Operation Management BMW X3 Manufacturer in U.S

Question: Dicsuss about theOperation Management for BMW X3 Manufacturer in U.S. Answer: Presentation: Activities the board is planned for guaranteeing that the creation procedure in an organization is made as proficient as conceivable to produce merchandise and enterprises that address the issues of the clients. In the creation of any item, inputs are consolidated together make the ideal item. Various thoughts from different experts guarantee that the creation activities are performed viably. On account of assembling of BMW X3, experts, for example, creators and architects articulated their plans to make the pleasant looking and solid X-arrangement vehicle (BMW Group, 2016). Activities the executives is influenced by different viewpoints, for example, arranging, systems, assets, necessities and the administration techniques utilized among others (Bianca, 2016). This paper is concentrating on tasks the executives, accordingly giving its reason and how it has been utilized for achievement of BMW X3 producer in U.S. Advantages of Operations Management in the Company The activities the board in BMW fabricating organization in U.S contributed in the turn of events and creation a vehicle that has select feel and dynamic appearance. The model of BMW X3 has been one of the most grasped structures in the vehicle business. A portion of the highlights that have made this model to be grasped in the market incorporate the twin round head lights that are utilitarian, inside and outside mirrors and the back and front guards. These are among the couple of angles that have added to the selectiveness of BMW X3. The administration of the X3 creation is BMW Company guaranteed that the markers were made all the more splendid and noticeable. Accordingly, these coordinated highlights made a solid recognition to the market about the restrictiveness and nature of this X-arrangement model, consequently boosting its business (BMW Group, 2016). The end clients of items should be furnished with a scope of alternatives to settle on productive decisions. Along these lines, the administration selected to make two distinct models of BMW X3 to give a choice to the client, either diesel or petroleum motor. These motors have likewise shifting force yields that guarantee that the clients can pick between these models. In addition, these distinctions make varieties in the value ranges, in this way empowering various people to bear the cost of a BMW X3 vehicle (Mahadevan, 2010). Different enhancements were made to the motors in contrast with its ancestor. One of the improvements incorporated the fuel utilization rate that was diminished by 7.1%. Fuel utilization pace of car it one of the primary factors that influence the buy choices of the purchasers. Subsequently, the creation of BMW X3 motor was diminished to draw in more clients in the commercial center contrasted with BMW X2 (BMW Group, 2016). The nature of the items is the principle center for the activities the board of the BMW producing organization in the USA. Likewise, security in the vehicle business has been a need since a portion of the vehicle being creation probably won't be steady for fast drives. In this way, numerous individuals incline toward vehicles that are solid and stable, therefore having less odds of causing mishaps. BMW X3 is car that has been created with high steadiness, which makes it less helpless against mishaps. Likewise, the vehicle has been fitted with Intelligent Emergency Call that has taken vehicle security to an alternate level. Other drive highlights incorporate iDrive controller focal data show and radio machine to improve correspondence. The entirety of this improvement and advancement has been made conceivable by utilizing serious activity the board procedures (GmbH, 2016). The turn of events and assembling of BMW X3 were improved by the utilization of best administration aptitudes that were actualized using best operational practices. The best fashioners and specialists were associated with the creation procedure to guarantee that the model obtained the best highlights that could impact clients to buy. After the creation of a few units, the gracefully chain the board guaranteed that they were shipped to various pieces of the world. The coordinations strategies attempted relies upon the goal point. For example, trucks are utilized to convey BMW X3 car(s) to clients who are in the nation (GmbH, 2016). Likewise, other transportation strategies are utilized to ensure that the items are benefited in the market (Barnes, 2008). Along these lines, because of these usage, BMW producing organization has prevailing in its business tasks by conveying the BMW X3 vehicle to the end clients. End All in all, tasks the executives is a significant viewpoint to the achievement of business since it joins various elements to create beneficial items and administrations. Factors, for example, utilizing serious work force, giving staff preparing and arranging ought to be considered in the creation procedure. These are among the strategies that have been utilized in assembling on BMW X3 to fulfill its guideline in the market. References Barnes, D. (2008). Tasks the board. London: Thomson. Bianca, A. (2016). Three Factors That Influence a Company's Operational Planning. Smallbusiness.chron.com. Recovered 24 August 2016, from https://smallbusiness.chron.com/three-factors-impact companys-operational-arranging 20754.html BMW Group, (2016). X3 Sports Activity Vehicle | BMW US Factory. Bmwusfactory.com. Recovered 24 August 2016, from https://www.bmwusfactory.com/fabricating/industrial facility items/x3-sports-movement vehicle/ GmbH, I. (2016). BMW X3: Start page. Bmw.com. Recovered 24 August 2016, from https://www.bmw.com/com/en/newvehicles/x/x3/2014/showroom/index.html Mahadevan, B. (2010). Tasks the executives. Upper Saddle River: Pearson. Narayana Reddy, P., Appannaiah, H., Sathyaprasad, B. (2010). Business the executives. Mumbai [India]: Himalaya Pub. House.

