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Heda Margolius Kovaly who wrote â€Å"Under a Cruel Star† writes about her horrible, suffering and tragedy life she endured first in the Nazi communist rule in her citizen Czechoslovakia. She was born in Prague to a Jewish family. She was young at the time when the Germany attacked Czechoslovakia during the World War II. Heda was in concentration camps during the World War II she escaped from the Nazi, she hardly survived, but her family died. At the end of the war; she returned to Prague and took part in uprising against the Germany in May 1945, she got married to an old friend, named Rudolf Margolius who is Jewish too.I will be writing about how Heda Kovaly suffered under the Nazism and had high hope for communism, how she view freedom and how it changed after her life changed too. Moreover, how Rudolf trial changed her life. Heda suffered a lot to escape from the camps, but her insists and demand to be free were more powerful than her fear of dead. â€Å"People often ask m e: How did you manage? To survive the camps! To escape! Everyone assumes it is easy to die but that the struggle to live requires a superhuman effort. Mostly it is the other way around. There is, perhaps, nothing harder than waiting passively for death.Staying alive is simple and natural and does not require any particular resolve. †(16). Towards the end of the war, Heda managed to escape from a death march to Bergen-Belsen and get to Prague. She fought for her personal freedom, but freedom perspective changed when she escaped from Nazi concentration then by joining the communist party thinking Friends were too scared of the punishments they would face if they helped her and she was wandered around the city for days trying to avoid arrest. After the end of World War II was ended the soviets had taken over Czechoslovakia Kovaly meaning of freedom change as her life changes.She united with her beloved Rudolph who got married and had son. They were struggling to find a house afte r they were sent to camps. At the end they were given a small apartment. Kovaly explains â€Å"although we continually hoped for freedom, our concept of freedom changed. † (60). Her concept of freedom before imprisonment was that it was â€Å"natural and self – evident. â€Å"By the end of their time in the camps, many prisoners came to accept the view that freedom is something that has to be earned and fought for, a privilege that is awarded, like a medal. (60-61). She clarified how it was impossible for the Czech people not to become â€Å"somewhat twisted†. Kovaly had fought for her personal freedom when she had escaped. From her experience and the problems she faced while she was escaping the camp, made her well aware of the politics around her. She was very intelligent and had her own opinion and she acknowledged the fact that â€Å"Our democracy had allowed the growth of the fascist and Nazi parties which in the end destroyed it† (57).She clarifie d that people were willing to work extremely hard to achieve their goal, that they want to rebuild the world. She always mentions how hard her husband worked to the party and many innocent people were thrown in jail. Heda’s life was different from all the other people in Czechoslovakia, because she was married to a man who was enrolled in the government administration. She had a unique point of view into the communist working government because her husband was a deputy minister in Czechoslovakian government. That helped Heda a lot to see the hypocrisies

Advertising works Essay

For this assignment we are dealing with a type of media study, which involves the features of advertising. For this assignment, we have to write a detailed and comparative review comparing the two adverts for a student studying how advertising works. We have been given a copy of an advert, which is trying to sell Kellogg’s Special ‘k’. The assignment states that we must discuss the similarities and differences between the Kellogg’s advert and an advert of our own. During the lesson we discussed the features of the Kellogg’s assignment and how different parts of the advert such as colour and font size and use of images to coax the readers to buy the product. I have structured this project in a way that shows the features of the Kellogg’s advert, then my own advert and finally the identification of the differences and similarities between the two. Kellogg’s Advert  Here I will construct a detailed analysis of the advert and the uses of its features and effects on the viewer or reader.  At first glance we can see that the advert is situated in a magazine and is spread across two A4 sheets. We have two images on the left and another on the right, followed by a paragraph of text to the right of the advert. The first image is of a women of quite a young age say around 28-32 sitting in her morning clothes on a stool holding a bowl. This is the largest of the images on the page so it is the first thing that the eye will see as the reader turns the page and sees this advert. This may well point out the age group of the audience that the advert is aimed at, woman of age between 25 and 35 who tend nowadays to take their self-appearance very seriously and the advert will use this against them to sell the cereal. The image is in colour and the woman is good looking and has perfect bodily features for example her teeth are straight and brilliant white and she is slim and is dressed as an average person would look in the morning. The editor of this advert has set the image like this for quite a few reasons The image is in colour which adds a bright and happy feeling to the advert  The woman is good looking and slim this would make the reader envy the woman but also feel happy for her, and will push the reader to find the source of the woman’s perfect features.  She is the largest image of the advert this may show that the advert is mainly aimed at woman.  And finally the woman is wearing very casual clothes and looks like she has just woken up and is eating breakfast, which presumably is the cereal the advert intends to sell. This makes the reader feel accessible to the product in other words because the lady looks like an average person, the reader will not be put off and, maybe think that this product is only for â€Å"the beautiful people†. Next on the advert is an image of a man, considerably smaller than that of the woman but this man has a tough look on his face is very well built, the man is shown with no top on emphasising his toned physique. At first glance the image doest â€Å"say† to much to the reader in terms of what that stands for, but once again related to the above point these fairly mysterious features entice the reader to read on just a little further just to find out what the images relate to. The last two images are of a spoon full of special K flakes, which is situated to the right of the advert midst all the text. This is very revealing as once you see this picture you begin to understand what the advert is describing, and the final image is of the front cover of a box of special K this small but significant image sticks in the readers mind very cleverly, as it is the last thing the person will read on the advert it will hopefully stick in their mind so that the next time they go shopping lets say they walk through the cereal isle and then as they go past the box it will instantly remind them of that advert they saw in that magazine, then once their minds start thinking and reminiscing on what they read, they will remember the pretty woman and the good looking man and this will all add up to finally convincing the reader to buy it and this is the long term result the owners of Special K are looking for. Following on from the subject of images we then smoothly come into the part about â€Å"Text/Lexis†. Playing probably one of the most important roles of the entire advert, catchy one liners and titles and also thought provoking paragraphs assist the images in selling the product. We have four main sections of text on the entire page; we have one main heading a quote and two paragraphs of writing. First up is the title, which is situated bang in the middle of the page and reads â€Å"Stay Special†. Now there are quite a few analytical comments to make about this title, this particular title contains a considerable amount of potential which I am going to slowly explain. At first glance the reader will pick up on the size of the font and the colour, one word is black the other red, the text is big and bold and straight to the point just what is needed to get the message across quickly and efficiently, the word â€Å"stay† is printed in black and has been placed, on top of another background image of a fridge, but do not be fooled, that image is not there for no reason the handle of the fridge † coincidently runs underneath the word â€Å"stay† doubling as an underlining effect, very clever! The word â€Å"special† in red, this is a colour coordinating effect that makes the reader believe that by eating this cereal you will stay special. What it is referring to is the image of the woman, special is merely referring to the woman’s physical appearance, she is fit in good shape and has good looks, all the components needed for the specified audience of this advert, women who are on the search for a man, (this is where the picture of the man will kick in) also very cleverly constructed is the positioning of the title, although to the casual reader it may seem like a bad printing job, but the word special has been purposely positioned to lie across both sides of the advert, this very effective technique acts as a bridge for the readers eyes leading them onto the next page of the advert to read for more, the readers are oblivious to this but find themselves already reading the next page, the word special has been carefully selected, as it coincides with the name of the product â€Å"SPECIAL K†, which has been colour coordinated to match the colour of the name of the box. So on reading that title the reader is lead straight onto the next piece of text, the quote.

