Nutrisystem For Men: Company Analysis Free Essay

Title of commercial online weight loss program

The site is labeled simply “Nutrisystem” after the company of that name based in Horsham, PA. Nutrisystem Inc. started up operations in 1972 as a telephone and subsequently online counseling service for those wanting to lose weight. At last count (end-2008), Nutrisystem reported gross revenues of $687.7 million and net income of some $46.2 million (Nutrisystem 24). The company is certainly commercially successful, now ranked #1 in the online retail good and drug category according to Internet Retailer magazine.

General Principles of the Weight Loss Program

The basic premise of Nutrisystem is that offers those who wish to lose weight a wide range of visually appetizing, indulgent, portion-controlled meals that can be conveniently delivered to one’s doorstep.

Nutrisystem makes no minimum or fast-track weight-loss claims, preferring to show graphically that their “members” can lose from 20 to upwards of 100 pounds by adhering to this flexible system of daily meal plans. By implication, the site assures men, women, vegetarians, and those afflicted with adult-onset diabetes that Nutrisystem has formulated and assembled food choices that are appetizing, appropriate and safe for the unique needs of each dieter type.

Support for Claims

For face credibility, Nutrisystem will go so far as to say that their meal program is sound for being based on “35 years of nutrition research” and offers a variety of great-tasting, satisfying high-fiber, heart-healthy, good carbohydrate meals that are low on the glycemic index and contain zero trans fats”. (Why It Works 1) For the most part, however, Nutrisystem relies on the power of paid celebrity endorsers (for the male audience, former quarterback Dan Marino of the Miami Dolphins) and claimed letters/emails from satisfied customers.


The Nutrisystem service is unique for combining appetite appeal, painless meal planning, nutritional sense, putting the lid on daily calorie intake the painless way, and value pricing. The Nutrisystem’s unique selling proposition lies in virtually unbreakable control over total calorie intake per day while costing hundreds of dollars less in an annual cycle of 28-day meal purchases.

Indeed, it must count a unique benefit that notoriously weak-willed dieters no longer have to compute their calorie intake for each meal and the day in total. Instead, Nutrisystem gives “members” a choice from a wide range of low-calorie food which is high in protein, filled with “good” carbohydrates and “good” lipids (fats). The diet relies on lipids to ensure that the person will not crave food right away (White 345-50). This is because fats are scientifically proven to increase the digestion time in the stomach. And while the stomach is distended or full, a person should, in theory, not seek to eat more.

At each meal, one’s intake ranges from just 100 to 300 kcal. So, total intake for the day can range from just 500 to 1500 kcal, substantially below the 2,500 required by the average sedentary American male.

Target Audience

Given all the abovementioned factors, the Nutrisystem sub-site under assessment is aimed at men who are overweight and in their thirties or older because they were at least adolescents when Dan Marino was making mincemeat of the opposition in the NFL. The most important aspect may well be that a substantial portion of the Nutrisystem target market is probably middle-income, no more, owing to the service provider’s strategic emphasis on value pricing.

Especially-Promoted Foods or Nutrients

Nutrisystem relies on planning and portion control rather than specific nutrients or special foods to achieve weight loss.

By way of example, the consumer can order macaroni with cheese for lunch on day 1 of a 28-day plan. The site provides no pertinent nutrition information.

The Exercise Component

Nutrisystem offers not even a nod to the reality that one should also exercise for firmer skin tone when on a steady weight loss regimen.

Potential Health Risks

One cannot discern any potential health risks to a system that relies on common restaurant items. Even the daily 1,500 kcal limit would not unduly stress an otherwise normally healthy and fairly active individual.

Weight-Loss Maintenance

Other than the usual business-building exhortation to stick with ordering prepared meals Nutrisystem offers no strategies or research regarding maintenance of weight loss.


Other than the common human failing of “rewarding” themselves with a calorie-rich dessert and the risk of suddenly not having the disposable income to afford delivery of prepared meals, one discerns no inherent barriers to compliance. The long-term risk is that, on attaining their target weight, “members” will experience the usual weight “seesaw” but this is not exclusive to Nutrisystem.

Bottom Line Assessment

For those who can afford it, Nutrisystem is in all likelihood completely safe and effective based on significantly reducing caloric intake but in a most pleasing way.