The History of Gillette and Schick Razors

The History of Gillette and Schick Razors Men have been captives to their facial hairâ pretty much since they previously strolled upstanding. A few creators have made the way toward cutting it or disposing of it entirelyâ easier throughout the years and their razors and shavers are still generally utilized today. Gillette Razors Enter the Market Patent No. 775,134 was conceded to King C. Gillette for a â€Å"safety razor† on November 15, 1904. Gillette was conceived in Fond du Lac, Wisconsin in 1855 and turned into a making a trip sales rep to help himself after his family’s home was pulverized in the Chicago Fire of 1871. His work drove him to William Painter, the designer of the dispensable Crown Cork bottle top. Painter disclosed to Gillette that an effective innovation was one that was bought again and again by fulfilled clients. Gillette accepted this counsel to heart. Following quite a long while of considering and dismissing various potential developments, Gillette out of nowhere had a splendid thought while shaving one morning. A totally new razor flashed in his psyche one with a protected, modest and expendable edge. American men would no longer need to consistently send their razors out for honing. They could hurl out their old sharp edges and reapply new ones. Gillette’s creation would likewise fit perfectly in the hand, limiting cuts and scratches. It was a flash of brilliance, yet it took an additional six years for Gillette’s thought to come toâ fruition. Specialized specialists disclosed to Gillette that it was difficult to create steel that was hard enough, sufficiently meager and economical enough for the business advancement of an expendable extremely sharp steel. That was until MIT graduate William Nickerson consented to take a stab at it in 1901, and after two years, he had succeeded. Creation of the Gillette security razor and cutting edge started when the Gillette Safety Razor Company began their activities in South Boston. After some time, deals developed consistently. The U.S. government provided Gillette security razors to the whole military during World War I and more than 3,000,000 razors and 32 million cutting edges were placed into military hands. Before the finish of the war, a whole country was changed over to the Gilletteâ safety razor. During the 1970s, Gillette started supporting worldwide donning eventsâ such as the Gillette Cricket Cup, the FIFA World Cup, and Formula One dashing. Schick Razors It was an imaginative U.S. Armed force Lieutenant Colonel named Jacob Schick who originally considered the electric razor that at first bore his name. Colonel Schick protected the main such razor on November 1928 in the wake of concluding that a dry shave was the best approach. So the Magazine Repeating Razor Company was conceived. Schick in this manner offered his enthusiasm for the organization to American Chain and Cable, which kept on selling the razor until 1945. In 1935, ACC presented the Schick Injector Razor, a thought where Schick held the patent. The Eversharp Company eventually purchased the rights to the razor in 1946. The Magazine Repeating Razor Company would turn into the Schick Safety Razor Company and utilize a similar razor idea to dispatch a comparable item for ladies in 1947. Teflon-covered hardened steel sharp edges were later presented in 1963 for a smoother shave. As a component of the game plan, Eversharp slid its own name onto the item, some of the time related to the Schick logo.

