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Menu engineering focuses on the contribution margin (or gross margin) of each menu item and combined with its popularity or cusomter demand Menu engineering ignores the food cost percentage since the contribution margin is assessed in dollars, not percentages The contribution margin is defined as high or low when compared to the average contribution margin for all items sold For example, if the average contribution is $650 for all items, an item with a contribution margin of $550 is considered to be low, whereas an item with a contribution margin of $700 is considered to be high Similarly, each item s popularity is also defined as either high or low by comparing its sales mix percentage to the average sales mix percentage, that is, the quantity sold of each menu item as a percentage of the total quantity sold of all menu items.

A completed menu engineering worksheet is shown in Exhibit 65 A summary of each column or box on this exhibit follows: Column A Menu item name: Lists all the items in the menu category being analyzed Column B Number sold (MM): MM stands for menu mix (sales mix) This column records the quantity of each menu item sold for the period being analyzed, with the total of all items sold recorded at the bottom of the column in Box N Column C Menu mix %: Converts the number sold of each menu item from column B into a percentage of all items sold The quantity sold of each item is divided by the total of all items sold then multiplied by 100 For example, for the first item on the menu, the calculation is 331 2873 100 115%.

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Reagents and Materials Collagen extraction buffer (See Section 3.6.7) High-salt Tris buffer (See Section 3.6.8) Phosphate-buffered saline (PBS) or Tris-buffered saline (TBS) Laemmli sample buffer (Bio-Rad) Acetic acid, 0.05 M NaOH, 1 N NaCl, crystalline

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Viewing the world from the robot s perspective is an interesting experience. Between the different angle and the lower image quality and frame rate, exploring even mundane places seems like exploring a different world. It makes you wonder how alien the surface of Mars is, and how much is attributable to the difference of perspective.

Veterinary pharmaceutical drugs have been used for a long time in animal production as therapeutic agents to control infectious diseases or as prophylactic agents to prevent outbreaks of diseases and control parasitic infections (Dixon 2001). Meanwhile, growthpromoting agents like the anabolic agents are added to improve the feed conversion ef ciency by increasing the lean-to-fat ratio, while antimicrobial agents are added to make more nutrients available to the animal and not to the gut bacteria. In recent years, there has been an increasing concern regarding the development of increased bacterial resistance to certain antibiotics due to the abuse of antibiotics consumption (Butaye et al. 2001). Most veterinary drugs have been banned in the European Union for use in farm animals because of fears about health effects (genotoxic, immunotoxic, carcinogenic, or endocrine) from their residues in animal tissues. These substances can only be administered to animals for therapeutic purposes under strict control of a responsible veterinarian (Van Peteghem and Daeselaire 2004). Antibiotics were banned due to concerns about the development of antimicrobial resistance (Reig and Toldr 2009a). The main veterinary drugs and substances with anabolic effect are listed in Table 27.2.

is the extent to which they have developed certain kinds of abilities, and little purpose is served by rigid distinctions between these types of measures (see Anastasi & Urbina, 1997, chap 17) With this in mind, the discussion that follows traces brie y the development of four measures of achievement/aptitude and interest that have deep roots in the history of assessment psychology and enjoy continued widespread use: the Wide-Range Achievement Test, the Strong Interest Inventory, the Kuder Occupational Interest Survey, and the Holland Self-Directed Search Wide-Range Achievement Test In the United States, formal achievement testing began in the schools during the early 1920s Tests of speci c competencies (eg, spelling) had been developed prior to that time, but group-administered batteries for assessing a broad range of academic skills began with the 1923 publication of the Stanford Achievement Test (SAT), which was designed for use with elementary school students.

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