Dubliners & stories Essay

James Joyce’s book, â€Å"Dubliners† offers a variety of stories about the city of Dublin. James wrote the collection of short fifteen stories where each story adds to the wonderful completion of the book. Each story was so different from the previous and it was very interesting to read various tales that took place in Dublin where each of the stories were kept interested and ready to read the next short story about a great love for the country and you could easily see the disappointment the writer held for some of the country people and the way they lived. I found myself glued to the pages while reading most of the stories and I would be eager to get to the next short story, and occasionally the next wasn’t quite as good, but I continued in my reading and I was never fully disappointed. Some of the stories were better than others, but as a whole, I would have to say that the book, â€Å"Dublin† was well worth the extra time I spent reading it, and I would recommend that others read the book, as well. Reading Joyce’s book is a wonderful way of learning about the country of Dublin and viewing how people live in the country. It was interesting to tour the country using a mental image that guided me along with Joyce’s words. Joyce used impressive and descriptive words to describe the surroundings in Dublin, such as â€Å"glow of a late autumn sunset† which gave me a feeling of serenity and full color description. Joyce used the color gold more than once in her writing, which I assumed was a color that she closely associated with the country of Dublin. In one of Joyce’s short stories, I found it very interesting when she told about Gallaher, from the title, â€Å"A Little Cloud† and told about the man returning from London and she had a way of clearly describing the man as dirty and dear. Gallaher brought interesting light to the short stories because he was able to bring in a different perspective of Dublin, because he wasn’t one that resided in the country. Joyce, in my opinion, possessed a love and hate relationship with Dublin. The author would tell stories of the country which left you feeling as if you never wanted to go there, but would then he would leave you feeling as if you had a deep respect for the country and the people who lived there. In the short story, â€Å"The Dead† Joyce talks about a marriage that was all wrong and failed because the relationship was full of deception and lies. The secrets destroyed the marriage, but at the same time, I liked and appreciated how the author was still able to show the love that was in the failing relationship. Joyce was able to teach me that it’s okay to still love someone, even though there are problems. I was able to see that you can still love someone, even though they are not perfect. The story made me think of unconditional love. In some of the stories, the author was able to come across strongly when she told about alcoholism and how it effected the lives of those who lived in Dublin. I was also able to feel sorry for the poor residents. It was sad how some of the Dublin citizens tried to escape the country only to end up in prison. It took some of the hope away that you had previously wished for and left a stagnant impression of Dublin. In the story, â€Å"Mother†, I found that it was depression that was the main theme of and I found it to be, less than entertaining. It was interesting to see how the author was able to move the story from ones youth to that of an adult. The author brought the words of the stories with anger at times and then gentleness with others. Joyce was able to display both good and bad emotions, from love to hate, and from depression to hope. The young characters in the story made me want to reach out to them. They seemed to be starving for affection and looked so helplessly for a means to escape from the country of Dublin. It was sad to see that hope diminish with the turning of the pages and watch as the young characters grew up to be defeated in their possibilities of escaping. The author spoke with an artistic ability with the words he chose for the story. He spoke in rhythm and it was easy to follow his writing. He had a remarkable way of describing the characters in his short stories and a means to help me closely identify with the characters. â€Å"His eyes burned with anguish and anger† was a line at the end of one story that was more frightening than entertaining. The author spoke bluntly about what he was saying I could clearly see the rage in the eyes of the person. The character, Farrington is such an angry individual in the story â€Å"Counterparts† and you can sense a hatred in his character. You had to wonder if Dublin brought out the worst in everybody. Dublin is a country that I see as oppressed through the authors writing and I don’t feel that I’d enjoy visiting the country, in fear that some of the anger and depression may rub off on me. I sense too much struggle in the daily lives of Dubliners, some which manage to survive with some hope and other characters that I just saw no hope for their eventual happiness. Joyce seemed cold and agitated in his writing when he talked about Dublin as if he had some type of hate for the country. But, in the end you have to ask yourself if he really did hate the place as much as he tried to make you believe he did. His writing was extremely creative and interesting and I’m happy that I read each of the short stories because I did learn so much the people who lived in Dublin. Their lives seemed so dull and full of despair which reminded be how fortunate I am to be able to live in a great country like The United States of America. The author very successful at opening up my imagination and I felt like I was in Dublin with the characters. I would have like to been capable of intervening for many of the characters, which is why I feel that â€Å"Dubliner† was a book that made me feel and react with several emotions. â€Å"Dubliners† by James Joyce is a story that I will always remember, but not with fondness. I will never forget the characters or the country of Dublin. I didn’t realize how old the book truly was, and I found it very impressive to read about the stories of Dublin in the early years. Joyce, James, 1914, â€Å"Dubliners† Penguin Group

Preparing to go global Essay Example | Topics and Well Written Essays - 750 words

Preparing to go global - Essay Example As we are planning to go international, we must know the food taste of the people of foreign countries. In the foreign countries, we should prepare the food according to the taste of the people of those countries instead of preparing it with the same ratios of salt and pepper that our people like. Today, people demand excellence and quality in whatever they buy. The companies, which provide quality products to the customers, gain success in the international markets. Understanding of the global management concept also plays a key role in the success of the companies. Global management is a technique that companies use to run the business processes efficiently in the international marketplace. While running a business worldwide, different types of cultural, political, and economic issues appear which companies need to tackle effectively in order to gain success in the international markets. We can take the example of McDonalds, a fast food chain, which has achieved success in different parts of the world. The reason behind its success is extremely talented and skilled management staff, which has a complete understanding of the global management concept. The managers of McDonalds have developed effective marketing and market-entry strategies to establish their brand all over th e world. To gain success in internationally, we would need to understand all cross-cultural issues and international business practices in order to make a permanent place in the international markets. Our management staff needs to be skilled enough to set the dimensions of success for the company. We would need to know the way to optimize profitability and promote efficiency in the global marketplace. Development of an appropriate strategic marketing plan would also play a vital role in the success of Kestrel Growth Brands. The strategic marketing plan would encompass two motives. First motive would be to attract the customers towards the

Effect of Evaluation Apprehension on Speed of Performance in a Simple Essay

Effect of Evaluation Apprehension on Speed of Performance in a Simple Manual Dexterity Task - Essay Example This report evaluates the effect that performance evaluation has on a simple manual dexterity task. Evaluation apprehension does have an impact on an individual’s performance. Participants who believe that they are being evaluated while performing a simple manual task are able to complete their tasks faster when they are in the presence of other people compared to participants who do not think that their performance is the same task is being evaluated (Ferris and Roland, 1983). There have been several studies done to evaluate if a person who perceives that he is being evaluated will perform a task any differently if he thinks that no one is evaluating him. Different theories have been formulated to explain how evaluation apprehension impacts on speed of performance in a simple dexterity task. The Evaluation Apprehension Theory, which was proposed by Cottrell in 1972 when he stated that when individuals work in the presence of other people, they normally experience a general concern about how the audience is evaluating them. He further stated that the apprehension has the ability to facilitate performance on simple, well learned tasks (Cottrell, Wack, Sekerek and Rittle, 1968). According to Cottrell, one’s performance is dependent on how well the person understands the social rewards and punishments that he might receive as a result of how other people evaluate him. This is to say that performance can be impaired or enhanced only when one performs in the presence of others who might approve or disapprove the actions involved (Geen, 1983). Cottrell says that individuals are more to experience evaluation apprehension when they are in group that is negatively stereotyped (Cottrell, Wack, Sekerek and Rittle, 1968). There are many situations that can be used as examples of how evaluation apprehension may affect the speed on performance of a simple dexterity task. One is in a class situation where

Movie Analysis of Ender's Game (2013) Essay Example | Topics and Well Written Essays - 1250 words

Movie Analysis of Ender's Game (2013) - Essay Example The novel is fashioned on purely speculative future invasion of the earth by an alien insectoid race referred to as ‘buggers’ (Card, 2002).The Enders Game (2013) film adaptation has combined the futuristic speculation with the current action, in which Ender Wiggins, the protagonist kid in this film ends up actually fighting and wining against the alien Formics, while he still believes that he is in the process of training. Thus, the film Enders Game (2013) is an epic science fiction film that rarely demonstrates anything of the realistic world, but rather focuses purely on scientific inventions, technologies and speculated future events that are not based on any realistic worldly happening either at present or in the past. The film, Enders Game (2013), is science fiction film, owing to the fact that the film presents a futuristic theme of war between the planet earth and aliens from another planet, based on no realistic prediction or occurrence that would trigger such a war. One of the fundamental elements that qualify a film as a science fiction genre is the fashioning of the film based on a futuristic setting (Morse, 2006). In this respect, the film Enders Game (2013) presents the preparation of genius kids for a battle between the earth and another planet, which happens many years into the future. The alien Formic had invaded the earth previously and caused the death of millions of people, and therefore the most gifted and talented of all kids have been recruited into the battle school to be trained in readiness of fighting the next evasion that is anticipated. The film Enders Game (2013) becomes an epic science fiction, owing to the fact that the course of training the kids and winning the war over the Formic aliens takes the form of training on unrealistic settings such as the zero gravity ‘battle room’ (Hood, 2013). Ender Wiggin is