What the Receiving Gifts Love Language Means for a Relationship

What the Receiving Gifts Love Language Means for a Relationship Relationships Spouses & Partners Print What the Receiving Gifts Love Language Means for a Relationship By Wendy Rose Gould linkedin Wendy Rose Gould is a lifestyle reporter with over a decade of experience covering health and wellness topics. Learn about our editorial policy Wendy Rose Gould Updated on February 06, 2020 FG Trade/E+/Getty More in Relationships Spouses & Partners Marital Problems LGBTQ Violence and Abuse In 1992, author Gary Chapman revolutionized the way many of us view love with his #1 New York Times best-selling book, The Five Love Languages: How to Express Heartfelt Commitment to Your Mate. In the book, he developed the theory that there are five primary ways romantic partners give and receive love, and that we all speak certain languages better than other languages in our romantic lives. A Brief Overview of Chapman’s Five Love Languages Before digging into the love language of receiving gifts, specifically, let’s first review all five of Chapman’s languages. They’re as follows: Physical Touch, which means that we show and receive love through affirmative touching such as holding hands, cuddling, kissing, and even sex.Quality Time, which means we need to spend meaningful time with our partner to feel loved. This quality time can range from chatting over dinner to going for a long walk.Acts of Service, which translates to showing and feeling love through helpful service, such as cooking a meal or cleaning out the car.Words of Affirmation, which means that more than anything we feel loved or show our love through verbal praise, compliments, and expressions of love.Gift Giving, which means we “speak” our love through presents ranging from small tokens to surprise deliveries. “Approaching relationships from the love language perspective is really productive. By learning how to ‘speak’ each other’s love language, you’re ensuring both people in a relationship feel supported and seen,” says Mark Williams, a licensed mental health counselor and relationship coach. It’s possible, and even likely, that you and your partner don’t speak the same love languages, so learning how to speak their preferred language becomes even more important. In fact, Chapman argues that it can improve your understanding of each other, prevent arguments, and foster deeper love. 10 Simple Phrases That Keep You in Love The Receiving Gifts Love Language If you’re here, then either you know or suspect that one of your partner’s strongest love languages is the act of giving and receiving gifts. Or perhaps gifts are your love language and you’re simply looking for a better way to communicate your needs to your partner. Whatever the case, we’re breaking it all down for you. Of all the love languages, the act of gift giving is arguably the most often misconstrued. To some, it can seem greedy or as if the recipient is fixated on things versus love itself. That’s not the case. “If you or your partner’s love language is gifts, that means you feel loved [or that you’re demonstrating love] with a tangible item,” says Williams. “Whether that item is a tiny trinket from a thrift store, or a 50-foot sailboat is inconsequential. Either convey the same message: I was thinking about you when I saw this. You’re always on my mind.” In that sense, Williams explains that the true meaning of gift giving isn’t extravagance, it’s sentimentality. A person who feels loved through these items might cherish the gift, however small, more than another who speaks a different love language. Every time they see it, it will serve as a reminder that they are loved. Determining If Your Partner’s Love Language Is Gifts “We often speak the love language to our partners that we ourselves want to receive. Meaning, if your partner buys you an album two days after you talk about how much you love a new band, or gets you a subscription to a magazine they think you’d like, it’s likely that their love language is gift giving,” says Williams. Another good way to know if your partners love language is gifts is by gauging their reaction to presents. Williams says if they feel embarrassed when presented with a gift, it’s likely not their love language. If they’re highly enthusiastic, if they put the item on display, wear it every day, or gush to their friends about it, they likely feel very loved by the gesture. The most surefire way to find out if your partner’s love language is gifts, though, is to ask them. How to Know If You Are In a Healthy Relationship How to Satisfy Your Partner’s Gift-Giving Language If speaking the gifts love language doesn’t come naturally to you, it’s still important to try learning the language since it’s the one your partner speaks. “Just like you put a filter on an Instagram post, look at things in your daily life through the lens of ‘gift giving,’” suggests Williams. “If you pass a bakery every day on the way home from work, look at it through the lens of ‘My partner really feels loved when I bring them gifts’ and stop in for a pastry before heading home. They don’t have to be big purchases, and they don’t have to be all the time. They’re just little reminders that they’re always on your mind, and the tangible evidence to prove it.” Similarly, if your partner’s love language is gifts, then there are things you should avoid doing in order to prevent deep hurt. For example, if someone’s love language is “words of affirmations,” then hurling an insult will wound that person more than it might another. Similarly, if someone’s love language is physical touch and you withheld affection for days your partner would feel dejected. “The dark side of knowing each other’s love languages is that you also become equipped with the knowledge of how you might hurt your partner,” says Williams. In the case of someone who speaks gifts as their love language, not getting them a gift on an anniversary or special occasion would be acutely hurtful to them, as would approaching the gift-giving as more a chore than an opportunity.” In that sense, its just as important to be aware that certain behaviors might impact your partner more deeply than others. A Word From Verywell Though the majority of us have one or two dominant love languages, each of us technically speaks all five languages to some degree. It’s ideal that we speak all five languages to our romantic partnersâ€"physical affection, quality time, acts of service, kind words, and giftsâ€"while simply making sure to prioritize their preferred language. 7 Ways to Be Newlyweds After Years of Marriage