The Teaching And Learning Of Ethics


With the rising attention that is being accorded to ethical values both in research studies and specialized practice, there is a need to comprehend the way that such moral principles are attained. There is often the assumption that learners will easily realize necessary obligations as they continue with their studies, but this is not the case (Barnfield, 2017, p. 197). Students require adequate guidance in ethical principles, especially regarding codes and necessities. In line with the Tri-Council code of ethics that is currently obligatory for all research practices at the university level that employ human participants, comprehension of moral guidelines is now a stipulation rather than just being good. Even as instructions concerning ethics occur, there are deficient courses in ethical principles, and only a few are concerned with research integrity. It appears that details on ethics are superficially handled in a single lesson or two at the commencement of some courses. Learners are thereby left with minimal comprehension of actual ethical guidelines and the requirement for moral regulations, and usually question the significance of the Research Ethics Board or Student Research Ethics Review Panel. There is a need for learners to be empowered to grasp and value both the abstract and detailed required ideologies.

Although learning institutions have the obligation of ensuring that students comprehend ethics and moral principles, discussions of ethical concerns often concentrate on learners’ wrongdoing, for example, plagiarism in research works. There is a great deficiency when it comes to teaching to induce the comprehension of ethical guidelines and the inevitability of such values. Students should learn concerning ethical conduct and understand the reasons behind matters such as misrepresentation and fabrication of information being unethical (Barnfield, 2017, p. 198). This is not just crucial in undergraduate studies but also attributable to learners being a population from which future researchers and health professionals ascend. Students should wholly appreciate why given conduct is deemed unethical even before they practically undertake research studies and submit their work for publication or take part in professional engagements in fields such as medical and psychological sciences. Being told to speak before the entire class may be overwhelming for students, and the need to explain ethical values or validate a position might be intricate if not done excellently. With a small group structure, learners have the chance to deliberate ideas and generate thoughts in a more relaxed setting prior to making elucidations to the entire class.

A proper comprehension of ethics over and above moral conduct is anticipated by learners, researchers, scientists, and professional practices as official ethical guidelines outline prospects of behaviour. This affirms that there is a great need to increase direct instruction provided to students on ethical principles. Enhancement of instruction will play a vital role in the facilitation of not only factual knowledge but also the expansion of true comprehension of ethical principles. Such developments necessitate a conscious aspect of courses at institutions of higher learning, in addition to engaged and steered discussions that form a considerable facet of generating sensitivity and comprehension of ethics and ethical values (Barnfield, 2017, p. 201). This is important because students then take such an understanding beyond their daily lives into their future endeavours. Including an active discussion of ethical principles in numerous courses at every phase of learning in universities and colleges will stimulate an attitude of ethics in learners.


The article’s viewpoint on ethics is vital in teaching students concerning aspects that sway ethical conduct because it will arm them with transferable behaviour not only in their future careers but also in their daily lives. In and out of their laboratories and classes, learners face challenging ethical dilemmas. Recent graduates might also have to circumnavigate difficult team dynamics, unaccustomed company cultures, and settings that fail to satisfy the anticipations of their employers. Nevertheless, if all students are suitably taught ethics and ethical principles, they will become employees and employers who will promote proper culture in their companies. This will also have the benefit of enabling them to make quick decisions that will enhance organizational performance. Apart from the obvious gains of strong moral advancement in the place of work, recognition of the necessity to assess the need for learning ethics and ethical principles will promote personal growth.

Relation to Topics in EDF 1005

Similar to the viewpoints in the article, some of the topics in EDF 1005 offer learning on ethical principles that are in line with research integrity and general moral conduct. The big picture in the course prepares learners to examine ethical dimensions in diverse settings and behave ethically regardless of the several factors that influence them otherwise. This brings the realization that most graduate students find it difficult when it comes to ethical principles and integrity in their operations and daily lives. Topics in EDF 1005 are hence essential in the examination and discussion of the situations and ethical guidelines of learners and professionals. The course helps learners to identify attributes of ethical conduct in different facets of life and how they are associated with apposite decision making.


Barnfield, A. (2017). “Did I do good?”: The teaching and learning of ethics. Collected Essays on Learning and Teaching, 10, 197-202. Web.

Representing Islam: Racial And Gender Identities

As an individual whose family had immigrated to North America from Africa, my identity has been closely associated with trying to fit in. Being a woman of color, particular challenges come into play, shaping not only personal experiences and interactions with the world but also my self-perception and self-identity. For African women, racial and ethnic identities are potentially viewed as their sources of discrimination, which have had a detrimental influence on how I approach the world and the social interactions embedded into them. The identity of a Black woman from an immigrant family has encouraged me to navigate through the context of oppression that has followed me since childhood. Even as a child, I encountered many difficulties with finding an identity and fitting in with the world around me. Attending mainly white schools and living in white neighborhoods, it was clear that I was different. Even when there were no overt attempts of discriminatory targeting against me, I felt different. Categories associated with race historically have been used as a method of enabling oppressive figures or groups to discriminate against other groups that have characteristics that differ from that of an oppressor.