Business Statistics Homework Speech or Presentation

Business Statistics Homework - Speech or Presentation Example What proportion of brook trout caught will be between 12 and 18 inches in length? 8. The discrete random variable X is the number of students that show up for Professor Smiths office hours on Monday afternoons. The table below shows the probability distribution for X. What is the expected value E(X) for this distribution? 10. The time required for a citizen to complete the 2000 U.S. Census "long" form is normally distributed with a mean of 40 minutes and a standard deviation of 10 minutes. The slowest 10% of the citizens would need at least how many minutes to complete the form? 11. On average, a major earthquake (Richter scale 6.0 or above) occurs 3 times a decade in a certain California county. What is the probability that less than six months will pass before the next earthquake? 17. On a Sunday in April, dog bite victims arrive at Carver Memorial Hospital at a historical rate of 0.6 victims per day. On a given Sunday in April, what is the probability that exactly two dog bite victims will arrive? 19. If the mean time between unscheduled maintenance of LCD displays in a hospitals CT scan facility is 4,000 operating hours, what is the probability of unscheduled maintenance in the next 5,000 hours? 21. In Melanies Styling Salon, the time to complete a simple haircut is normally distributed with a mean of 25 minutes and a standard deviation of 4 minutes. What percent of customers require less than 32 minutes for a simple haircut? 22. A large number of applicants for admission to graduate study in business are given an aptitude test. Scores are normally distributed with a mean of 460 and standard deviation of 80. What fraction of applicants would you expect to have scores of 600 or above? 23. On average, a major earthquake (Richter scale 6.0 or above) occurs 3 times a decade in a certain California county. Find the probability that at least one major earthquake will occur within

Evaluate the Relation Between the Media, Politicians and Big Donors in Essay

Evaluate the Relation Between the Media, Politicians and Big Donors in UK - Essay Example The big donors provide the huge funds for the politician’s campaigns with the aim of influencing some policies or deals when the politicians attain official or elected positions (Koss 17). With these few examples, it is apparent that there is a relationship between big donors, politicians and the media. In politics, the media has direct impact or influence on the public, as it conveys all the political messages required to sway the public in a particular direction. Therefore, for the politicians to be successful in their political bids, they have to be intertwined with the media. This is not unique for the United Kingdom, since other politicians running different affairs in other countries practice the same. The media is the main source of news for every person in the United Kingdom, therefore, making it an important tool in furthering political agendas. It influences the public immensely by swaying their perception about different politicians. The media also helps in exposing scandals that may be detrimental to some politicians’ career (Dean 12). Take the example of the United Kingdom parliamentary expenses scandal that was exposed in 2009 by the Telegraph Group. The Daily Telegraph published copies of the expenses records, which proved that members of parliament had misused the taxpayers’ money through bloated allowances and expenses. The media focused on the scandal, thus provoking anger among the citizens who demanded for the resignation and prosecution of the members of parliament involved in the scandal. The immense power of the media was demonstrated, as it was able to inform the people about secret mischievous dealings that were happening in parliament. The media was able to invoke anger in the public and create the image of a failed legislature. Owing to the media, the public lost confidence in some politicians; therefore, creating pressure for the

How does the academic study of problem solving and thinking relate to Essay

How does the academic study of problem solving and thinking relate to everyday life - Essay Example Along with maturation, people obtain substantial competence that enables them to solve common problems encountered daily. (Holyoak 1995, p. 267) However, Anderson (1993, p. 39) explains, not everything requiring solution, like routine activities, is indeed problems. For example, summing-up a three-month electric bill, though requires solution is not a problem because one simply has to compute it either manually or electronically, but how to pay the bill with practically nothing left in one’s pocket is surely a problem. The difference here lies on the immediate availability of achieving the task. Computing the bill could be easily achieved with the simple knowledge of addition or much easier the use of calculator, but where to find the money to pay the bill not to be cut off power presents a problem, as there is no immediate solution to it. Hence a problem is determined by the gap between the present state and the target goal wherein the means to solve the gap is not immediatel y evident (Schwarz & Skurnik 2003, p. 267). Problem solving begins with problem identification (Rudd 2005, p. 11). Generally defined as the activity by which the goal of eliminating the gap is undertaken without certainty of success (Tallman, Leik, Gray, & Stafford, 1993, cited in Nelson, Brice & Gunby 2010, p.74), problem solving which could be correct or erroneous differs for every individual, because individual experiences and task demands, which problem solving entails, vary (Martinez 1998, p. 605). Similarly, the difficulty of solving problems differs in degree depending on the nature of the problem. Some could be easy; others could be truly hard or could never be solved at all. (Joswiak 2004, p. 19) ‘The relative ease of solving a problem will depend on how successful the solver has been in representing crucial elements of the task environment in his problem space’ (Simon, 1978, p. 276). The more exposed a person to varied task of compelling nature, the greater is the chance of that person to handle problems of similar/related nature. For example, an ex-marine has the greater chance of surviving a physical assault than a language teacher who has yet to experience physical violence. Moreover, problem solving has two aspects: The answer that which solve the problem, and the solution procedure by which way the answer is known (Robertson 2001, p. 6). With a variety of problems that people come across everyday solutions also vary by which Robertson (2001, pp. 6-11) says problems can also be categorised. One, what knowledge does the problem require – would it be â€Å"knowledge-lean† or â€Å"knowledge-rich† problems (p. 7)? For example, household maintenance though complex requires simple management, whereas ensuring national security is far more complicated that it requires expertise. Steif, Lobue, Kara, & Fay (2010, p. 135) suggest that the ability to determine fitted conceptual knowledge in order to solve a problem is cons idered a metacognitive skill. This according to Greeno (1978, p. 62) is learnable. Although, Gagne (1979) clarifies that what can be learned in problem solving are its specific aspects, cited as: "rules of syntax and mathematics," "knowledge about particular objects and events," "specific cognitive strategies" (cited in Mayer 1987, p. 111). Two, what is the nature of the goal? Is it technical, routine, domestic, political,