Post Traumatic Stress Dissorder Essay - 1155 Words

Post Traumatic Stress Disorder, abbreviated as PTSD is an anxiety disorder that disrupts an individual’s memory, emotions, intellect as well as nervous response usually as a result of an extremely frightening, life threatening traumatic experience on oneself or another person usually. The experience may be harming physically or psychologically causing an interference with ones ability to cope with experiences that resemble the original trauma. The major symptoms characterizing PTSD include; anxiety and extreme fear occurring when the person experiences events that resemble the original trauma. Exposure to the trauma usually triggers a lot of fear, terror and a sense of helplessness leading to the individual suffering major depression.†¦show more content†¦There exist several theoretical explanations of how PTSD comes about and persists. One such theory state that PTSD arises from occupational factors. The argument here is that individuals who operate in atmospheres that have exposure to traumatic experiences are likely to develop Post Traumatic Stress Disorder due to the extremely frightening conditions. People categorized as likely to fall under this category include military, medical practitioners, police, firefighters, and therapists who deal with psychological matters. According to Downing, as the person is continually exposed to these conditions, there is likelihood of an intensely traumatizing event that may cause the disorder, and as the specialist deals with similar cases on a daily basis the traumatizing event may be recounted triggering PTSD (2). Post Traumatic Stress Disorder has several aspects that distinguish it from other anxiety disorders. As much as some of the symptoms may occur in cases of other anxiety disorders, the major symptoms of PTSD are known to persist for a period exceeding one month. Another distinctive characteristic of PTSD from other anxiety disorders is that it leads to intense clinically significant depression. The distress caused by PTSD is distinguishable in that it impairs the patient’s general way of life like social life, work output, as well as other major constituents of a normal life. Post TraumaticShow MoreRelatedTrying to Understand Dissassociative Identity Dissorder Essay1967 Words   |  8 PagesTrying to Understand Dissassociative Identity Dissorder Dissociative identity disorder, more commonly known as multiple personality disorder, is one of the most intriguing and least understood of mental disorders. The publication of Sybil in 1973 created a wave of public fascination and, more importantly, professional recognition of childhood physical and sexual abuse as precipitants of the disorder. Dissociative identity disorder is characterized by the presence of ...at least two separate

The Energy Bar Industry Essay - 1430 Words

The Energy Bar Industry 1. Conduct a thorough analysis of this category’s customer, competitors, market, and environment from the perspective of PowerBar. What are the key strategic questions? What additional information would you like to obtain? How would you obtain it? What are the threats and opportunities? In particular address the following issues: a. How is the market segmented? What are the key customer motivations and unmet needs? What are the similarities and differences among the segments? How might a company link customer motivations to value propositions? The market for PowerBar’s was once segmented to only athletes, is now also segmented towards a much larger segment. This segment now includes on the go and†¦show more content†¦Pria is a bar (not for energy) but nutritious for women which was created to compete with Luna. Clif bar realized that there was a market that wasn’t tapped into yet, which was the population which has an interest in vitamins and nutrition. These people weren’t looking for energy but instead a bar that created vitamins, minerals, and nutrients in one. These bars are for the calorie cautious individuals. As this market emerged so did the market that was interested in a low-calorie life style. What can PowerBar provide to this market? PowerBar seems as if they are keeping an eye on the competition but seem to be followers in the market instead of leaders. They look at their competitors and imitate what they have. PowerBar is failing to do their market research but instead relied on other companies studies/creations. PowerBar and other companies are trying to get into the women’s market by the low-calorie option bars. However, they have more competition in this market with the Nutri-grain, Quaker Oats, General Mills, Slim-Fast, etc. c. What are the market trends? The growth submarket? The key success factors? The market continues to grow health cautious and PowerBar has the opportunity to take advantage of it through a good advertising team. This is the chance to figure out what the customer wants in a good energy barShow MoreRelatedThe Energy Bar Industry Essay1321 Words   |  6 PagesEnergy Bar Overview The energy bar market grew from a grass roots effort focused on the consumer base of performance athletes. These athletes usually obtained products at competitive events that were geared towards the everyday consumer. The build up of this market is attributed to PowerBar, but there was significant contribution from others. PowerBar and the Market PowerBar began as a company seeking to create a performance-enhancing food that marathoners could consume during an energy-drainingRead MoreEssay on Energy Bar1721 Words   |  7 Pagesquantifiable characteristics. In the case, energy bar business is divided by age, gender, calories need, preference and so on. 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This product I believe will address the household need for energy bars in theRead MoreNuclear Energy As An Alternate Source Of The World s Energy1518 Words   |  7 PagesPersuasive Research Essay Using nuclear energy as an alternate source of the world’s energy is a very controversial topic and has been for decades. While fossil fuels have been used for many years for generating the world’s energy, recently other sources of power have been discovered, tested, and used for many types of energy. Some fossil fuels include: oil, coal, and natural gas. While these fuels have their advantages as very effective, they have downsides such as pollution. Most of the pollution

