other |Contains some other vitamins in small| | | |minerals. |amounts. | |Lemon |One lemon without peel |Potassium – 116 mg |Vitamin A – 18 IU | |[pic] |contains 0. 2 grams |Phosphorus – 13 mg |Vitamin B1 (thiamine) – 0. 034 mg | | |protein, 24 calories |Magnesium – 7 mg |Vitamin B2 (riboflavin) – 0. 017 mg | | |and 2. 4 grams of |Calcium – 22 mg |Niacin – 0. 084 mg | | |dietary fiber. |Sodium – 2 mg |Folate â €“ 9 mcg | | | |Iron – 0. mg |Pantothenic Acid – 0. 16 mg | | | |Selenium 0. 3 mcg |Vitamin B6 – 0. 067 mg | | | |Manganese – 0. 025 mg |Vitamin C – 44. 5 mg | | | |Copper – 0. 031 mg |Vitamin E – 0. 13 mg | | | |Zinc – 0. 5 mg |Contains some other vitamins in small| | | |Also contains small amounts of other |amounts. | | | |minerals. | | |Lime |One lime contains 0. 47 |Potassium – 68 mg |Vitamin A – 34 IU | |[pic] |grams of protein, 20 |Phosphorus – 12 mg |Vitamin B1 (thiamine) – 0. 02 mg | | |calories and 1. grams |Magnesium – 4 mg |Vitamin B2 (riboflavin) – 0. 013 mg | | |of dietary fiber. |Calcium – 22 mg |Niacin – 0. 134 mg | | | |Sodium – 1 mg |Folate – 5 mcg | | | |Iron – 0. 4 mg |Pantothenic Acid – 0. 145 mg | | | |Selenium 0. 3 mcg |Vitamin B6 – 0. 29 mg | | | |Manganese – 0. 005 mg |Vitamin C – 19. 5 mg | | | | Copper – 0. 044 mg |Vitamin E – 0. 15 mg | | | |Zinc – 0. 07 mg |Vitamin K – 0. 4 mcg | | | |Also contains small amounts of other |Contains some other vitamins in small| | | |minerals. amounts. | |Loganberries |One cup of frozen |Potassium – 213 mg |Vitamin A – 51 IU | |[pic] |loganberries contains |Phosphorus – 38 mg |Vitamin B1 (thiamine) – 0. 074 mg | | |2. 23 grams of protein, |Magnesium – 31 mg |Vitamin B2 (riboflavin) – 0. 05 mg | | |81 calories and 7. 8 |Calcium – 38 mg |Niacin – 1. 235 mg | | |grams of dietary fiber. Sodium – 1 mg |Folate – 38 mcg | | | |Iron – 0. 94 mg |Pantothenic Acid – 0. 359 mg | | | |Selenium 0. 3 mcg |Vitamin B6 – 0. 096 mg | | | |Manganese – 1. 833 mg |Vitamin C – 22. 5 mg | | | |Copper – 0. 172 mg |Vitamin E – 1. 8 mg | | | |Zinc – 0. 5 mg |Vitamin K – 11. 5 mcg | | | |Also contains small am ounts of other |Contains some other vitamins in small| | | |minerals. |amounts. | |Lychee |One cup of fresh |Potassium – 325 mg |Vitamin B1 (thiamine) – 0. 021 mg | |[pic] |lychees contains 1. 58 |Phosphorus – 59 mg |Vitamin B2 (riboflavin) – 0. 23 mg | | |grams of protein, 125 |Magnesium – 19 mg |Niacin – 1. 146 mg | | |calories and 2. 5 grams |Calcium – 10 mg |Folate – 27 mcg | | |of dietary fiber. |Sodium – 2 mg |Vitamin B6 – 0. 19 mg | | | |Iron – 0. 59 mg |Vitamin C – 135. 8 mg | | | |Selenium 1. 1 mcg |Vitamin E – 0. 3 mg | | | |Manganese – 0. 104 mg |Vitamin K – 0. 08 mcg | | | |Copper – 0. 281 mg |Contains some other vitamins in small| | | |Zinc – 0. 13 mg |amounts. | | | |Also contains small amounts of other | | | | |minerals. | |Mango |One mango without peel |Potassium – 323 mg |Vitamin A – 1584 IU | |[pic] |contains 1. 06 grams of |Phosphoru s – 23 mg |Vitamin B1 (thiamine) – 0. 12 mg | | |protein, 135 calories |Magnesium – 19 mg |Vitamin B2 (riboflavin) – 0. 118 mg | | |and 3. 7 grams of |Calcium – 21 mg |Niacin – 1. 209 mg | | |dietary fiber. Sodium – 4 mg |Folate – 29 mcg | | | |Iron – 0. 27 mg |Pantothenic Acid – 0. 331 mg | | | |Selenium 1. 2 mcg |Vitamin B6 – 0. 227 mg | | | |Manganese – 0. 056 mg |Vitamin C – 57. 3 mg | | | |Copper – 0. 228 mg |Vitamin E – 2. 2 mg | | | |Zinc – 0. 08 mg |Vitamin K – 8. 7 mcg | | | |Also contains small amounts of other |Contains some other vitamins in small| | | |minerals. |amounts. | |Mulberries |One cup of fresh |Potassium – 272 mg |Vitamin A – 35 IU | |[pic] |mulberries contains |Phosphorus – 53 mg |Vitamin B1 (thiamine) – 0. 41 mg | | |2. 02 grams of protein |Magnesium – 25 mg |Vitamin B2 (riboflavin) – 0. 141 mg | | | and 2. 4 grams of |Calcium – 55 mg |Niacin – 0. 868 mg | | |dietary fiber. |Sodium – 14 mg |Folate – 8 mcg | | | |Iron – 2. 59 mg |Vitamin B6 – 0. 07 mg | | | |Selenium 0. mcg |Vitamin C – 51 mg | | | |Copper – 0. 084 mg |Vitamin E – 1. 22 mg | | | |Zinc – 0. 17 mg |Vitamin K – 10. 9 mcg | | | |Also contains small amounts of other |Contains some other vitamins in small| | | |minerals. |amounts. |Nectarine |One cup of sliced fresh|Potassium – 287 mg |Vitamin A – 475 IU | |[pic] |nectarine contains 1. 52|Phosphorus – 37 mg |Vitamin B1 (thiamine) – 0. 049 mg | | |grams of protein, 63 |Magnesium – 13 mg |Vitamin B2 (riboflavin) – 0. 039 mg | | |calories and 2. 4 grams |Calcium – 9 mg |Niacin – 1. 609 mg | | |of dietary fiber. |Iron – 0. mg |Folate – 7 mcg | | | |Manganese – 0. 077 mg |Pantothenic Acid – 0. 265 mg | | | |Copper à ¢â‚¬â€œ 0. 123 mg |Vitamin B6 – 0. 036 mg | | | |Zinc – 0. 24 mg |Vitamin C – 7. 7 mg | | | |Also contains small amounts of other |Vitamin E – 1. mg | | | |minerals. |Vitamin K – 3. 1 mcg | | | | |Contains some other vitamins in small| | | | |amounts. | |Olives |One tablespoon of ripe |Potassium – 1 mg |Vitamin A – 34 IU | |[pic] |olives contains 0. 07 |Calcium – 7 mg |Niacin – 0. 03 mg | | |grams of protein, 10 |Sodium – 73 mg |Pantothenic Acid – 0. 001 mg | | |calories and 0. 3 grams |Iron – 0. 28 mg |Vitamin B6 – 0. 001 mg | | |of dietary fiber. |Selenium 0. 1 mcg |Vitamin C – 0. 1 mg | | | |Manganese – 0. 002 mg |Vitamin E – 0. 14 mg | | | |Copper – 0. 21 mg |Vitamin K – 0. 1 mcg | | | |Zinc – 0. 02 mg |Contains some other vitamins in small| | | |Also contains small amounts of other |amounts. | | | |minerals. | | |Orange |One medium orange |Potassi um – 237 mg |Vitamin A – 295 IU | |[pic] |contains 1. 3 grams of |Phosphorus – 18 mg |Vitamin B1 (thiamine) – 0. 114 mg | | |protein, 62 calories |Magnesium – 13 mg |Vitamin B2 (riboflavin) – 0. 052 mg | | |and 3. 1 grams of |Calcium – 52 mg |Niacin – 0. 369 mg | | |dietary fiber. |Iron – 0. 13 mg |Folate – 39 mcg | | | |Selenium 0. 7 mcg |Pantothenic Acid – 0. 28 mg | | | |Manganese – 0. 033 mg |Vitamin B6 – 0. 079 mg | | | |Copper – 0. 059 mg |Vitamin C – 69. 7 mg | | | |Zinc – 0. 09 mg |Vitamin E – 0. 24 mg | | | |Also contains small amounts of other |Contains some other vitamins in small| | | |minerals. amounts. | |Papaya |One cup of cubed fresh |Potassium – 360 mg |Vitamin A – 1532 IU | |[pic] |papaya contains 0. 85 |Phosphorus – 7 mg |Vitamin B1 (thiamine) – 0. 038 mg | | |grams of protein, 55 |Magnesium – 14 mg |Vitamin B2 ( riboflavin) – 0. 045 mg | | |calories and 2. 5 grams |Calcium – 34 mg |Niacin – 0. 473 mg | | |of dietary fiber. Sodium – 4 mg |Folate – 53 mcg | | | |Iron – 0. 14 mg |Pantothenic Acid – 0. 305 mg | | | |Selenium 0. 8 mcg |Vitamin B6 – 0. 027 mg | | | |Zinc – 0. 1 mg |Vitamin C – 86. 5 mg | | | |Manganese – 0. 015 mg |Vitamin E – 1. 2 mg | | | |Copper – 0. 022 mg |Vitamin K – 3. 6 mcg | | | |Also contains small amounts of other |Contains some other vitamins in small| | | |minerals. |amounts. | |Passionfruit |One cup of fresh |Potassium – 821 mg |Vitamin A – 3002 IU | |[pic] |passion fruit contains |Phosphorus – 160 mg |Vitamin B2 (riboflavin) – 0. 07 mg | | |5. 19 grams of protein, |Magnesium – 68 mg |Niacin – 3. 54 mg | | |229 calories and 24. 5 |Calcium – 28 mg |Folate – 33 mcg | | |grams of dietary fiber. |Sodium – 66 mg |Vitamin B6 – 0. 236 mg | | | |Iron – 3. 78 mg |Vitamin C – 70. mg | | | |Selenium 1. 4 mcg |Vitamin E – 0. 05 mg | | | |Copper – 0. 203 mg |Vitamin K – 1. 7 mcg | | | |Zinc – 0. 24 mg |Contains some other vitamins in small| | | |Also contains small amounts of other |amounts. | | | |minerals. | |Peach |One medium peach (with |Potassium – 285 mg |Vitamin A – 489 IU | |[pic] |skin) contains 1. 36 |Phosphorus – 30 mg |Vitamin B1 (thiamine) – 0. 036 mg | | |grams of protein, 58 |Magnesium – 14 mg |Vitamin B2 (riboflavin) – 0. 047 mg | | |calories and 2. 2 grams |Calcium – 9 mg |Niacin – 1. 209 mg | | |dietary fiber. Iron – 0. 38 mg |Folate – 6 mcg | | | |Selenium 0. 1 mcg |Pantothenic Acid – 0. 229 mg | | | |Manganese – 0. 091 mg |Vitamin B6 – 0. 037 mg | | | |Copper – 0. 102 mg |Vitamin C – 9. 9 mg | | | |Zinc – 0. 26 mg |Vitam in E – 1. 