Technology in Sports Essay Example for Free

Technology in Sports Essay Technology in sports has been a calling topic for sometime. When will the technology get us at our least expected moment? With the resources we have today supporting each and every game why can’t the process be sped up. Technology in sports is essential to the day and age of performance for athletes. With it making the game easier to play for some individuals with disabilities is huge help. With making the People perform as well as others. Without technology in sports, the games wouldn’t be enjoyed as well as they are. Technology in most professional sports has been using instant replay to assist the referees and umpires. Football has been using instant replay for any certain occasion and basketball referees use the instant replays to make sure the time is right for each game. Disputed plays in professional sports have made fans go insane for yeas. Now with the technology, different sports are engaging in the instant replay such as soccer with the goal line technology. When getting the wrong decision by the referees they need something to determine the right factor. Some people have there other side to instant replay; HD replay serves as a judge to the most of the sports referees such as baseball and basketball. With more television coverage to capture more images to overturn a certain play, people will be enjoying more of the game rather than arguing with each other. Now with YouTube and other video websites, it makes it easier for fans to criticize the league or umpires, an embarrassing fact. â€Å"Bad Calls don’t blow games, only bad plays† (Sharp 2009) coming from Drew Sharp a sports writer for the USA Today. He is saying that pointing the finger at someone else not on the playing field will not help out any of the sports. The public harping on the referees to make better calls is just at its own judgment for the leagues. â€Å"Ask any coach and he’ll tell you–never put yourself at the mercy of an official’s error† (Sharp 2009). Replays blow a lot of games and makes life or death for any sports team (Sharp 2009). Sports technology is getting factored into so many different sports and one of the biggest sporting events every two years is the Olympics. Advances in the each one of the sports that is held in the Olympics, like how the tennis racket is constructed or in 2016 when golf will debut in the Olympics they will either have to decide if the USGA or R and A will be determining the clubs allowed to be used or what type of golf balls will be used, each golf brand has over twenty different specs for each ball or club, some legal and some not. This could be a cause for some athletes to get a head of the other competitors. The Olympic committee is investigating on weather to allow the technological advances that the modern amateur player is getting (Tenaska 2013). When the new athletes are coming from the bottom with the highest technological advanced gear and not being able to use it in the Olympics, such as a new bike frame will be 25% percent lighter than the older one. How will the Olympic committee determine it? (Tenaska 2013) Testing in sports has always been looked at for statistics and features not seen by the average person. Putting athletes on a computer and showing their results on a computer screen rather than a field changes a lot of perspectives toward an individual. The IT process of technology with sports determines the tests and the essential element of resources demanded for the technology to rise. Computer technology has dealt with change for any sport that’s looking for a technological advance. With out computers the sports industry would have a hard time developing new ideas and equipment to make the sport either easier or harder to play. (IT Sports Journal) With involving computers in technology, The Tampa Bay Buccaneers are picking up on the technology end. They are not taking break on or off the practice field. The organization purchased iPads to use instead of their standard playbook. They no longer to need luge around a paper binder or DVDs to practice or home since the iPad has all of the software on it. While the NFL still has restrictions on how tablets can be use, these devices are changing the way the pro teams practice and communicate. General Manager Mark Dominik says â€Å"It was a smashing success for our players. They Loved it,† â€Å"We’re going green† While the technology is evolving for professional sports team. The Bucs and Ravens are the only teams with this technology in the NFL to have these capabilities with computer tablets. The coaches from the Bucs say they believe it has helped their study habits for learning plays, plus the overall motivation shown just by giving them a little of technology (Couwels 2011). The Australian race has always a top-performing nation around the world. Despite having a smaller population, Australians love to be outdoors and can be set up to be great athletes and dominate their favorite sports. The coaches trained Australian athletes in the later part of the 20th century, now athletes can be put on a computer and given an analysis to show how well they are performing. With technology advancing, the coach’s job is getting very easy as in goes on. Besides giving the mental game back to the athlete the coaching is just by analyzing stats. Each study is designed to look at different aspects of the athlete and give them feedback on how well they are performing. (James) Through out the history of sports technology it has been an aspect to the athletes. A few historical events in sports history have made the outcomes of todays sports a lot easier to judge and easier to participate in. In 1888 the first photo finish was introduced and changed the judging of the finish line in a race or any sporting event dealing with time (Boston Globe 2013). Electric Scoring in 1936 was an automated officiating for fencing judges and detecting the most accurate touches by a split second (Boston Globe 2013). A huge interesting fact was in 1957 a Michigan physics professor developed touch pads for swimming used for times and lapping. The most accurate technology ever to be put in swimming and still used today (Boston Globe 2013). These types of technology have been an impact on everyone in the sports world. Including more and more technological advances to be determined by the future of our society. Athletes today are getting the full research and statistics for their lives as high performing athlete. With eating better and the right workouts they’re getting stronger and performing at a higher rate of fire. The gear the athlete’s use is constantly getting better and the old records that were set back in the day is getting broken. Cycling, tennis and swimming are a top three where technology is advancing. Cycling, includes lighter bikes and easier to get up tougher terrain in the mountains that professional bikers are competing on. Swimmers are using computer forensics and getting better feedback on how they are performing in the pool. Tennis is the biggest aspect of technology advancing with the racket or the ball getting lighter to get it moving at higher speeds. The average for the tennis ball speed at the ATP is over 120 mph (Bulchadani 2011). This comes from a long way from the early days with out research or technology to make tennis more fun to watch and perform at a higher level. (Bulchadani 2011) In the 1970’s wood bats were getting out dated, and the baseball world wanted more action out of it. Showing how technology was advancing and more people were interested in the research of the baseball bat. The aluminum baseball bat averaged 3. 85 mph faster. The study was conducted from six highly skilled college baseball players. They hit more than a dozen batting practice sessions. Each individual hit five balls and switched bats. The average ball speed for line drives was 56. 6 mph. (Russell 2006) Each player collected 30 line drives and the line average line drive speed for wood bat was 88. 7 and the aluminum bat was 92. 5 mph. (Russell 2006) The performance metric from the each of these tests was shown that it is a four mph difference between the bats. A study was done in 1989 with a stationary test (no swing) and it showed that wood and aluminum bats were the same, but did not bring into the effect of the velocity of the hitter swinging the bat (Russell 2006). With the results generated from these two studies it shows that metal bats do out perform wood bats. Though with the controversy the Major League Baseball has kept the wood bats in order to keep the safety protocol. With injuries and players breaking records to easily they will protect the game for a long period of time (Russell 2006) (Crisco-Greenwald Batting Cage study 2002). Sports technology shows that we are in another world for sports revolution, not just on professional athletes and trainers but on the technology used in equipment, facilities, judging and recording devices (Smith 2012). The new technology includes golf balls and clubs, soccer balls, shoes, racecars and many more. Technology also uses a different in approach of training, tests that determine muscle fibers and the strengths and weaknesses of the body all put on one little computer screen. The diet of an athlete is carefully examined and the nature of the game is still kept in tact. Giving thanks to technology more and more people are enabled to play many sports than ever before. Technology involves a lot of research and time. With out sports technology some sports may have never been evolved such as golf with the evolving clubs and baseball with the research of metal bats. With the resources given to use we should se more technological advances in this day and age. Sports Technology has been constantly getting better and knowing the differences between each sport and how they perform will distinguish the manner it will be investigated in. The technology advanced into research will become a higher part of the resources used to make sports better.

Impact of Beliefs on Learning | Essay

Impact of Beliefs on Learning | Essay CPPD Introduction Reflection has become a fundamental component of professional development of teachers and lecturers in the Further Education (FE) and Higher Education (HE) sector (Harkin, 2005). The lifelong learning sector can be seen to transcend both these paradigms and contexts of post-compulsory learning. This essay addresses some key elements of reflecting upon the experience of a teacher in Beauty Therapy within the lifelong learning sector, addressing the intersection between the personal and experiential and the theoretical/pedagogical aspects of the role and its function. Teaching roles and context within the lifelong learning sector Teaching roles within the lifelong learning sector seem to be related to the kind of teaching, the kind of subject, and the kind of learner (Zukas, 2006), a three-way relationship which I have observed to be perhaps more negotiated upon a day to day basis than founded in one single pedagogical theory or framework. It is notable that within the lifelong learning sector, there seems to be a crossover between the vocational type of education, and more traditional ‘teaching’, and in particular, these roles of ‘teachers’ are very much based on how best to meet student needs. Therefore, it seems that one element of the teaching role within this context is related to learning ‘on the job’ or learning through doing (Eraut, 2004), and the ‘becoming’ element of the process of ‘becoming’ a teacher in this context is a response to the demands of the job, rather than a formal process which prepares you to carry out the role. While t his might run against the theories of pedagogy, being a much more personal take on what the teaching role is, it is based on perceptions of professional identity as well as an understanding of dominant concepts of the role in a formal sense (Beckett and Gough, 2004). Austerlitz and James (2008) describe the emotional journeys that students go through in further education as a process of cognition through which emotions help students to appraise situations and develop knowledge and understanding. This may be an important perspective to consider within the lifelong learning sector, because of the range of types of students and types of subjects that are prevalent within this sector. There is no single student demographic, no single approach to pedagogy, no one-size-fits-all model of teaching and learning. Bathmaker and Avis (2005) carried out research into professional identity formation amongst trainee FE lecturers, and found that â€Å"rather than identifying effective processes of increasing participation in existing communities of practice, a strong sense of marginalisation and alienation amongst trainees was observed† (p 47). Bathmaker and Avis (2005) suggest that this lack of engagement in communities of practice is â€Å"detrimental both to trainees and experienced lecturers if they are to actively engage in building new forms of professionalism for the future† (p 47). I would draw from this the concept that formal training processes do not necessarily pos itively contribute to role formation, definition and professional identity, and that learning is much more experiential and interactive. Hagger et al (2008) support this view, and suggest that experiential learning dominates learning of this type. Own teaching role and context within the lifelong learning sector My own teaching role is to teach and support students to learn on two levels. The first is to learn the practical skills and abilities of the beauty therapy industry, so that they can become capable, effective practitioners. Beauty therapy is no ‘soft option’. In fact, there is a great deal of precision, dexterity and deeper learning involved in acquiring the skills to function as a therapist. The second element of the learning is for students to develop knowledge and understanding of the body, of health, of individuals and their holistic wellbeing, in order to contextualise the activities that they carry out within their roles, and to be able to provide suitable treatments, therapies and the like to appropriate clients. The third element of the role is to support students to develop the communication and interaction skills necessary to be able to bring together knowledge and practical skill into their own ‘professional role’ and identity, and work effective ly as a therapist within a team. My role within this setting is to ‘teach’, but also to facilitate learning, raise difficult issues, support students to resolve complex questions, and act as a role model. Part of my role is to assess practical activities, and then provide feedback so that students can learn from their experiences and learn to improve their own practice through reflection and evaluation (Edwards and Nicoll, 2006; Solomon et al, 2006). My role also involves becoming more aware of the impact of my role on the students, and attempt to be as good a ‘teacher’ as I can be. More and more, however, my role involves other activities, including administration, engaging in marketing and recruitment activities, and looking for new topics and curriculum developments (Chivers, 2006). Impact of own beliefs, assumptions and behaviours on learners and others My own beliefs about learning affect not only the learners who I interact with, but also their interactions with others, particularly clients. I believe that my own actions, reflections, and the way I respond to emergent situations within the teaching context are likely to affect the students and how they learn as much as the formal, planned learning activities I provide for them. It is through reflection on my actions as a teacher that I have realised that reflection itself becomes a reflexive process, which changes the way I behave and react to students, which then changes their responses to me. Austerlitz and James (2008) have developed a model which describes and captures PPD statements which are used in the further and higher education sectors (see Figure 1). Figure 1 PPD Model (after Austerlitz and James, 2008). This model encompasses many of my own beliefs about the ways in which students interact with their learning processes, and in particular, how they respond to my teaching and learning activities. Every aspect of learning must have an emotional element, and to exclude this from pedgagogical processes and theories is to overlook important aspects of how students learn and how they behave when applying that learning. Yet there is some evidence that current perceptions of teaching roles within the FE sector are also changing (Thompson and Robinson, 2008). I believe that the Austerlitz and James (2008) model could provide a means by which students could themselves identify the emotional elements of their learning and address this, through reflection, in proactive ways. Impact of own professional, personal and interpersonal skills, including literacy, numeracy and ICT skills on learners and others. I have used a range of teaching approaches, including some innovative use of ICTs, including using ICTs to make posters and mind maps, to encourage the application of new knowledge and exploration of complex situations. These have had a positive effect on some students who relate well to ICTs, particularly younger students, and have also helped students who are more visual learners. However, in relation to professionalism, I think it is my professional skills and experience which have positively impacted on students’ development of awareness and understanding of the complex interactions between beauty therapist and client. The current social construction of beauty, particularly in relation to ageing, raises issues about client experiences and emotional/psychological wellbeing (Paulson, 2008; Radley, 2000). Students need to understand the emotions and thoughts which underlie the desire that women have for the different kinds of beauty therapies, and be able to interact in a cre dible way with clients and meet their requests in appropriate ways. My own professionalism helps this because I set a good example, exemplify proper interactions, and support students to address often challenging issues such as intimacy, privacy, body-image and the like. Conclusion Overall, the most important aspect of my role as an educator is as a role model, and not simply as a role model of good communications behaviours or good practical skills, but as a questioning, reflective, responsibly practitioner, who sees clients as individuals, not just in relation to their treatments. It is important not to simply perpetuate traditional ways of working, but to question practice and the self in the professional context, and by acting as a reflective practitioner myself, I can encourage my students to develop similar skills and perhaps become better professionals because of it. References Austerlitz, N. and James, A. (2008) Reflections on emotional journeys: a new perspective for reading fashion students’ PPD statements. Art, Design and Communication in Higher Education 6 (3) 209 – 219. Chivers, G. (2006) The work roles and development needs of vocational lifelong learning professionals in British higher education. Journal of European Industrial Training 30 (3) 166-187. Zukas, M. (2006) Pedagogic learning in the pedagogic workplace: educators’ lifelong learning and learning futures. International Journal of Pedagogies and Learning 2 (3) 71-80.