Essay on Israels Controversy - 1036 Words

Israel is a high controversial state that all have differing opinions on. There are many things that make Israel a hot topic. In order to discover why Israel is so controversial, this paper will delve into the creation of Israel, and how it affects the area around it. Israel was created on November 29, 1947 by the United Nations in Resolution 181. Resolution 181, also known as the Partition Resolution, declared that the territory of Palestine would be divided into two separate states, one Jewish and one Arab, when the British Palestine mandate expired in May 1948. However, the city of Jerusalem was declared an independent city state, and would be protected by the United Nations (Creation of Israel). There are two main reasons why†¦show more content†¦The Jews lived had immigrated to Palestine after World War II and the Holocaust seeking protection. Many moved there for religious reasons, but others moved their with the goal of creating a Zionist state there. These immigran ts added to the pressure that was being put on the international community to form a Jewish state because they were buying up Palestine with the goal of moving Jews there. This was a problem because no one could prevent them from doing it. Finally, many countries were in support of a Jewish state in Palestine because of the Holocaust. All countries felt bad for the Jewish population of the world after the Holocaust, and they saw a Jewish state as a way to seek forgiveness from the Jews. There are many problems that stem from Israel being where it is. One problem is that three major world religions stake claim to Palestine as their holy land. This is a problem because each religion claims they own it, and that it was bestowed upon them in their holy text. The problem stems from each religious text specifically outlying the land they deserve. In the Old Testament of the Christian Bible, Genesis 15:18 states,on that day The Lord made a covenant with Abraham, saying, To your desc endants I have given this land, From the river of Egypt as far as the great river, the river Euphrates (Genesis 15:18). Since Muslims and Jews consider themselves to be People of the Book, and both their founders descendShow MoreRelatedA Special Relationship Between the United States and Israel Essay1180 Words   |  5 Pagesconstant international commentary. These developments have brought to the forefront a rather interesting facet of the Israeli/American relationship, one which this author believes to be a key element of Israel’s foreign policy, and which will become increasingly more important as time goes on – Israel’s desire to simultaneously remain in the good graces of the United States while not succumbing to the pressures of American foreign policies. 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There were tensions left over from the Six Day War of 1967 in which Israel successfully captured both the Egyptian Sinai peninsula and Gaza strip and the strategic Golan Heights from Syria1 [4]. After the Six Day War there was a ceasefire line created in Syria and Egypt separating Israel’s newly acquired