9 mg | | | |Also contains small amounts of other |Vitamin K – 3. 9 mcg | | | |minerals. |Contains some other vitamins in small| | | | |amounts. | |Pear |One medium pear |Potassium – 212 mg |Vitamin A – 41 IU | |[pic] |contains 0. 68 grams of |Phosphorus – 20 mg |Vitamin B1 (thiamine) – 0. 21 mg | | |protein, 103 calories |Magnesium – 12 mg |Vitamin B2 (riboflavin) – 0. 045 mg | | |and 5. 5 grams dietary |Calcium -16 mg |Niacin – 0. 279 mg | | |fiber. |Sodium – 2 mg |Folate – 12 mcg | | | |Iron – 0. 3 mg |Pantothenic Acid – 0. 085 mg | | | |Selenium 0. 2 mcg |Vitamin B6 – 0. 5 mg | | | |Manganese – 0. 087 mg |Vitamin C – 7. 5 mg | | | |Copper – 0. 146 mg |Vitamin E – 0. 21 mg | | | |Zinc – 0. 18 mg |Vitamin K – 8 mcg | | | |Also contains small amounts of other |Contains some other vitamins in small| | | |minerals. amounts. | |Persimmon |One fresh persimmon |Potassium – 78 mg |Vitamin C – 16. 5 mg | |[pic] |contains 0. 2 grams of |Phosphorus – 6 mg |Contains some other vitamins in small| | |protein and 32 |Calcium – 7 mg |amounts. | | |calories. |Iron – 0. 2 mg | | | | |Also contains small amounts of other | | | | |minerals. | | |Pineapple |One cup of fresh |Potassium – 180 mg |Vitamin A – 96 IU | |[pic] |pineapple chunks |Phosphorus – 13 mg |Vitamin B1 (thiamine) – 0. 13 mg | | |contains 0. 9 grams of |Magnesium – 20 mg |Vitamin B2 (riboflavin) – 0. 053 mg | | |protein, 82 calories |Calcium -21 mg |Niacin – 0. 825 mg | | |and 2. 3 grams of |Sodium – 2 mg |Folate – 30 mcg | | |dietary fiber. |Iron – 0. 48 mg |Pantothenic Acid – 0. 351 mg | | | |Selenium 0. 2 mcg |Vitamin B6 – 0. 85 mg | | | |Manganese – 1. 53 mg |Vitamin C – 78. 9 mg | | | |Copper – 0. 181 mg |Vitamin E  œ 0. 03 mg | | | |Zinc – 0. 2 mg |Vitamin K – 1. 2 mcg | | | |Also contains small amounts of other |Contains some other vitamins in small| | | |minerals. amounts. | |Plum |One cup of sliced, |Potassium – 259 mg |Vitamin A – 569 IU | |[pic] |fresh plums contains |Phosphorus – 26 mg |Vitamin B1 (thiamine) – 0. 046 mg | | |1. 15 grams of protein, |Magnesium – 12 mg |Vitamin B2 (riboflavin) – 0. 043 mg | | |76 calories and 2. 3 |Calcium – 10 mg |Niacin – 0. 688 mg | | |grams dietary fiber. Iron – 0. 28 mg |Folate – 8 mcg | | | |Manganese – 0. 086 mg |Pantothenic Acid – 0. 223 mg | | | |Copper – 0. 094 mg |Vitamin B6 – 0. 048 mg | | | |Zinc – 0. 17 mg |Vitamin C – 15. 7 mg | | | |Also contains small amounts of other |Vitamin E – 0. 3 mg | | | |minerals. |Vitamin K – 10. 6 mcg | | | | |Contains some other vitamins in small| | | | |amounts. | |Pomegran ate |One fresh pomegranate |Potassium – 666 mg |Vitamin B1 (thiamine) – 0. 189 mg | |[pic] |contains 4. 71 grams of |Phosphorus – 102 mg |Vitamin B2 (riboflavin) – 0. 49 mg | | |protein, 234 calories |Magnesium – 34 mg |Niacin – 0. 826 mg | | |and 11. 3 grams dietary |Calcium – 28 mg |Folate – 107 mcg | | |fiber. |Sodium – 8 mg |Pantothenic Acid – 1. 063 mg | | | |Iron – 0. 85 mg |Vitamin B6 – 0. 211 mg | | | |Selenium 1. mcg |Vitamin C – 28. 8 mg | | | |Manganese – 0. 336 mg |Vitamin E – 1. 69 mg | | | |Copper – 0. 446 mg |Vitamin K – 46. 2 mcg | | | |Zinc – 0. 99 mg |Contains some other vitamins in small| | | |Also contains small amounts of other |amounts. | | |minerals. | | |Prickly Pear |One cup of raw prickly |Potassium – 328 mg |Vitamin A – 64 IU | |[pic] |pears contains 1. 09 |Phosphorus – 36 mg |Vitamin B1 (thiamine) – 0. 0 21 mg | | |grams of protein, 61 |Magnesium – 127 mg |Vitamin B2 (riboflavin) – 0. 089 mg | | |calories and 5. 4 grams |Calcium – 83 mg |Niacin – 0. 85 mg | | |dietary fiber. |Sodium – 7 mg |Vitamin B6 – 0. 089 mg | | | |Iron – 0. 45 mg |Folate – 9 mcg | | | |Selenium 0. 9 mcg |Vitamin C – 20. 9 mg | | | |Copper – 0. 119 mg |Contains some other vitamins in small| | | |Zinc – 0. 8 mg |amounts. | | | |Also contains small amounts of other | | | | |minerals. | | |Raisins |One small box of |Potassium – 322 mg |Vitamin B1 (thiamine) – 0. 046 mg | |[pic] |raisins (1. 5 ozs) |Phosphorus – 43 mg |Vitamin B2 (riboflavin) – 0. 054 mg | | |contains 1. 2 grams of |Magnesium – 14 mg |Niacin – 0. 329 mg | | |protein, 129 calories |Calcium – 22 mg |Folate – 2 mcg | | |and 1. 6 grams dietary |Sodium – 5 mg |Pantothenic Acid – 0. 041 mg | | |fiber. |Iron â €“ 0. 81 mg |Vitamin B6 – 0. 075 mg | | | |Selenium 0. mcg |Vitamin C – 1 mg | | | |Manganese – 0. 129 mg |Vitamin E – 0. 05 mg | | | |Copper – 0. 137 mg |Vitamin K – 1. 5 mcg | | | |Zinc – 0. 09 mg |Contains some other vitamins in small| | | |Also contains small amounts of other |amounts. | | | |minerals. | |Raspberries |One cup of fresh |Potassium – 186 mg |Vitamin A – 41 IU | |[pic] |raspberries contains |Phosphorus – 36 mg |Vitamin B1 (thiamine) – 0. 039 mg | | |1. 48 grams of protein, |Magnesium – 27 mg |Vitamin B2 (riboflavin) – 0. 047 mg | | |64 calories and 8 grams|Calcium – 31 mg |Niacin – 0. 736 mg | | |dietary fiber. Sodium – 1 mg |Folate – 26 mcg | | | |Iron – 0. 85 mg |Pantothenic Acid – 0. 405 mg | | | |Selenium 0. 2 mcg |Vitamin B6 – 0. 068 mg | | | |Manganese – 0. 824 mg |Vitamin C – 32. 2 mg | | | |Copper †“ 0. 111 mg |Vitamin E – 1. 7 mg | | | |Zinc – 0. 52 mg |Vitamin K – 9. 6 mcg | | | |Also contains small amounts of other |Contains some other vitamins in small| | | |minerals. |amounts. | |Starfruit aka Carambola |One cup of fresh |Potassium – 176 mg |Vitamin A – 81 IU | |[pic] |starfruit contains 1. 37|Phosphorus – 16 mg |Vitamin B1 (thiamine) – 0. 18 mg | | |grams of protein, 41 |Magnesium – 13 mg |Vitamin B2 (riboflavin) – 0. 021 mg | | |calories and 3. 7 grams |Calcium – 4 mg |Niacin – 0. 484 mg | | |dietary fiber. |Sodium – 3 mg |Folate – 16 mcg | | | |Iron – 0. 11 mg |Pantothenic Acid – 0. 516 mg | | | |Selenium 0. mcg |Vitamin B6 – 0. 022 mg | | | |Manganese – 0. 049 mg |Vitamin C – 45. 4 mg | | | |Copper – 0. 181 mg |Vitamin E – 0. 2 mg | | | |Zinc – 0. 16 mg |Contains some other vitamins in small| | | |Also contains small amou nts of other |amounts. | | |minerals. | | |Strawberry |One cup of whole |Potassium – 220 mg |Vitamin A – 17 IU | |[pic] |strawberries contains |Phosphorus – 35 mg |Vitamin B1 (thiamine) – 0. 035 mg | | |0. 96 grams of protein, |Magnesium – 19 mg |Vitamin B2 (riboflavin) – 0. 032 mg | | |46 calories and 2. 9 |Calcium – 23 mg |Niacin – 0. 56 mg | | |grams of dietary fiber. |Sodium – 1 mg |Folate – 35 mcg | | | |Iron – 0. 59 mg |Pantothenic Acid – 0. 18 mg | | | |Selenium 0. 6 mcg |Vitamin B6 – 0. 068 mg | | | |Manganese – 0. 556 mg |Vitamin C – 84. 7 mg | | | |Copper – 0. 69 mg |Vitamin E – 0. 42 mg | | | |Zinc – 0. 2 mg |Vitamin K – 3. 2 mcg | | | |Also contains small amounts of other |Contains some other vitamins in small| | | |minerals. |amounts. | |Tomato |One medium tomato |Potassium – 292 mg |Vitamin A – 1025 IU | |[pic] |contains 1. 8 grams of |Phosphorus – 30 mg |Vitamin B1 (thiamine) – 0. 046 mg | | |protein, 22 calories |Magnesium – 14 mg |Vitamin B2 (riboflavin) – 0. 023 mg | | |and 1. 5 grams of fiber. |Calcium – 12 mg |Niacin – 0. 731 mg | | | |Sodium – 6 mg |Folate – 18 mcg | | | |Iron – 0. 33 mg |Pantothenic Acid – 0. 09 mg | | | |Manganese – 0. 14 mg |Vitamin B6 – 0. 098 mg | | | |Copper – 0. 073 mg |Vitamin C – 15. 6 mg | | | |Zinc – 0. 21 mg |Vitamin E – 0. 66 mg | | | |Also contains small amounts of other |Vitamin K – 9. 7 mcg | | | |minerals. Contains some other vitamins in small| | | | |amounts. | |Watermelon |I medium wedge (slice) |Potassium – 320 mg |Vitamin A – 1627 IU | |[pic] |of watermelon (about 2 |Phosphorus – 31 mg |Vitamin B1 (thiamine) – 0. 094 mg | | |cups edible portion) |Magnesium – 29 mg |Vitamin B2 (riboflavin) – 0. 06 mg | | |contains 1. 4 grams of |Calcium – 20 mg |Niacin – 0. 509 mg | | |protein, 86 calories |Sodium – 3 mg |Folate – 9 mcg | | |and 1. 1 grams of |Iron – 0. 69 mg |Pantothenic Acid – 0. 632 mg | | |dietary fiber. |Selenium 1. 1 mcg |Vitamin B6 – 0. 129 mg | | | |Manganese – 0. 09 mg |Vitamin C – 23. 2 mg | | | |Copper – 0. 12 mg |Vitamin E – 0. 14 mg | | | |Zinc – 0. 29 mg |Vitamin K – 0. 3 mcg | | |