Buffering Region of Histidine Monohydrochloride

Buffering Region of Histidine Monohydrochloride The objective of this experiment is to determine the buffering region of histidine monohydrochloride by titrating histidine with a base, NaOH. By plotting a suitable graph, the pKa values of histidine can be observed. Normally, a titration curve is constructed to illustrate the relationship between the pH of the mixture and the number of moles of base added to it. However in this experiment, the graph of pH against the number of moles of NaOH per mole of histidine is plotted. This is to ensure that the graph is independent of the volume and concentrations of the solutions used. After determining the pKa values of histidine, the maximal buffering capacity of the histidine-NaOH mixture, as well as the effective buffering range can be determined. Materials and Methods To prepare 20mM solution of histidine monohydrochloride, 0.196g of histidine monohydrochloride was dissolved in 46.8mL of water, according to the calculations below: No. of moles of histidine = = 9.35 10-4 mol = 46.8 mL Upon complete mixing of the 20mM histidine monohydrochloride solution using a magnetic stirrer, 20mL of the solution was transferred into a beaker. The burette was washed with distilled water followed by NaOH and subsequently filled with 0.05M NaOH. The original pH of histidine solution was measured using the pH meter before proceeding with titration. Titration was carried out by adding NaOH to the histidine solution at 0.5mL increments. After each increment, the pH value of the resulting acid-base mixture was recorded. Titration was stopped when the acid-base mixture reached pH 11.5. Results Calculations Calculation of no. of moles of histidine present in solution = = Plotting graph of pH against no. of moles of NaOH per mol of histidine Table: pH of histidine-NaOH solution with every 0.5mL of NaOH added Determining pKa values of histidine (i) Based on Graph 1, the two rectangles indicate the two regions where the curve approaches the point of inflection. The maximum and minimum points of the regions are marked with the yellow circle. By finding the average values of each set of maximum and minimum points, the respective pKa values can be determined. pKa1 = = 6.12 pKa2 = = 9.45 (ii) pKa1 is the point where = 0.5 pKa2 is the point where = 1.5 Based on Graph 1, pKa1 and pKa2 are points marked with the red cross. pKa1 = 6.16 pKa2 = 9.30 Maximal buffering capacity Effective buffering range Based on Graph 1, the acid-base mixture shows maximal buffering capacity at pH 6.12 and pH 9.45. The effective buffering range of a buffer is between  ±1 of the maximal buffering capacity. Thus, the effective buffering range of histidine is pH 5.12 to pH 7.12 and pH 8.45 to pH 10.45. If NaOH has not been accurately prepared, method used in (c)(i) will give a more reliable estimate of the pKa values. If NaOH has not been accurately prepared, the number of moles of NaOH will be different, changing the ratio of number of moles of NaOH per mole of histidine. Method (c)(ii) depends on this ratio to determine the two pKa values. Hence, inaccurate ratios will cause the resulting pKa values to vary, leading to less reliable estimate of pKa values. On the other hand, method (c)(i) does not depend on the ratio between number of moles of NaOH and histidine. Thus, an inaccurate ratio will not affect the pKa values being determined. Instead, method (c)(i) relies on the point of inflection of the graph, which plots pH against the number of moles of NaOH per mole of histidine. Plotting the graph in this manner ensures that it is independent of the volume and concentrations of the solutions used. In other words, even if NaOH has been inaccurately prepared, changing the concentration of the NaOH solution, the shape of the curve remains similar. Since the shape of the curve does not change, the point of inflection will be almost at the same point. pKa values obtained by method (c)(i) will be similar to the original values when NaOH was prepared accurately. Calculation of pH of the solution after addition of: 5mL of NaOH No. of moles of NaOH added = ÃÆ'- 0.05 = 2.5 x 10-4 mol NaOH †°Ã‚ ¡ Histidine No. of moles of histidine reacted = 2.5 x 10-4 mol Initial no. of moles of histidine = 4 x 10-4 mol No. of moles of histidine left = 4 x 10-4 2.5 x 10-4 mol = 1.5 x 10-4 mol pH = pKa + log pH = 6.12+ log = 6.34 (ii) 12mL of NaOH No. of moles of NaOH added = ÃÆ'- 0.05 = 6.0 x 10-4 mol No. of moles of NaOH left = 6.0 x 10-4 4 x 10-4 = 2.0 x 10-4 mol NaOH †°Ã‚ ¡ Histidine No. of moles of histidine reacted = 2.0 x 10-4 mol Initial no. of moles of histidine = 4 x 10-4 mol No. of moles of histidine left = 4 x 10-4 2.0 x 10-4 mol = 2.0 x 10-4 mol pH = pKa + log pH = 9.45 + log = 9.45 (i) Three ionisable groups are present in histidine at the initial pH of the experiment. The three groups are: carboxyl group, amino group and the R group (imidazole group). (ii) The amino group is responsible for the observed pKa value of 6.12 and the imidazole group is responsible for the pKa value of 9.45. Structures of ionic species of histidine that participate in cellular buffering Discussion Histidine is an amino acid that acts as a buffer and it has three ionisable groups: carboxyl group, amino group and imidazole group. In this experiment, the focus is on the dissociation constant of the amino and imidazole group. The titration curve (as shown in Graph 1) has two steps, or two points of inflection because the amino group dissociates first followed by the dissociation of imidazole group. Hence, the amino group is responsible for the observed pKa value of 6.12 and the imidazole group is responsible for the pKa value of 9.45. Two methods were used to determine the pKa values of histidine. However these calculated values are only estimates and may deviate from the actual values due to the following experimental errors: Parallax error occurs during the reading of the burette, resulting in inconsistent increment of NaOH added to the histidine solution. In other words, each increment of NaOH was not maintained at 0.5mL. This directly affects the precision of the experiment. Possible solution to minimise error: To avoid parallax error, ensure that the burette reading is taken from eye level at the bottom of the meniscus. The burette should also be placed in an upright position, perpendicular to the table. For a more precise burette reading, a black burette reading card can be placed behind the burette so as to get a clearer view, especially when colourless solutions are used. The beaker containing the histidine-NaOH mixture is placed on the magnetic stirrer throughout the titration to ensure a homogenous mixture for more accurate pH readings. After every 0.5mL of NaOH added to the mixture, the pH of the resulting mixture is recorded by using the pH meter. However, it takes time for the pH meter to generate a final pH reading that does not fluctuate. If the pH value is recorded too quickly after the addition of NaOH, the pH reading may be inaccurate. Possible solution to minimise error: To obtain greater accuracy in pH reading, ensure that an appropriate waiting time (about 2min) is maintained between the addition of NaOH and the recording of pH value. Conclusion From this experiment, it can be concluded from the titration curve that the amino group of histidine is responsible for the observed pKa value of 6.12 and the imidazole group is responsible for the pKa value of 9.45. These two pKa values correspond to the pH at which the acid-base mixture shows maximal buffering capacity. The effective buffering range of histidine is pH 5.12 to pH 7.12 and pH 8.45 to pH 10.45. EXPERIMENT 2: Effect of Buffer pKa on Buffering Capacity Introduction Buffers are solutions that are able to maintain a fairly constant pH when a small amount of acid or base is added. This experiment examines the effect of buffers pKa on buffering capacity by studying how well the two buffers of different pKa resist pH changes when acid or base is added. In scientific experiments, it is advisable to choose a buffer system in which the pKa of the weak acid is nearer to the pH of the interest. It will be ineffective for a buffer to resist pH changes if its pKa value is more than 1 pH unit from the pH of interest. Thus the study of the effect of pKa on buffering capacity is important in making a suitable choice of pH buffers for a specific experiment. Materials and Methods We study the effect of buffers pKa on buffering capacity by using 2 different buffers, potassium phosphate buffer and Tris-HCl, with pKa value 6.8 and 8.1 respectively. 