943 resultados para Non-traditional exports


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The bioactive compounds and antioxidant capacities of polyphenolic extracts of 18 fresh and dry native non-traditional fruits from Brazil were determined using ABTS, DDPH, FRAP and beta-carotene bleaching methods. The study provides an adaptation of these methods, along with an evaluation of the compounds related to antioxidant potential. The results show promising perspectives for the exploitation of non-traditional tropical fruit species with considerable levels of nutrients and antioxidant capacity. Although evaluation methods and results reported have not yet been sufficiently standardised, making comparisons difficult, our data add valuable information to current knowledge of the nutritional properties of tropical fruits, such as the considerable antioxidant capacity found for acerola - Malpighia emarginata and camu-camu - Myrciaria dubia (ABTS, DPPH and FRAP) and for puca-preto - Mouriri pusa (all methods). (C) 2010 Elsevier Ltd. All rights reserved.

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A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics

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[Excerpt] Cupuassu (Theobroma grandiflorum), tucumã (Astrocaryum aculeatum), peach palm (Bactris gasipaes) and abricó (American Mammea L.) are exotic fruits found in the Brazilian Amazon rainforest. All of them are well known by the native populations, and for centuries the pulps have been used in the production of juices, deserts, jams, syrups, and alcoholic beverages, among others. Additionally, the fruit seeds have been used as animal feed, fertilizers or to plant new seedlings, but a great part of these seeds are usually discarded. (...)

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This study expands existing research by considering both exports and tourism as potential influencing factors for economic growth. While trade of goods has been proven as a means of growth for countries, inbound tourism as non-traditional exports, has been scarcely examined in the literature. Using data for Italy and Spain over the period 1954-2000 and 1964-2000 respectively, both exports of goods and tourism exports are included in the same model. Standard cointegration and Granger causality techniques are applied. The main results reveal the significance of both exports and tourism towards longterm growth with some peculiarities for each country.

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Brazil attracted relatively little innovation-intensive and export-oriented foreign investment during the liberalization period of 1990 to 2010, especially compared with competitors such as China and India. Adopting an institutionalist perspective, I argue that multinational firm investment profiles can be partly explained by the characteristics of investment promotion policies and bureaucracies charged with their implementation. Brazil's FDI policies were passive and non-discriminating in the second half of the 1990s, but became more selective under Lula. Investment promotion efforts have often been undercut by weakly coordinated and inconsistent institutions. The paper highlights the need for active, discriminating investment promotion policies if benefits from non-traditional FDI are to be realized.

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In this action research study of my classroom of seventh grade mathematics, I investigated the use of non-traditional activities to enhance mathematical connections. The types of nontraditional activities used were hands-on activities, written explanations, and oral communication that required students to apply a new mathematical concept to either prior knowledge or a realworld application. I discovered that the use of non-traditional activities helped me reach a variety of learners in my classroom. These activities also increased my students’ abilities to apply their mathematical knowledge to different applications. Having students explain their reasoning during non-traditional activities improved their communications skills, both orally and in writing. As a result of this research, I plan to incorporate more non-traditional activities into my curriculum. In doing so, I hope to continue to increase my students’ abilities to solve problems. I also plan to incorporate the use of written explanations of my students’ mathematical reasoning in order to continue to improve their communication of mathematics.