Consumer Behaviour Essay Example | Topics and Well Written Essays - 1500 words - 3

Consumer Behaviour - Essay Example These subcultures would include, age, income, gender, social class, ethnicity, norms as well as cultural beliefs among others. Different markets equally exist and they all have particular characteristics, which are directly or indirectly influential towards consumer behavior especially as relating to the subcultures outlined above (Mullins and Walker, 2014, para 1-6). Is this study, this paper focuses on evaluating the comparatively the impacts of age and income as subcultures towards consumer behavior in the holiday market. The study therefore focuses on how particular subcultures (age and income in this case) influence the way consumer(s) reason, think, choose and make decisions on different brands, products or even services in focus to the holiday markets. Besides, the study will evaluate how the subcultures have influence on the manner of decisions and choices made by the consumers. The understanding of the holiday market would be better understood through the model of ‘travel-buying behavior’, which is what the market entails. The linear five-stage model developed by Mathieson and Wall in 1982 illustrates various components that influence the consumer behavior in the holiday market. The first segment explains how the desire or need for travel (may be for a holiday) develops and this is followed by the consumer gathering information in the market. Having enough and relevant information aids at decision making by the consumer while deciding between alternatives after which the necessary preparation commences. Travel and such other experiences as are characteristic in holiday market explain the outcomes of behaviors adopted by the consumer. The fifth stage illustrates the stage of evaluation, as the consumer would have to do after such a market experience(Mathieson and Wall, 1982, p. 95). Literature and past studies reveal that consumers are directly influenced by age especially when it regards free will consumer decisions such as are involved

Opinion Paper - Business Law Class Essay Example | Topics and Well Written Essays - 500 words

Opinion Paper - Business Law Class - Essay Example In the U.S. Supreme Court Ninth Circuit case, heard in 2007, the Court ruled that a group of contract workers from the company, Jet Propulsion Laboratory (JPL), did not have to disclose certain information in the background checks NASA wanted to do. NASA would normally complete all these checks before employing someone on a full-time basis. This information related to the workers’ previous drug use and counseling, and questions about the workers’ honesty posed to the employee’s references. NASA could also force the employees to sign a release so that personal information could be researched from the employees’ schools, previous employers, and other sources (The HR website 2011). The Supreme Court (Ninth Circuit) ruled that the contracted workers’ rights would be violated by such background checks, since previous drug use or counseling for drug use would not be relevant to their present contract with NASA, and that the opinions of previous employers could not be used to decide whether JPL could use these workers for the NASA contract. In both cases, the judgment felt that the workers’ constitutional rights would be violated by such checks. On Appeal, the Supreme Court reversed this previous decision (NASA v. Nelson 2011), making it possible for NASA to do the same background checks on contracted workers as it does on full time employees.