3mL of 0.01M potassium phosphate buffer was pipetted into two test tubes, labelled A and B. 3mL of 0.01M Tris-HCl was also pipetted into two test tubes, labelled C and D. Three drops of universal pH indicator were added into each test tube, causing the solutions to turn green in colour (pH 7.0). HCl was added to test tubes A and C until the solutions turned pink (pH 4.0). KOH was added to test tubes B and D until the solutions turned purple (pH 10.0). The number of drops required for the solutions on each test tube to turn pink or purple in colour is recorded. The pH colour chart is used as it shows the colours of the solution at each pH level. Results Questions Table : Number of drops of acid or base needed for buffer solution to deviate from its initial neutrality (pH 7.0) pH Buffer pKa of buffer Initial pH No. of drops of HCl required to become acidic (pH 4.0) No. of drops of KOH required to become alkaline (pH 10.0) 0.01M potassium phosphate buffer 6.8 7.0 5 11 M Tris-HCl 8.1 7.0 2 20 Conclusions drawn from experiments According to Table 2, potassium phosphate buffer requires five drops of HCl to reach pH 4.0, compared to Tris-HCl which requires only two drops of HCl to reach pH 4.0. This shows that potassium phosphate buffer is a more effective buffer against acids. Potassium phosphate buffer requires eleven drops of KOH to reach pH 10.0 while Tris-HCl requires twenty drops of KOH to reach pH 10.0. Based on the results, Tris-HCl behaves as a more efficient buffer under basic conditions as it requires more amount of KOH than that of potassium phosphate to reach pH 10.0. This means that Tris-HCl has greater ability to resist increases in pH but not decreases in pH. On the other hand, potassium phosphate buffer is a more efficient buffer under acidic conditions as it requires lesser amount of HCl to reach pH 4.0. Similarly, this means that potassium phosphate buffer has greater ability to resist decreases in pH but not increases in pH. It can be deduced that a buffer with greater pKa value is a more efficient buffer in basic conditions while a buffer with smaller pKa value is a more efficient buffer in acidic conditions. Choosing a suitable buffer to study the properties of a phosphatase which functions optimally at pH 7.2 I would use the 0.01M Tris-HCl to study the properties of a phosphatase. It is more appropriate to use a buffer with effective buffering range nearer to the pH of phosphatase. Tris-HCl has an effective buffering range of pH 7.1 to 9.1 while potassium phosphatase buffer has an effective buffering range of pH 5.8 to 7.8. Simply by considering the effective buffering range of the two buffers, it can be concluded that both buffers can be used to study the properties of phosphatase which functions optimally at pH 7.2. However, considering the effective buffering range of the buffers is not sufficient to come to a sound conclusion. In this case, phosphatase is an enzyme that functions to hydrolyse phosphate groups. By adding potassium phosphate buffer to phosphatase, phosphatase will break down the phosphate group in the potassium phosphate buffer. This changes the chemical properties and hence the buffering capability of the potassium phosphate buffer. Therefore, Tris-HCl is a more suitable buffer for the studying of phosphatase. Discussion In Experiment 1, the endpoint of the reactions is determined using a pH meter and construction a titration curve. However in this experiment, the endpoint is visually observed by the help of a pH colour chart. Possible sources of experimental errors arising from this method and ways to improve the experiment are discussed below: In this experiment, only two types of buffers, Tris-HCl and potassium phosphate buffer, were used. The experiment can be improved by using more types of pH buffers to obtain more data. This will allow more accurate evaluation of the relationship between the pKa value and the buffering capacity, and thus the effect of pKa value on the buffering capacity. Although the pH colour chart is used to compare the colours of the solutions, personal judgment comes into play when determining the colour change in the chemical reactions. Possible solution to minimise error: Be consistent in deciding the point of colour change and the endpoint of the experiment. Conclusion From this experiment, it can be concluded that a buffer with greater pKa value is a more efficient buffer in basic conditions and a buffer with smaller pKa value is a more efficient buffer in acidic conditions. Though a buffers pKa can affect its buffering capacity, however when choosing a suitable buffer for an experiment, we cannot simply rely on the pKa of a buffer. It is also crucial to consider the chemical properties and structure of the buffer and other reagents to be used in the experiment. EXPERIMENT 3: Effect of Temperature on the pH of a buffer Introduction The aim of this experiment is to examine the effect of temperature on the pH of a buffer. This can be done by observing the changes in pH of two different buffers when temperature of the buffer solution decreases from room temperature to 4 °C. pH of the buffers that are used to maintain the pH of the lab samples can change during changes in temperature due to cooling process. Changes in pH of buffers upon temperature changes can be explained by the Le Chateliers Principle. The study of the effect of temperature on pH of a buffer is crucial in choosing the right pH buffer that is able to show minimum changes in buffer pH, to maintain the properties of the biological samples that requires specific pH environment. Materials and Methods We study the effect of temperature on the pH of a buffer by using two different buffers, 0.01M potassium phosphate buffer and 0.01M Tris-HCl. 3mL of each buffer solution were pipetted into two separate test tubes. The initial pH values of the two buffers at room temperature are measured using the pH meter and recorded. Subsequently, both test tubes were placed into the ice box to cool to 4 °C. After 20 minutes, the test tubes were taken out of the ice box and placed in an ice bath to maintain the temperature of the buffer solutions at 4 °C. The pH of the cooled buffer solutions were measured again and recorded to obtain the results as seen in Table 3. By evaluating the pH changes (either increase or decrease) and the extent of these changes from the original pH value, we can observe the effect of temperature on the pH of a buffer. Results Questions Table : The changes in the pH of the buffer solution as temperature is decreased to 4 °C Buffer pH at room temperature pH at 4 °C Difference in pH change (unit) 0.01M potassium phosphate buffer 7.03 7.49 0.46 0.01M Tris-HCl 7.01 8.16 1.15 Effect of temperature on the pH of Tris-HCl and potassium phosphate buffer According to Table 3, at low temperature of 4 °C, both buffer solutions become more alkaline. As temperature decreased from the room temperature to 4 °C, the pH potassium phosphate buffer increased from 7.03 to 7.49, with a difference in pH change of 0.46. With the same change in temperature, the pH of Tris-HCl increased from 7.01 to 8.16, with a difference in pH change of 1.15. This shows that Tris-HCl exhibits greater changes in pH than potassium phosphate buffer, upon a given change in temperature. In conclusion, temperature has a greater effect on the pH of Tris-HCl compared to potassium phosphate buffer. HA A Ã‚ » + H Ã‚ º ΆH = -ve As illustrated by the chemical equation above, the dissociation of buffers are endothermic processes. Being an endothermic process, heat is being absorbed and temperature decreases. Based on Le Chateliers Principle, when temperature decreases, the system will react to result in an increase in temperature. Hence, decreasing temperature to 4 °C favours the backward reaction, which is an exothermic reaction that produces heat. The position of equilibrium shifts to the left, more H Ã‚ º reacts with A Ã‚ » to form HA. Thus, the concentration of H Ã‚ º decreases and causes the pH of the buffer to increase. Discussion Based on the experimental results, it is clear that temperature changes the pH of the buffer. Though this is not a complicated experiment, it is still subjected to experimental errors and can be improved by the following ways: Only two types of buffers, Tris-HCl and potassium phosphate buffer, were used in this experiment. The experiment was also conducted at only one temperature. Using several buffers over a range of temperatures will allow us to observe the pH of a variety of buffers at different temperatures. In addition, both buffers used in this experiment showed an increase in alkalinity. Hence, including more variety of buffers will allow us to evaluate which type of buffer has tendency to become more alkaline or acidic with the changes in temperature. This experiment was conducted without the use of a thermometer, hence there was uncertainty in determining the temperature of the buffer solutions. It was assumed that by placing the test tubes in the ice box for 20 minutes and then transferring into an ice bath, the buffer solutions would be maintained at 4ËÅ ¡C. However, it is difficult to maintain ice baths at 4ËÅ ¡C for a long period of time due to heat gain from the surroundings. Possible solution to minimise error: Keep a thermometer in the ice bath and consistently check the temperature of the ice bath. Add in more ice when the ice melts. It was difficult to identify the endpoint of the experiment. Even after a long period of time (about 30 minutes), the pH reading shown on the pH meter still continued to increase slowly. Hence, stopping the experiment too early may result in an inaccurate pH reading. Possible solution to minimise error: Since it is difficult to identify the endpoint of the experiment, it is perhaps more logical to standardise the duration of the experiment for both buffer solutions. For example, 30 minutes for each buffer solution. Conclusion From this experiment, it can be concluded that a decrease in temperature will cause a change in pH of a buffer. However, the pH of the buffer does not always increase when temperature decreases. This depends on whether the dissociation process is endothermic or exothermic. In the case of an endothermic dissociation process, pH of the buffer will increase when temperature decreases. This can be explained by Le Chateliers Principle which states that the backward exothermic reaction will occur so as to counteract the change. Hence, the Tris-HCl and potassium phosphate buffers become more alkaline as temperature decreases.