My identity as a woman of color in a predominantly white society contributed to significant marginalization. Such a social identity has stripped me of some opportunities and experiences while also enabling me to witness the privilege that others are awarded. Growing up in Canada, I was often asked the question of where I was from as if the color of my skin automatically meant that I was foreign. When I replied that I was from Canada, my response was immediately countered by the question of where I was “really” from. The assumption that I did not belong and that I could not have possibly grown up in Canada paints the canvas for the environment of marginalization and the lack of understanding of the experiences that individuals of color encounter in a white-dominated context (Razack 10). The degrading experiences, such as being called the N-word or being compared to an animal, signify the systematic marginalization that limits not only life experiences but also the opportunities that I could not have.

The opportunities presented to the Nigerian immigrants’ children all stemmed from the high expectations of attaining proper education that should have given a solid framework for becoming successful in life. With my mother an educator and my father a businessman, education came at the forefront as they have always stressed the importance of having to work twice as hard to achieve the same things that my white counterparts would have. From the very beginning, the difference in experience was associated with my supposed inferiority in the eyes of society. To have the same opportunities as others, I would have to show that I earned them while the others did not have to do anything. My worldview has been directly associated with such a predicament – there was nothing that was ‘given’ to me because of the marginalized position in society, instead, I would have to give something to ensure that my life experiences would be valuable and rewarding.

Like many other women of color, I had to embrace the dominant culture and make myself available to others while also acknowledging my inferior position in society. Ironically, acknowledging this provides me with a sense of superiority as an individual because I am aware of the limitations imposed by my environment, having no illusions regarding what I can and cannot accomplish. My white counterparts, however, are used to being handed opportunities and experiences, and failure becomes a shock to them. As a Black woman in a predominantly white society, I do not expect to be handed opportunities, especially in a male-dominated educational and professional context that favors white men in leadership positions. My oppression shaped the understanding of social issues by helping me recognize that both racism and sexism are the interconnected systems of oppression that are at work around the clock, and their overlap to create a setting within which marginalized people struggle with not only fitting it but also being acknowledged as important societal contributors.

Despite being a woman of color, I am complicit in upholding the systematic barriers linked to race, class, gender, sexuality, and others because I have mainly focused on the issues that I experience, looking over the problems that others have, which creates a conflict. As a Black woman, I need to understand that I am also indirectly involved in the experiences of other women who are in a similar position as me. I have been ineffective in contributing to change in the system of systemic marginalization, nor did I address the hierarchal relationships that limit our opportunities as a group (Razack and Fellows 337). In many ways, I have been complicit with the oppressive barriers, and it is essential to recognize this problem to participate in the transformation of an unjust system of domination. For instance, the attitude toward Islam has been overall negative in Canada for the past decades, with marginalization turning into fear and prejudice against the religion. Those people who do not discriminate against Muslims but fail to raise alarms of the problem are complicit in the oppression. The religious privilege of Christianity, for example, inevitably ends in Islamophobia or Antisemitism.

To further the discussion about the impact of privilege on the perceptions of Islam as a religion, I am in no place of authority to suggest that any religion is superior to others. However, as I pointed out earlier, it is the complacency with the general lack of acceptance that makes the problem more severe. Similar to Christianity or Judaism, Islam is a monotheistic religion that includes the teachings about a deity and its messenger; however, the radicalization of some of the ideas has caused an overtly negative effect in public perception (Mamdani 18). The events of 9/11 were detrimental in shaping the Anti-Islamic sentiment in Western society, as evidenced by the ‘West and the Rest’ binary, with the lack of the understanding of how Islam differs from Islamic extremism causes the discrimination and fear of individuals who identify with the religion (Hall 57). My identity as a woman of color allows me to see the problem more clearly. The lack of understanding and knowledge of the history and the background of the marginalized group lead to the generalization of public thought. In the same way, in which the majority of Black women are depicted as angry and “sassy” in the modern media, the majority of Muslims are depicted as radical and threatening to the security of the Western world.

Works Cited

Hall, Stuart. “The West and the Rest: Discourse and Power.” Race and Racialization: Essential Readings, edited by Tania Das Gupta et al. Canadian Scholar’s Press Inc., 2007, pp. 56-60.

Mamdani, Mahmood. (2004). Good Muslim, Bad Muslim: America, the Cold War and the Roots of Terror. Pantheon Books, 2004.

Razack, Sherene H. Looking White People in the Eye: Gender, Race and Culture in Courtrooms and Classrooms. University of Toronto Press, 1998.

Razack, Sherene, and Mary Louise Fellows. “The Race to Innocence: Confronting Hierarchical Relations Among Women.” Journal of Gender, Race and Justice, vol. 1, no. 2, 1998, pp. 335-352.

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