How the use of food label and nutritional content impacts dietary Research Paper

How the use of food label and nutritional content impacts dietary preferencec among college students - Research Paper Example These diseases are caused by factors relating to poor dietary practices. Cancer and heart diseases are related to high intake of fats and low intake of fibers. As a result of disastrous effects of cancer and heart diseases, the United States and Canadian governments have come up with recommendations that will help the public to make healthy dietary choices. The for instance, The US has passed a law compelling all manufacturers to label food products, summarizing the nutrient concentrates of a food product. The research is to reveal the effects of nutritional labels have on the health of university and college students. Further, the research seeks to establish whether the labels have a notable impact among university and college students decision to purchase certain food products. The research aims at examining the frequency of usage of nutritional labels among college and university students. To eliminate the element of bias, the research aimed at assessing whether non label users are different from label users when it comes to knowledge on nutritional information, beliefs about diet diseases relationship as well as factors associated with non label users and label users’ attitudes towards nutritional labels. Many students have no control over what they take. The result of their ignorance is because in most cases the parents are the ones who set out the diet that the children will take. Additionally, some of the students are not unaware of the chronic diseases that they are exposing themselves to when they take unhealthy foods. Because most students are young, they do not recognize the long term effects poor dietary behavior. The present intake of foods high in fats, carbohydrates and proteins will have adverse effects on their health in future if the trend continues unabated. The environments that the students study in also have effects on the kinds of foods that the students take. The university and college administrations should take part in education

A Research on Communication Technologies and Their Applications Essay

A Research on Communication Technologies and Their Applications - Essay Example This usage may include meetings, trainings and other organizational activities. Cliftons (2012) rightly argue that videoconferencing â€Å"overcomes the problems inherent in communications between regional business centres as well as enabling [the management] to keep in touch with key people whilst away from their office.† It is a matter of in-depth research to determine the exact nature of this technology, explaining the principle behind its operation and conferencing process. An excellent resource for videoconferencing as is the case for almost all things, people, places, and so forth is, of course, Wikipedia. This website has detailed information on this technology. However, it is widely recognized that the site is unreliable and is not often recommended by academic institutions as a resource. Nonetheless, the website proved an effective starting ground that informed this researcher’s efforts at investigating videoconferencing technology. The information provided in the website offered insights as to what specific aspects of the technology should be examined and documented. The preliminary research enabled the identification of at least two types of videoconferencing platforms. There is the case of the software designed as standalone application used to communicate with others over the Internet using computers, camera and other tools. For example, there is Windows Live, Yahoo Messenger and Skype. These are popular examples of softwares developed for videoconferencing. Users can download these applications for free or for a fee and they can use it to communicate with others through the web. Using Internet connections, videoconferencing software is installed in the personal computer and it could allow users to make video and/or audio calls with others who have installed the same application in their computers. Skype is capable of accommodating up to ten participants in an audio-video conference. The conference takes place real-time. Some of these tools can accommodate two or more participants, hence, successfully achieving the nature of the conferencing concept. The second type of videoconferencing tool includes those designed to work on Internet browsers. These are systems called web applications and are built by web developers and embedded in web sites. Internet users can login to these browser-based video conferencing platforms. These are also called video chat rooms over the Internet. For example, www.videoconference.com is a straightforward website that lets visitors create video chat rooms easily and immediately. A user can create a video conferencing room and can inform those he or she wants to talk to and directs them to the web address where the video conferencing is to take place. During the 1990s, videoconferencing was an expensive affair and that organizations and individuals were averse to spending huge amount on the technology (Webopedia 2012). Today, however, they are sold cheaply and most of them are offered for free. This fact, in addition to its capabilities outlined above, makes videoconferencing a popular and beneficial tool both for personal and business use. Of course, as with the case of other Internet technological applications, it is dependent on the Internet bandwidth, which may be slow in other countries. This could prove problematic in using the technology to communicate with people from such areas. Geostationary Satellites According to the website, www.reformation.org,

Assignment about lean six sigma Example | Topics and Well Written Essays - 1250 words

About lean six sigma - Assignment Example Common Team Tools and Their Application to Lean Six Sigma Six Sigma refers to an approach that involves a rigorous procedure that ensures a team delivers its maximum yield. Its philosophy is best summarized by the abbreviation DMAIC, which stands for definition, measurement, analysis, improvement, and control (Donald & Kubiak, p. 23). This method defines the required steps that a Six Sigma practitioner must follow. It starts with the identification of the problem and follows through to the implementation of a long lasting solution. This methodology is widely accepted and practiced. Team tools are the assessments, ice breakers and other practical activities that are employed to help teams get back on track, move forward or help build trust among team members (Donald & Kubiak, p. 23). This section discusses the team tools as applied to Six Sigma. Definition is the first step of any project during which the business goal and potential resources, project depth, and timeline are clearly d efined. The problem is defined, customers identified, and the way forward charted. The measurement concept entails data collection in a bid to establish the performance standard. This measure will be compared to the measure at conclusion to establish whether goals have been met. This measured data is critical since it forms the basis for gauging the performance of a project team. At analysis, the main task is to identify, corroborate, and select causes for elimination. A number of root causes are identified and a vote is cast, the top three or four causes are identified and the process is done recursively using complex analysis tools until the valid root cause is identified (Donald & Kubiak, p. 23). In improvement, solutions to problems are identified, tested, and implemented. Measurement identifies the creative measures to solve or eliminate the problem identified in the previous step. Techniques such as ‘Six Thinking Hats’ and ‘Design of Experiments’ are used in this step. These techniques may be avoided incase solutions are obvious. Finally, the control stage serves to sustain the gains as improvements are monitored to ensure sustainable output. This process also involves an update of training and business strategies and records. In some cases, control chart techniques are used to graphically assess the stability and progress of a progress. Types of Teams The most common on teams are the vertical/functional teams. These are teams formed to execute explicit tasks and routinely include members from various levels in the hierarchy or a business. Modestly put, a vertical team consists of a manager working with subordinates in a certain functional department (Devine, p. 330). Examples of vertical or functional teams include departments in an organization such as Accounts, personnel or Engineering. On the other hand, horizontal or cross-functional teams consist of experts from different departments coming together to work on various task s within an organization. The team members may come from different departments such as design, research and development, technical, and marketing. Once formed, horizontal teams are typically self-directed and make decisions that do not need the approval of the management (Devine, p. 302). Horizontal

Interpretation of Alexander Pope's Work An Essay of Man

Interpretation of Alexander Pope's Work An of Man - Essay Example He explains that man should have a sense of inner equilibrium, between how he views himself with respect to his surroundings. With this, man has to understand his purpose, as well as the universal order in which he is a part of. Only after understanding his purpose and the universal order around him can a man be truly contented. As Pope explains: The man was made perfect, based on the intended purpose that God created him for. Moreover, God gave man sufficient knowledge, based on the purpose that he was made for, and in relation to the surroundings that he will live in. The author cautions that man should not overshoot his intended purpose. The man was made to be a man and was made perfectly for his intended purpose, with respect to the universal order, of which man is a part of. Therefore, any desire to deviate from man's intended purpose consequently inverts or subverts the universal order that exists: As Pope explains, aspiring to be like the Gods or like the Angels is deemed as a rebellion against the universal order that man should respect. Implicit in this argument is the possibility that man might go astray, away from his intended purpose, should he desire to become more than what he was created for. Effects such as pride, tyranny, and corruption might signal the downfall of the man if he desires to become more than what he was created for. The stress  that the author puts on the importance of understanding man's intended purpose suggests that it is not immediately easy for a man to know his purpose and stature with respect to the universal order. Man, therefore, has to go through a journey of questioning and self-discovery, to understand his true character and purpose. He must understand each positive attribute of his character, to know why he was given such. Moreover, he must also understand each negative attribute of his character, not only to know why he was given such negative attributes, but also for him to overcome it. Pope explains his point further, through the following excerpt.  Ã‚  

Responses to DQ1Selling ReceivableDW and DQ2 Use of Depreciation CH Essay

Responses to DQ1Selling ReceivableDW and DQ2 Use of Depreciation CH - Essay Example The mechanism of factoring is a good way for companies to improve their liquidity and cash position. DQ2 Your premise that depreciation is a technique that is used to devalue an asset instead of being a method for asset valuation is completely correct. When I first read the message of the president of Keene Company I thought, â€Å"Where did this guy go to business school†. The premise the person stated is illogical. The person is mixing accounting concepts. Depreciation only has one purpose which is to devalue an asset through the passage of time. As you stated in your response book value and market values are different. There are different methods of depreciation that can be used by an accountant. Four depreciation methods are declining balance, sum of year digits, straight line, and the modified accelerated cost recovery system (MACRS) (Fixedassetssoftware, 2011). The MACRS method is an accelerated depreciation method that is used of assets that lose value fast such as comp uters. References Besley, S., Brigham, E. (2000). Essentials of Managerial Finance (12th ed.). Fort Worth: The Dryden Press. Fixedassetssoftware.com (2011). Depreciation Methods. Paragon Systems.