scar :: essays research papers

f one looks underneath the profanity and perceived brutal violence of Scarface, they will find an admirable all-round motion picture. However, for those who have an open mind and are unwilling to dig deep, Scarface is still one cool film. Antonio 'Tony' Montana (Al Pacino) has just arrived from Cuba along with his friend Manolo Ray (Steven Bauer) and about 125 000 other Cubans. It seems Fidel Castro has opened a Cuban port allowing Cubans to go to the United States. Unbeknownst to the U.S. though, Castro has secretly cleared his jails and included prisoners with the refugees (guess what group Tony and Manolo belong to, *wink wink*). Tony is an ambitious person; he wants the world. He always says what is on his mind and does not let people take advantage of him. His attitude eventually lands him a job with Drug Lord Frank Lopez (Robert Loggia). Lopez immediately takes a liking to Tony, who takes a liking to Lopez’s trophy girlfriend Elvira (Michelle Pfeiffer). Lopez is not greedy; he is happy with the state of his business, but less happy with Elvira’s cocaine addiction. As Scarface progresses, it details Tony’s rise in the drug business as well as his relationships with his partner Manolo, his sister Gina (Mary Elizabeth Mastrantonio) -of whom he is overprotective- and Elvira. Scarface is loosely based on the original 1932 Scarface (directed by Howard Hawks and based on real life gangster Al Capone). The talented Brian De Palma (Carrie, 1976) directs the ‘remake’, written by another famous director: Oliver Stone (Midnight Express, 1978). Stone deserves real credit for his gritty yet accurate depiction of the drug industry. Stone, who was himself struggling with a cocaine addiction at the time, interviewed both Law Enforcement officials and drug dealers before writing his script. The lack of positive characters and an unconventional ending is also praiseworthy since it makes this film into an atypical Hollywood movie. Brian De Palma’s direction in this film is slick. While the plot is very violent, the movie shows only some of this violence. De Palma expertly cuts the camera away from some scenes at the last second, showing us the actor’s reaction rather than the deed. Visually the movie uses bright colours, with a focus on neon and whites. While this sounds contrary to the dark nature of the character’s actions, it fits nicely with the colours of Miami and its people.

Financial Ratios, Discriminant Analysis and the Prediction of Corporat

The article Financial Ratios, Discriminant Analysis and the Prediction of Corporate Bankruptcy was written in 1968 by Edward I. Altman. The purpose of the article is to address the quality of ratio analysis as an analytical technique. At the time some academicians were moving away from ratio analysis and moving toward statistical analysis. The article attempted to determine if ratio analysis should be continued, eliminated and replaced by statistical analysis or serve together with statistical analysis as cofactors in financial analysis. The example case used by the article was the prediction of corporate bankruptcy. Ratios traditionally measure the most important factors such as liquidity, solvency and profitability, as well as other measures of solvency. Different studies have found various ratios to be the most efficient indicators of solvency. Studies of ratio analysis began in the 1930’s, with several studies of the concluding that firms with the potential to file bankruptcy all exhibited different ratios than those companies that were financially sound. Among the study’s findings were that the deciding factor of the predictor of bankruptcy should not be only a few ratios, as the measure of a company’s financial solvency may differ as the firm’s situations differ. The important question is to which ratios are to be used and of those ratios chosen, which ratios are given priority weight. After discussions, a multiple discriminant analysis (MDA), a statistical technique, was chosen. MDA was used primarily to classify and make prediction in problems where the dependent variable was in qualitative form, e.g. bankrupt or non-bankrupt. The primary advantage of MDA was its ability to sequentially examine individual ch... ...el such as: purpose of the loan, maturity of the security pledged, the history of the client with the company and the unique characteristics that the bank’s customers might have. It was the conclusion of the author that financial ratios when combined with statistical analysis still remain a valuable tool. The theoretical conclusion was that ratios used within a multivariate framework take on a more influential role than when used in isolation. The discriminate model was very accurate in the initial sample of 66 firms, correctly predicting 94 percent of the original bankrupt firms. The potential suggested used of the model included: business credit evaluation, investment guidelines and internal control procedures. The MDA model also showed potential to ease some problems in the selection of securities of a portfolio but further investigation was recommended.

Being Educated and Trained

Author Albert Jay Nock discusses what he termed as the change in the purpose of American education. Instead of concentrating on â€Å"training,† which is supposed to provide individuals with proficiency, education today centers on the intellectual gains. Nock compares the purposes of training and of education: that is, he states that in the past, training had a vocational focus that, â€Å"bore directly upon what he could do or get, while his education bore directly on neither; it bore upon what he could become and be† (par. 2).However, as Nock stated, the differences between the two were â€Å"practically wiped out† (par. 3). One major disadvantage of education, according to Nock, is that it prevents people from cooperating and working with each other, thus encourages competition and leaves the educated human a â€Å"solitary figure† (par. 5). Training, on the other hand, tends to do the opposite as it brings people together. In addition, training typical ly encourages individuals to live a simple life and be happy with what they have attained, either in skills or earning power.Education, in contrast, tends to encourage a person to live an unsatisfied life, continuously seeking for more than what he or she already has. Looking at Nock’s perspectives and standards, I feel that I am both an educated person as well as a trained person. I value the processes of learning things as having its own rewards in the end and the importance of intellectual growth and development in my life. However, I also feel that I can do the things that I have been taught to do with a degree of competency and proficiency through the training I have received in school.I value individualism, personal satisfaction, and happiness, as much as I value collaborative effort or cooperation in work and activities and simplistic living. Moreover, as Nock contended, education calls for educated humans to like and value thinking, one that is critical and objective that is. As what the Columbia University president said, very few people like to do this because they do not like thinking per se and it disrupts or hinders them from what they are doing.As for me, critical and objective thinking is also one hobby or vocation that is difficult to come by. Only when crucial times call for it or when it is truly needed does thinking take over. This is because most of the time, I am more focused with my physical, emotional, and psychological well-being that critical and objective thinking only surface for academic purposes. In addition, I am more of a feeling-based person than a thinking-based one since my relationships and emotions stand above in the decisions I make.I do not see anything wrong with this because as a trained individual, this is how I value things in my life and the choices and rights I have. However, as an educated individual and as Nock held, I choose â€Å"to cultivate a sense of history† (par. 9) in my life. Learning the pas t for me is learning how to cope with the present and the future. There are a lot of life lessons we can all get from the experiences of people from the past and their mistakes serve as our guide in our personal and societal undertakings.It is part of our responsibility as educated or trained citizens of this nation to look back and know how our forefathers have fought for our democracy just so we can enjoy this freedom we currently experience. But I do not go â€Å"all the way back to the politics of Rome and Athens† (par. 9) all the time to evaluate the present times. Because as a critical, objective, and educated individual, I should know that there are instances in the past that cannot be applied in the present because of the differences in time, in people, in places, and in technology.This is why history is essential for an educated society, but it is not the only factor that an educated person should consider in the present. In conclusion, I can say that I am both an ed ucated and trained individual in that I value the boring intellectual learning I have to pass through, as well as the direct training I need in attaining true education. There are prices to be paid and sacrifices to be made in attaining education, but it will be worth it in the future when I â€Å"could do and get† and â€Å"become and be. †