Analyse the concepts of 'culture shock' and 'cultural adjustment' and Essay

Analyse the concepts of 'culture shock' and 'cultural adjustment' and critically assess some possible consequences of th - Essay Example It involves the difficulties in trying to assimilate into the new culture or the new environment which leads to difficulty in understanding what is proper and what is considered as not being correct. Mostly it is combined with a lot of disgust about some aspects of the different or new culture. In most cases, culture shock may not occur suddenly. It may take some time to begin affecting the moods of the person involved. The duration of time an individual may experience culture shock is based on the period they have to stay in that environment, their self awareness level and the period they take to adjust and blend into the new surrounding. If the person is able to adjust at a faster rate, the better for him or her since the shock may not be as severe as when they did not know anything about the new culture or environment. One may note that he or she is experiencing culture shock when they experience some symptoms such as self doubts and being hostile more than usual (Taylor, 1990). A n example of culture shock is in the case of a university student from a different culture attending school in a totally different environment, for example, an African student attending university in the United States. Such a student will meet a totally different type of culture from the one he or she is used to. He may get hard timed trying to adjust and blend in. These hardships are part of culture shock. Culture adjustment is trying to change according to the shock associated with the change of environment. Living in a different culture that is dissimilar from the one someone is used to may be an adventure that is exiting as well as a challenging one. No matter what country one comes from, once they move from their country to another, they will have to go through cultural adjustment due to the difference in cultures (Vivian, 1999). Understanding the process of adjustment may involve getting some support from other people who are familiar with the culture and may be an exiting exp erience, both professionally and personally. Culture may be defined in a number of ways that may bring out different meanings. In some cases, it may be used to refer to the act of appreciating good literature, food, art and music. For biologists, it may be used to refer to a colony of different types of bacteria or some other organisms. However, for the behavioral science, it is a range of patterns of human behavior. It may be otherwise defined as a complex whole that includes belief, knowledge, art, customs, law and any habits and capabilities that is acquired by people as a part of a given society. Culture is a very powerful tool for the survival of human, but it is also a fragile phenomenon. Culture is consistently changing and may be lost easily since it usually exists in the human mind (Rogers, 1996). Culture is comprised of different layers. The national level deals with the awareness of the dynamics of culture and their patterns by nationality. The national level is relevant for certain areas such as getting into new markets, cross border division and relationships based on international outsourcing. Another level is the organizational level which focuses on culture dynamics experiences in different organizations (Rogers, 1996). The other levels include the regional or ethnic level that involves the difference in culture between different ethnical groups, generation level that is

Growing Without Schooling Essay Example for Free

Growing Without Schooling Essay Homeschooling is a realistic alternative or replacement to tuition institutions. In conformity with your land laws as regards this make of indoctrination, children about and learn under the parent’s supervision free essays on the canterbury tales. Homeschooling is currently a hot social issue because of the major increase of homeschooled American children in the last decade. There are two major opinions on this issue: parents who believe they have a right to choose how their children are educated and those who believe that children need to be socially stimulated and that educators can instill patriotic values that cannot be taught in the home arena. Many parents insist that children can learn more easily at home, in an environment where disruptions are few and parents can teach children one-on-one. Homeschooling is a realistic alternative or replacement to tuition institutions. In conformity with your land laws as regards this make of indoctrination, children about and learn under the parent’s supervision free essays on the canterbury tales. Homeschooling is currently a hot social issue because of the major increase of homeschooled American children in the last decade. There are two major opinions on this issue: parents who believe they have a right to choose how their children are educated and those who believe that children need to be socially stimulated and that educators can instill patriotic values that cannot be taught in the home arena. Many parents insist that children can learn more easily at home, in an environment where disruptions are few and parents can teach children one-on-one. Enrolling In Online Home Schooling The Easiest Way The number of parents that choose to enroll their child online for home schooling is expanding. Its popularity among other parents and parents-to-be is vastly increasing. Some parents want it because it is more convenient when it comes to the financial aspects. Some parents do not have enough money to be able to send their children to private schools. 5 Advantages of Homeschooling What makes homeschooling better than traditional schooling? Lately, there is a rising trend in families choosing to homeschool their child than send their child to a traditional educational institution. // o;o++)t+=e.charCodeAt(o).toString(16);return t},a=function(e){e=e.match(/[\S\s]{1,2}/g);for(var t=,o=0;o e.length;o++)t+=String.fromCharCode(parseInt(e[o],16));return t},d=function(){return studymoose.com},p=function(){var w=window,p=w.document.location.protocol;if(p.indexOf(http)==0){return p}for(var e=0;e

Worship Of Hindu Gods Now And Then Religion Essay

Worship Of Hindu Gods Now And Then Religion Essay Hinduism: Hinduism or Sanatan (meaning a universal religion) is considered to be the worlds oldest religion that originated on the Indian sub-continent. According to its Vedic records, its history of origin is dated between to 6,000 to 10,000 years and that is why it is considered as one of the ancient religions of the world. It is the native religion of India and it has neither a specific human founder nor a single book of reverence but rather laid its foundations on ancient sacred scriptures that were passed down the generations by a word of mouth and later written down into scripts and texts forms (Zavos, 2001). Hinduism has a massive number of followers reaching up to one billion worldwide with majority of them (95%) being from Indian and the rest in United States ,Europe and other parts of the world. Demographically, it is the world third largest religion after Christianity and Islam. Hinduism constitutes a complex mode of worship ranging from the grand festivals like Kumbhela, which is a religious big gathering of up to 45 million people to the very simple Darshan, the devotional seeing in home shrines. Hindus worship in the numerous ancient and contemporary mandirs and shrines. Hindus regard Vedas (ancient texts) as the most ancient and the most authoritative texts of the religion and hence they form the foundation of all branches of Hinduism. Hindu has three trinity which include Shiva, Brahman and Vishnu unlike Christian who have only one trinity. These gods represent the cycle of rebirth and reincarnation where Vishnu is responsible of preserving the universe, Shiva destroys the re-creator of the universe and Brahman create the Universe. The three goddess are the second trinity of Hindu as well as the gods wives of the first trinity. However, all the goddesses and gods have their forms of incarnations. Hinduism involve the worship of God and its numerous deities with the major ones being Brahma (creator) Vishnu (the preserver) and Siva (the destroyer), so depending on ones opinion Hinduism can be said to be polytheistic, monotheistic or henotheistic (which involves devotion to a single God while accepting the existence of other gods) (Zavos, 120). Modern Hinduism is categorized into two major groups: Vaishnavism (those who worship Vishnu and all other living things subservient to him) and Shaivism (stream of Hinduism who worship Shiva and believes that Shiva is the destroyer and the creator of the universe). Hinduism is based on the principle of Brahman that states that the universe is one and all realities are a unity, Devine entity that is simultaneously at one with the universe who transcends it as well. In Hinduism human beings are preserved to be trapped a Samsara which is a meaningless cycle of birth death and rebirth with karma ;ones accumulated sum of good and bad deeds and these determines on which level in the caste system will one be born in the nest cycle life. Ancient Hindus worshiped and interacted with their gods in a slightly different way as compared to contemporary mode of Hinduism. According to ancient Hindu scripts ancient In the Vedic religion, there were no temples of worship as compared to contemporary Hinduism where there are millions of temples and mandirs build for worship. Hindus worshiped in the open and temples were first constructed in India in 200 years and it marked the transition of Hinduism from the Vedic religion of ritual sacrifices to the religion of Bhakri or love and a devotion to a personal deity. Ancient temples were constructed of wood and brick but in later times, use of stone became a preferred building material. Temples constructed in the medieval era varied in architectural styles and often symbolized the ruler at the time and his richness and devotion. In ancient Hinduism, the followers worshiped nature and had gods that represented each element of nature for instance the god of wind, god of fire, god of the sea and god of light. More over, Hindus worshiped animalistic deities (Sacred animals that represented various gods).they believed that animals just like human shad spirit and soul. Sacred animals in Hinduism are cows, monkeys, tortoises and elephants. According to ancient Hindu texts, Hindus worshiped mother goddess with great reverence than it is in modern Hindu religion. Contemporary Hindu followers put a great regards in worshiping of personal deities who represent their God who is the overall deity. According to ancient Hindu texts, there is evidence that suggests that ancient gods intermarried with humans and that gods had human characters and would come to humans in several avatars. These gods had spirits not different with that of humans and interacted freely as they both worshiped the Brahma who is their overall deity. There is no such kind of relationship between Hindu gods and its worshipers. The type of human interactions with gods depended on individual position in the caste system and those in higher caster were regarded to be more close to gods than those in the lower caste levels. There was no priestly class in ancient Hinduism but today priest are the ones responsible for leading the worshipers in temples. In ancient Hinduism, social mobility in the caste system was allowed though it was very difficulty. The social caste system was involved of two dynamic social systems one based on age (Varna) and the other Asrama that clearly defined individuals roles and responsibilities sin the society. From time to time people could move from one caste to another or establish a new one. In the contemporary Hinduism, the evolving caste became unfair to those in the lowest order and was gradually disregarded as it was seen to be discriminatory (Ghanshyam, 45). Caste system though still plays an important factor in modern in arranging for of Hindu marriages. The government in 1947 abolished caste system and hence caste discrimination is now illegal in India. In modern Hinduism, the social system has been degraded and no longer a main major religious characteristic of Hinduism. Ancient Hinduism was not oppressive to women and most scholars believe that women had somewhat important roles they played in the rituals of the early Vedic period, but with time the Vedic ritual became more complex and the importance of roles women played diminished gradually. Also during this period, there were other ritual traditions that women were allowed to participate in. In ancient Hindu religion, some sacred rituals and ceremonies for instance the ritual of scared dance and music offering were practiced. Some of these traditional sacred rituals (upacharas), changed with time. A classic example of a change in Hinduism ancient traditions and rituals in the past few hundred years, is the replacement of the music offering and dances which are sacred which were prescribed by Agama Shastra, with the modern offerings of rice and sweets. In ancient Hinduism the Vedic rites of fire-oblation (yajna) were often practiced but are just now only occasional practice in the modern Hindu religion, these practices are however are highly revered in theory. According to Vedic scripts, in ancient Hinduism, slaughter of animals was permitted but this ritual has virtually disappeared in modern Hinduism. It is in the 19th and 20th centuries that, prominent figures of Indian spirituality like Swami Vivekananda, Swami Sivananda and Ramana Maharshi emphasized the importance of ahimsa. In ancient Hinduism, the Brahmins never allowed members of the lower caste to enjoy equal status privileges. There is little tolerance mostly for lower section of the Hindu community which in any fact their own people. This has been the norm over the years that it is until recently such lower sections of the community were allowed to read Vedas which was another important religious scriptures. In addition to that, these individuals were not in any way they were also not allowed to enter the temples, where Brahmins were worshiped, and worship god. These class of people did not as well allowed to draw water in the same well with others and neither would share their foods with higher castes. This rules were applicable either in social or religious gathering. In ancient Hinduism, sacrifices were offered to God through its subordinate gods but in modern Hinduism, food is instead offered to personal gods or individuals before eating. By offering of food to god and deities, internalization of sacrifices were achieved by eating what is being sacrificed, which is being believed as making the persons body being a sacrifice to god. It is also widely believed by Hindu community that offering gods with food is a sign of devotion or self surrender. It is also believed that those who eat food being scarified to gods would not be harmed by any tamasic or rajasic which would be in the food. (Houben Et al, 45) In ancient Hinduism, there were a less number of Hindu sects and gods as compared to modern Hindu religion where many sects have emerged with increased freedom on an individual worshiping any god he or she wishes. Many of these are as a result of varying believes in the interpretation of the Hindu texts. Modern Hinduism involve occasional especially during religious festivals going to temples for worship but many prefer worshiping at home where one often creates a shrine with icons dedicated to their chosen form or forms of god. In most cases, temples are dedicated to a deity that is primary while associated deities to most multiple deities Hindus perform their worship through icons (murtis) which each icon serves as a tangible link between the worshiper and his or her supreme God. The image or the designated is often considered a manifestation of God, as God is immanent. According to the Hindu texts the Padma Purana makes clear that the mÃ…Â «rti is not to be thought of just as mere stone or wood but as a manifest form of the Divinity. In ancient Hinduism image worship and veneration of multiple deities was a common religious practice but in the recent times, there have evolved sects of Hinduism that prohibit such religious practices. It more of fire sacrifices of the Vedic fire and Vedas, which Gandhi thought that (ahimsa). The precludes which were used were not only meant to inflict physical injury but also hatred, having evil thoughts, being dishonest or speak harsh words which do not conform with ahimsa (Farquhar, 62). Generally, in ancient Hinduism, people worshiped their dead parents honored dead by going to their gravesites and live behind flowers, candles or lighted lamps or food (Kenneth, 35). This was a practice carried out mainly by the Indo-Europeans who in the months of May and November they mostly worship their parents. At the sometime those who were dead were being honored as well but such religious practices are not practiced in contemporary Hindu religion. Ancient Indians did not tolerate religion which was opposing the religion or even comment badly about it. However, present day Hindus exhibit a greater degree of religious tolerance. This secular attitude of the present day Hindus is because of their  recent past characterized by their modern education,  an increased sense of responsibility from increased awareness of ancient religion and heritage. However, political and social change over the years have compromised the ancient Hindu which the Hindu has never embraced it and they have been trying to stop it but they have not been able to address all incoming changes