Information Strategy Plan for catering services Essay

Develop a solid, corporate identity in its specified targeted market areas. Become the top brokerage firm by its fifth year (2015) of operation, or before. The company believes that the above-mentioned objectives are obtainable because of the high degree of professionalism and expertise in real estate marketing upheld by the corporation’s core values. Compliance to the RESA Law compels all marketing executives with the knowledge of the real estate laws and procedures which will give them the corresponding license from the Professional Regulation Commission (PRC) as Licensed Real Estate  Sales Agents to engage in the marketing and sales of real estate properties. DRIVEN will provide them the needed training upon entering the profession. Free and paid trainings will be available at a high return to the agent. When starting out, most agents are not able proper training and support. The office environment will be productively and professionally presentable making it inviting to the agent as well as to its client developers and potential buyers / investors. A team of assistants and coordinators will man the office to provide virtual support and track daily marketing routine/schedule. Marketing executives will have the opportunity to be guided each day through a marketing plan. They may choose to follow the guidelines and training provided or they may follow their own daily routines. The company will be supplying a well-studied program allowing the new marketing executives to earn more than the average real estate agent by providing constant guidance and stability. If an agent for example sets a goal to obtain one buyer for the month, on an average of Php3,000,000.00 he would earn an income of Php81,000 per month (inclusive of withholding tax) X 12 months = Php972,000 per year. The accredited brokers will guide and assist every marketing executive in conquering this goal. The same sales as noted above would profit the corporation Php27,000 per month X 12 months = Php324,000 for the year X 460 agents = Php149,0400,000.  Under the RESA Law the real estate brokers on the other hand, are entitled to manage 20 marketing executives hence the corresponding profit for the accredited brokers given the same sales goal will be Php27,000 per month X 12 months = Php324,000 for the year X 20 agents = Php3,888,000 on top of his personal sales. At every stage of a persons’ search for property the listing will experience attrition or in other words a point where the searcher does will not proceed to view details or make an enquiry about the property being sold. This happens when the property cannot be found hence agents are encouraged to utilize all major portals in the market to minimize attrition and maximize results. No attention grabbers can also happen when the website is compromised by poorly optimized and presented Images and even the mere. Titles and Text may increase attrition rate significantly reason why all listings presented on portals should theme professional real estate photography as well as optimized titles and text. People online get bored quickly as well, if a person’s interest is lost while reviewing the property, chances are a potential sale might be lost as well. Apart from getting bored quickly, people using the internet react impulsively. They are quick to judge and if their perception is negative of what they are reading or seeing they will leave and move on, potentially never to look at the listing again.

Rhetorical Analysis: Carl Becker Ideal Democracy Essay

Millions of people were dying and millions more were about to die. Ideal Democracy was a speech written and spoke by Carl Becker at the University of Virginia in 1941. At the time the United States had just joined into War World II. Many people had little faith in the war and thought we were just throwing away lives. Becker was invited to the University of Virginia to deliver a speech associated with the founder, Thomas Jefferson, but have no subject. According to l Becker the American Revolution not only wanted to have independence from Great Britain but also wanted to establish a new and better form of government, an ideal democracy. Ideal democracy, a system of government that is created by the people, for the people and run by the people. Becker then proceeds to voice his opinions on this form of ideal democracy and our current democracy. Becker belief in ideal democracy was that it was run of the people, by the people and for the people. However his view on real democracy is that it is a government of the people, run by politicians for groups that can get their own interest taken cared for. Over the years the line between what Becker’s belief of ideal democracy and real democracy, that Thomas Jefferson tried so hard to protect, were starting to become a blur. Becker saw an opportunity to change the viewpoints of many Americans by starting with this speech for the University of Virginia students and staff. One of Carl Becker’s many points of writing this speech was to bring awareness of what we were fighting for at the time of war world II. At the time many Americans didn’t believe in the war and had doubts about getting involved. Becker saw what the war was protecting. Becker saw that it was protecting the little things everyone in the nation took for granted, our democracy. In 1776 the United States and their founding fathers declared  their independence from Great Britain to establish freedom. The founding fathers, including Thomas Jefferson, put everything on the line for their vision of a new free world. On December 7th 1941, Japan threated the founding fathers vision of a new free world by attacking Pearl Harbor on the island of Oahu, Hawaii. On December 8th 1941, the United States even though they were already fighting declared war officially. One point in his speech he compares Napoleon, Stalin, Mussolini, and Hitler to democracy explaining that, â€Å" if this what we mean by democracy, then virtually all forms of government are democratic, since virtually all governments, except in the time of revolution, rest upon the explicit or implicit consent of the people† (Becker, 148). In the eyes of Becker losing the war meant losing democracy and everything the great nation of the United States had worked so hard to get in the first place. Through out the speech Carl Becker kept a very formal diction to insure to his audience, the American people, that he was respecting the topic. Ideal democracy is a very important topic and by keeping a formal diction, it showed his audience that he understood how much this topic affected them. Becker was very technical in his speech given. Becker also understood that the more technical he could be the more specific he could be. This also meant that the audience could listen to his speech and know that he knows what he is talking about. Becker made many references to other authors like James Bryce and his work Modern Democracies. Bryce was a British academic, jurist and historian who at one point in his life was the British ambassador for the United States. Bryce had a similar idea to Becker where, â€Å"power will be shared by all, and a career open to all-alike† (Bryce, 48). By Becker referring to a well know academic and historian he has now appealed to the audience’s ethos. Becker also touches on the subject of Napoleon, Stalin, Mussolini, and Hitler and how if we don’t fight in this war we will lose everything we have worked for; this is appealing to the audience’s pathos. In one other part of Becker’s speech he says, â€Å"In the twelfth and thirtieth centuries certain favorably placed medieval cities enjoyed a measure of self government, but in most instances it was soon replaced by the dictatorship of military  conquerors†(Becker, 150). Becker continues to go on with more and more detail about the twelfth and thirtieth centuries loading the audiences with facts. All of these facts are a clear link to the audience’s sense of logos. In most of Becker’s Sentence they contain subordinate clause as well as an independent clause. Clearly not all of the sentences were like this however most of them were complex sentences. For example Becker wrote, †From this brief survey it is obvious that, taking the experience of mankind as a test, democracy has as yet had but a limited and temporary success†(151). Of course not all of Becker’s sentences were like this, there were signs of all four types. The next most notable would by the simple sentences, with only an independent clause. There are several examples of these in the speech as well. Over the course of Becker’s speech there were many other authors Becker chooses to include in his speech. Some of these authors were James Mill, and James Bryce. According to James Mill, â€Å"He thought that when the legislature no longer represented a class interest, it would aim at the general interest, honestly and with adequate wisdom; since the people would be sufficiently under the guidance of educated intelligence† (Mill, 74). This directly links Mill’s statement with Carl Becker’s statement, â€Å" Napoleon called his government a democratic empire, but no one, least of all Napoleon himself, doubted that he had destroyed the last vestiges of the democratic republican. Carl Becker’s thoughts and ideas are expressed almost exactly how he wanted them to be through someone else’s words, James Mill. Becker started to bring the idea back of ideal democracy; just because past civilizations couldn’t keep democracy does not mean that the United States is just going to give it away. Becker compares the most ideal version of democracy there is and explains how the United States also does not have the perfect form of it either. Becker explains how the United States democracy is for special interest groups and not for the people. Becker wants democracy run of the people, by the people and for the people however the United States current government is of the people, run by politicians for groups that can get their own interest taken cared for. He wants to see change. Becker did an amazing job when he wrote this speech clearly thinking of every possible thing. He gets right off the bat and explains that if we don’t fight in this war we will lose our democracy and everything we take for granted. In his speech he keeps a very respectful and formal tone, as the current form of government and war are a very touchy subject for most people. Becker includes several examples for the audiences, which was the university of Virginia students and staff, to relate with ethos, pathos, and logos. His sentence structure was very complex often with a subordinate clause as well as an independent clause. Becker related and brought in quotes from several other authors who all illustrated his point very well. Becker also wanted to see while we were fighting for this form of democracy that we shouldn’t be happy with what we have but strive to get that perfect, ideal, form of democracy. Works Cited The Purdue OWL. Purdue U Writing Lab, 2014. https://owl.english.purdue.edu/owl/. September 18, 2014. NNDB.CarlBecker, 2014. http://www.nndb.com/people/461/000099164/ September 18, 2014 Becker, Carl. Ideal Democracy. Virginia: Becker, 1941. Speech Mill, John. Autobiography. Columbia press, 1924. Book Bryce, James. Becker’s notes. N/A: Becker 1923. Notes

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 | | |