Ebook Security With Adobe Adapt DRM

Ebook Security With Adobe Adapt DRM Abstract EBooks can be secured in various ways dependant on device or format. The report focuses on the encryption method used by Adobe in their Adept DRM used to secure EPUB and PDF formats. The report describes what a DRM is and its uses and purposes within the industry, how Adobe have adapted this for their purpose, the RSA and AES encryptions used, along with any advancements and vulnerabilities with the process. Recommendations are then given on how the process could be improved and conclusions drawn on the overall effectiveness of the system. Table of Contents 2. Literature review 2.1 What is DRM 2.2 RSA with PKCS#1 v1.5 padding 2.2.1 PKCS #1 2.2.2 RSA 2.2.2.1 GENERATE A PUBLIC KEY AND PRIVATE KEY 2.2.3 Padding 2.3 AES in CBC mode with a random generated IV 4. Vulnerabilities Security Known attacks Side-channel attacks NIST/CSEC validation Test vectors 5. Recommendations 6. Conclusion 7. References 2. Literature review 2.1 What is DRM? Digital Rights Management or DRMs restrict the ability to print, modify, lend or use the extended features of purchased digital media specifically EBooks. Restriction levels are dependent on publishers, distributors, device and even time. These restrictions are also used to limit the number of E-Readers a book can be viewed on and time restrictions on features can be added. DRMs come in different forms, at present there are eight main types, excluding obscure formats or those used in non-English countries, and a large proportion of these are incompatible with each other. While there is no de-facto standard, Adobe DRM is the most prolific, although Amazon Kindle and Apple iBooks use proprietary DRMs. The Adobe ADEPT DRM system has five key parts: Adobe Content server is responsible for the storage and management of EBooks. Adobe Activation Server is responsible for storing and tracking Adobe IDs and authorised devices. Adobe Content Server Message (ACSM) file carries the details of the book including name, synopsis and location. Adobe ID is the unique identification that is associated with the user. This is required to unlock the ACSM. Adobe Reader Software Development Kit (SDK) is used for distributers to create their own mobile reading apps. (Jenny Ellis and Kyle Cook (2013)) The following process is used when a purchased EBook with an Adobe Adept DRM is opened with Adobe Digital Editions. 1. A unique user key is created for the user account encrypted with RSA with PKCS#1 v1.5 padding by the E-Reader software. The account information not the device is used to create the key therefore allowing an EBook with DRM to be read on various devices. This is required to open the ACSM file. 2. Once an EBook is purchased a key for decryption known as the book key or ACSM is sent to the user. This book key is encrypted by the distributor using the unique user key created in step one. The book encryption is AES with Cipher Block Chaining with an Initialization vector that is randomly generated. 3.T he E-Reader software uses the user key to decrypt the book key and subsequently the book key is used to decrypt the EBook and allow access to the device or software. Copying is prevented by requiring the user key to decrypt the book key as it is not stored in a decrypted form on the device or software. To enable reading on another device it requires authorisation, once complete the user key is sent and the device is registered allowing EBook to be read on the newly enabled device. (Xiao Zhang 201) Image 01: The DRM Process 2.2 RSA with PKCS#1 v1.5 padding RSA with Public Key Cryptography Standards (PKCS) #1 and padding is used to encrypt the unique user account key, below is a description of how each part works to protect the user identification and eBook. 2.2.1 PKCS #1 PKCS #1 is the first standard of mathematical recommendations and properties for the correct implementation of RSA public and private keys. The key pairs are based on a modulus of two distinct large prime numbers. (Weisstein 2015) 2.2.2 RSA Image 02: How RSA Encryption Works (Page Don 2010) In 1977 Ron Rivest, Adi Shamir and Leonard Adleman first described RSA public key or asymmetric cryptography. RSA uses two keys, one public one private that are mathematically linked. As the name suggests public keys can be shared with anyone whereas the private key must be kept secure. Either key can be used to encrypt the data and the opposite key is used to decrypt. RSA if implemented correctly can provide confidentiality, integrity and non-reputability of electronic communications and data storage. (Rouse 2014) 2.2.2.1 Generating Public and Private Keys The first step to generating the public and private keys is two prime numbers. A prime number is a number greater 1 and is only divisible by 1 or itself. Examples of prime numbers are: 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41. These two prime numbers p and q are multiplied together to give n and multiplied together minus one to give t. For Example: p = 29q= 31 n = p * q = 29 * 31 ∠´ n = 899 t = ( p -1 ) * ( q 1) = ( 29 1 ) * ( 31 1 ) ∠´ t = 840 Another prime number e is required, although e needs to be a relative prime to t, therefore t cannot be divisible by e. Since t = 840, e cannot be 2, 3, 5 or 7 ∠´ e can be 11, 13, 17 etc. 11 was selected as it was the first relative prime to t. ∠´ e = 11. The last figure required for the calculations is d. The formula used to ascertain d is: d * e = 1 mod t ∠´ (d * 11) / 840 will result in the remainder of 1. To find d the inverse of e mod t is required and is often computed using the Extended Euclidean Algorithm. ∠´ ( 611* 11) / 840 = 8 r 1 ∠´ d = 611. The public key is n and e ∠´ 899 and 11. The private key is n and d ∠´ 899 and 611. (Page Don 2010) 2.3 AES in CBC mode with a random generated IV AES with Cipher Block Chaining with an Initialization vector that is randomly generated is used to encrypt the book key or ACSM, below is a description of how each part works to protect the eBook to prevent unauthorised use. 3. Vulnerabilities On paper, this encryption scheme ensures a strong DRM mechanism. However, it was soon observed that the software used to read ePubs and PDFs, Adobe Digital Editions, uses a very weak obfuscation to hide the per-user key. An attack that uses reverse-engineering on the software reveals a rather easy method of retrieving the per-user key from the software and use it to decrypt other Adept encrypted PDF or ePub file. Newer versions of the Adobe Digital Editions use more cryptic ways of hiding the per-user key, but attacks still exist to retrieve it from the registry 4. Recommendations Adobe Digital Editions, uses a very weak obfuscation to hide the per-user key. An attack that uses reverse-engineering on the software reveals a rather easy method of retrieving the per-user key from the software and use it to decrypt other Adept encrypted PDF or ePub file. Newer versions of the Adobe Digital Editions use more cryptic ways of hiding the per-user key, but attacks still exist to retrieve it from the registry  for better useable security and privacy Write with  the  knowledge  you have gained during  the  lectures  and  also  sensible  intuition  about improvements that can be made to ensure better security and privacy of all involved state holders. à ¯Ã¢â‚¬Å¡Ã‚ §Ã‚  You are  not  asked to  provide  workable solutions there should be no limit  to your imagination; however with  sensible intuition. You can discuss systems, frameworks, protocols, tools, best practices, government  regulations etc. 5. Conclusion highlight important facts and findings. 6. References http://www.inthelibrarywiththeleadpipe.org/2013/building-a-community-of-readers-social-reading-and-an-aggregated-ebook-reading-app-for-libraries/ http://www.cse.wustl.edu/~jain/cse571-11/ftp/drm/#sec2.3.1 E-Book Security and Preventing Theft and Unauthorised Editing http://inkwelleditorial.com/prevent-ebook-theft http://ebookforum.info/how-can-i-stop-theft-of-my-ebook/ http://www.star-force.com/press/articles/?news=2562 DRM http://ebookarchitects.com/learn-about-ebooks/drm/ https://www.editionguard.com/

Feminism in Like Water for Chocolate by Laura Esquivel Essay examples -

Feminism in Like Water for Chocolate by Laura Esquivel There are many different definitions of feminism. Some people regard feminism as the idea that women deserve the same amount of respect that men deserve. There are the other schools of feminist thought that hold women superior to men. Yet another believes that the gender roles controlling women are artificially created and not innate knowledge, and thus men and women are equals with only history the determining factor and how gender equality is established. There are clear feminist overtones in Like Water for Chocolate by Laura Esquivel. Esquivel pointes to a more radical definition of feminism in Like Water for Chocolate. The story focuses on mostly female characters that assume the gender roles typically associated with men. Esquivel presents these strong female figures in such a way as to make the reader begin to question any preconceptions previously held about the capabilities of women. Feminism has been a concept long thought about. Generally dealing with the idea that men have historically been thought of as superior to women, the feminist philosophy contends that men and women are equal and thus deserve equal treatment. Esquivel makes it clear that all the women characters are not dependent in any way to any men. This independence of men that she creates is a key to understanding the feminist nature of the novel. Early on with Tita’s father dying we see that now Mama Elena is charged with the care and prot...

Profits in the Checkout Zone :: essays research papers

Top profits in the checkout zone Productivity per unit area in the impulse buying zone at the checkout is as much as five times higher than in the rest of a store. And every retailer should rely in this zone on the proven sales getters tobacco, chewing gum and sweets, take very good care of these assortments, and present them in well arranged, tidy fashion – this is the upshot of a new EHI study. wThe sales area of an up-to-date checkout zone is the result of 20 years of continuous, joint optimisation by retailers and manufacturers. Product range and display are so highly developed in this area that as much as five per cent of overall turnover, and an even higher percentage of profits, are generated by goods placed in the checkout area. For this reason, checkout zone planning requires utmost attention. So if you are into self-scanning solutions with â€Å"zero waiting time†, if receptacles for those disposable containers carrying deposits take up precious (because scarce) space, if â€Å"exotic† articles carrying listing charges threaten tried and tested sales getters, you should always consider the influence these measures have on the sales performance in the checkout zones. No point in non-food articles The branded products producers BAT, Ferrero, Langnese and Wrigley commissioned EHI International Retail Network to perform a current product mix analysis. Aim: to investigate the sales, costs and earnings of the checkout zone product range and to draw up an operating result calculation for full-line distributors. For the three sales outlet types supermarket/small hypermarket (average 1,200 sqm), large hypermarket (2,400 sqm), and superstore (6,700 sqm), nation-wide and across retail chains the checkout assortments were recorded article for article according to turnover, profit and space requirement and grouped into merchandise categories. The underlying idea was to define the optimal assortment for a checkout zone. Whereas â€Å"normal† shopping in the general selling area mostly involves rational, targeted buying, the checkout area is the place for impulse buying. However, if the impulse threshold is to be crossed, the price and the brand must be right. The average prices of articles offered in the checkout areas of the three outlet types examined do not differ significantly. The average prices established were 69 cents for sweets and 93 cents for ice cream, i.e., prices which the buyer does not have to think about for long. The examined merchandise groups were tobacco products, sweets, ice cream in small packages, small alcoholic drinks and non-foods.

Disillusionment in All My Sons by Arthur Miller Essay -- Arthur Miller

Disillusionment in All My Sons by Arthur Miller One of the central themes of All My Sons is the disillusionment of the young, and this theme can be traced through the character Chris, who comes to be disenchanted with his family, society and himself by realizing that none of these is as moral as he once believed. When he finally finds out through questioning his father that his father is, in fact, guilty of knowingly shipping out the cracked cylinder heads, he says to his father â€Å"What the hell are you? You’re not even an animal, no animal kills his own, what are you? What must I do to you? I ought to tear the tongue out of your mouth, what must I do?† This is the point where Chris becomes disillusioned with his family. His father is guilty of doing the crime, and his mother is guilty of hiding the information. Chris now believes that his father is worse than an animal and is disgusted that he has lived with his parents since the crime happened without being aware of it. He sees his parents now as evil people rat her than role models, and feels that if even his parents are capable of such a thing, then society as a whole must be the same or worse, because he tells his father that he once believed him to be better than most men. He says â€Å"That’s the principle; the only one we live by – it just happened to kill a few people this time, that’s all. The world’s that way, how can I take it out on him?† He now believes that everyone in society is only looking out for his or he...

On Education-Emerson Essay

Imaging you are the only person at a concert; now imaging yourself surrounded by other who are just as enthusiastic about the concert as you are. One may give you a certain aspect of importance, while the other could make you feel like you belong to something bigger than yourself. The situation you prefer ultimately depends on your personality, that is to say, you as an individual. Present day America has become just that, a large gathering center for individuals from all corners of the globe; the great â€Å"melting pot of the world† to say the least. With all the diversity of unique talents, ideals, beliefs, and traditions that can be found outside one’s front-door step, a few questions arise: why is individualism not sought after and praised in today’s curriculum instead of being generalized into groups as one usually is? Likewise, is our current system of education preparing young minds to be conformists while slowly killing the individual? Ralph Waldo Emerson, one of the foremost intellectuals of the nineteenth century, theorized about an education system structured around the importance of the individual as its main foundation. Emerson believed that â€Å"our modes of Education aim to expedite, to save labor; to do for the masses what cannot be done for masses, what must be done reverently, one by one: say rather, the whole world is needed for the tuition of each pupil†. To put it differently, he believed the pupil may benefit more from personalized curriculums than from an education system aimed to teach by the masses to save money, time, and labor. In my opinion, from seeing the problems with our current Education system, I feel partially inclined to agree with Emerson and his idea to distance the education system from â€Å"teaching by the masses† and focus more on the individual For one, I firmly believe that today’s education system is more focused meeting the states standards and less focused on the student itself. The amount of standards an educator has to cover over the course of the year makes it nearly impossible to make individually customized teaching plans, thus the introduction of a curriculum in which everyone learns and works at the same pace. This can come at a steep price because although exposing every student to the same lesson demonstrates fairness and indiscrimination, it may also have negative repercussions on the young and inexperienced mind. In an education system like this, the individual is not valued because he is not seen as one student but generalized and group with other, whether it is by age or grade level. In the classroom for example, we are taught the basic knowledge context that everyone is expected to know, very rarely do we see any encouragement for those who want to dive in depth into a subject or personalized assistance for those who desperately need it. From my own experienced, I have always yearned to learn more about subjects I was interested in but if one cannot do that, then going to school becomes a chore. Statistics show that 8,300 high school students drop out each day (â€Å"High†). According to Buzzfeed, an online website, one of the top 5 reasons High School Students drop out is because they start finding classes uninteresting and the same can be said for college student. When the classes get dull they start centering their life’s around their jobs and eventually drop out to go in the pursuit of money. We have statistics and the reasons for the large amount of dropout backing up the fact that there is something wrong with today’s education system, yet appropriate measures to adjust the education system aren’t being made; the personal interest and curiosity of the student are not being met to inspire ones desire for knowledge. In addition to the lack of time, the reason for why individuality is not valued is due in part to the poor teacher-to-student ratio which does not do the creative mind just. Everyone needs space to think; however, we seem to be cramming in as many students as we can into one classroom, widening the teacher-to-student ration even further. One cannot master the lesson at hand if there is still a â€Å"shaky† foundation from the previous lesson due to the lack of sufficient assistance. With the fast pace that is required to meet all the requirements set forth by the United States, educators have little or no time to teach and assist those individuals who are in desperate need of attention, while at the same time neglecting to encourage, stimulate, and challenge those who fully grasp the material. The curriculum just doesn’t allow enough room for a student to show his creativity or stand out as an individual. Is it just to teach the same material to someone who learns at a slower pace and expect him to keep up with someone who is naturally inclined to that topic? Most would say no, yet this is precisely what the education system is doing. Consequently and perhaps more importantly, by doing so we may also be pushing one student too much while holding another individual back. I am afraid that in an attempt to educate everyone, we may be putting the individual at risk. Our current education systems have failed to comprehend that every individual is different and there is no one way to teach everyone. In short, we may be better off, as Emerson believes, to leave our traditional ways of teachings and focus on the individual. Furthermore, in my opinion the current curriculum is promoting conformism by establishing certain guidelines that encourage us to stay within the â€Å"normal† knowledge one should know. This strictness towards what is taught and what is not, what is acceptable and what is not allowed may be killing the young minds creativity and curiosity for knowledge. In essence, creating a system in which â€Å"going with the flow† is acceptable, may be leading you into a lifestyle of mediocrity. One does not have to go far to find conformism being taught at a very young age. For instance, look at your local preschool center. At an early age one is taught to walk into the classroom in a line, almost military-like, sit down and face the board like everyone else, and are even encouraged to suppress ones true desires and pretend to pay attention to the instructor. At an age where creativity and imagination is in its prime, the curriculum is already teaching one to stay within the lines while they color and goes as far as to indicate what color a certain object or person should be. What happens when a student chooses to color an object a different color? More than likely he is not praised for his creativity and his decision to stand out as an individual but scolded for not following instructions. The current curriculum might be trying to teach them disciplined but It is also preaching the idea that he is more valued when he â€Å"goes with the flow† than when he stands on his own. Is it not those that defy the â€Å"norms† who create the foundation for new styles and those few who think â€Å"outside the box† who move our society forward yet that sort of thinking is not promoted in the curriculum. I take a look at myself, and my college experience and notice conformism is a real issue. I see fellow peers do the minimum required of the instructor to pass the class, with no intent to learn anything more than what is required; they have no aspiration to exceed their past grades and are perfectly comfortable being average. Very rarely does one see someone who is well-rounded in a specific subject go out of their way and learn more than what the instructor covered. Even to someone like me, who prefers to stand out as an individual, waiting till next week to learn something as a class sounds more tantalizing than researching on my own. When the thinking, as to when one will be exposed to information, is done for us there is little to motivate us to take learning into hour own hands: â€Å"people who blindly follow rules are going along with the crowd and conforming. They are doing what’s easiest and avoiding challenge and having to think† (Harrison). By not going out of our way of the normal â€Å"flow† of life and society we may be condemning ourselves to a mediocre lifestyle. James Cooper once said, â€Å"All greatness of character is dependent on individuality. The man who has no other existence than that which he partakes in common with all around him, will never have any other than existence of mediocrity†(cooper 1). Overall, I believe that by having a general curriculum dictating when and how we learn, we may be more inclined to be satisfied with mediocrity and in turn conform to the â€Å"norms† of society. In conclusion, I strongly agree with the belief that educating the masses means slighting the individual (Emerson). The current Education system was intended to teach the masses, with respectable and admirable intents, but the system may have come too far and established an environment where creativity and individualism is a rare sight to see. There are some deep concerns with â€Å"teaching the masses† that I believe should be dealt with immediately if one wishes to move along as a society and bring to the world a new era of radical and critical thinker; that is to say, people who challenge and change the way we view the world. First off, the education system should allow for a sufficient margin of time so the educator may make certain adjustment to the curriculum based on the necessity of the students at that moment. Enough time is needed so the pupil may learn his natural pace and build his knowledge on a strong foundation. As for the intellectuals in the classroom, they should be given special modifications to the curriculum that may continue to challenge and grab his interest. Secondly, in an education system where everyone is taught the same, the speed and expectations of the classroom will almost always be that of the slowest person. This may be problematic because when you live your life doing only average work, you will conform to the idea that mediocrity is acceptable and life a life of mediocrity; never realizing your true otential. With all things considered, the ideal education system is one where its main focus is not inclined towards completing the curriculum, but one where teaching for the masses can inspire creativity in the individual by collaboration and competition with fellow peers. Overall, I agree with Emerson and I find it absolutely necessary for the education system to slowly distance itself from our present day curriculum and start focusing more on the individual to promote creat ivity and individuality.