Workplace Rghts in New South Wales Samples †MyAssignmenthelp.com

Question: Discuss about the Workplace Rghts in New South Wales. Answer: Workplace rights in New South Wales An employee may be employed under either an agreement or an award. The minimum working conditions at work may be stipulated in registered agreements, legislation or awards. In case a business has registered agreement, which includes the work carried out by the employee of the organization, the minimum pay and conditions in the award shall become applicable[1]. In the event there is no such registered agreement that is applicable to the business and an award covers the business as well as the work carried out by the employees, the minimum pay and conditions in the award shall become applicable. In the absence of any agreement or award, the minimum conditions and pay stipulated in the legislations shall become applicable[2]. The Fair Work Act 2009 is the statute that regulates the workplace rights and obligations in Australia[3]. It sets out terms and conditions of employment and the obligations and tights of the employer and the employees in an organization Employee Entitlements The minimum entitlement of an employee is stipulated in the National Employment Standards (NES) and in the awards[4]. An employment contract or a registered agreement may provide for other entitlements, however, they be not entitled to provide anything less than what is stipulated in the NES or the award that is applicable to the employee. National Employment Standards The NES that are provided to every employee in every employment sector: Maximum weekly hours of work Annual leave Parental leave and related entitlements Request for flexible working arrangements Long service leave Public holidays Community service leave Compassionate/carers/personal leave Provision of Fair Work Information statement Notice of redundancy and termination pay Pay An employer must pay at least the minimum rate set out in the agreement or the national minimum wage for the award free employees. The employees are entitled to allowances for working overtime, working outside regular hours or they may also be entitled to penalty rates for working weekends, public holidays or weekends[5]. The employer is obligated to pay the employees regularly and on requests from the employee, may pay him or her at least once a fortnight[6]. However, an employer is prohibited from deducting any money from the payment made to the employee unless the employee has agreed to the same or it is a legal obligation to do so. Moreover, an employee cannot make any yearly deductions from the annual holiday pay of the employees. The employees are entitled to right pay rates for all the time they work including for the time they have spent at work: Opening and closing the business; Working at unreasonable trial shifts; Training period; Team meeting; Unpaid Work It can take place in the workforce in various forms starting from unpaid job placements to vocational placements, trails, work experience and internships[7]. These positions and jobs are entered into for several reasons such as: To test the job skills of a person; To provide training or work experience as part of formal programs for assisting people to obtain work; To provide a person with job experience in an industry; If a person is not paid for doing certain work, it is considered as lawful under the above circumstances. For instance, where the job seeker is not an employee but is entitled to benefits from the government and is undertaking such work placement as a part of the commonwealth employment program. However, in cases, where a person is working as an employee, they are legally entitled to the pay and conditions stipulated under the Fair Work Act 2009. Nevertheless, if an employee is required to undertake on-job training to perform the job, they should be paid for the hours the employees undertake training. Casual workers are entitled to an additional payment known as loading in the form of compensation for not receiving entitlements stipulated under the NES such as paid leave (sick leaves and other leaves), no notice period before termination and no employment assurance. Termination of employment The employee or the employer may terminate employment by giving proper notice in writing[8]. An employer may dismiss employee if: fixed-term employment contract has expired; Performance is poor; Duties cannot be continued on medical grounds; willful misconduct is exhibited; Downturn in business; Employees are entitled to 16 weeks redundancy pay and 4-5 weeks of termination notice, however, both termination and redundancy is based on the length of service. Fair Work Act 2009 (Cth) In Australia, there are certain legislations that governing the disputed regarding the workplaces. Fair Work Act 2009 is one of them. The Act was enacted to maintain the standard of workplace and regulate the employment related matters with ultimate priority. The provisions of the Fair Work Act are known and called as the national workplace relations system. Every company is required to make a balanced work power so that they can gain extra profit and develop the standard of commerce[9]. Provisions of the Fair Work Act help to customize the provisions of workplace and assist a company to promote financial prosperity on national level. Therefore, it can be stated that the ultimate purpose of the Act is to regulate certain norms that will help the company to gain economic benefit. The Act is designed to provide effective employment terms and conditions; chalk out all the rights and responsibilities for the workers and for the employers who are serving the business[10]. It provide guidelines so that the rules of the Act can be complied with at all level; and empowers the jurisdiction of the Fair Work Commission and Fair Work Ombudsman as was held in Fair WorkOmbudsman v Pocomwell Ltd (No 1)[2013][11]. The Act has provided certain national employment standards for the betterment of the company so that the company can regulate their business legally. The provisions of the standards are mandatory for every Australians, provide protection to all the employees, and secure their interest by dealing with the terms and policies of the employment such as working hours, provisions on leave, work flexibility, holidays and notice of termination. According to the Fair Work Act, the employees are given certain kinds of modern award that are dealing with their waging rate, penalty rate, allowances, leave criteria and dispute settlement provisions. Therefore, it can be stated that the provisions of the Act are providing numerous help to the employees to secure their interest and help the employers to regulate their business in a right way. However, criticisms have been made regarding certain provisions of the Act and it has been stated that the Act has certain limitations too. It is fact that the main objective of the Act is to provide fairness in the workplace so that no one can be deprived of his or her legitimate demand[12]. However, a thorough interpretation of the Act reveals the fact that the legislation of the Act is complex and extensive in nature. Additionally, it has been observed that the extensive nature of the Act makes one difficult to understand the facts of the case and provisions and they could not easily navigate the terms of the legislations. The most common facts and problems that are cropped up regarding the provisions that the employers are getting confused by the complex language of the Act and they have committed different acts that are not in accordance with the provisions of the Act. Further, the provisions of the Act are changed frequently and therefore, it is very difficult for the employers to catch the rules or maintain the norms in an effective way. For an example, a recent amendment has been made regarding the general protection claim where certain time limits have been made after the claim and for the claim[13]. The change is that the time limits of the claim have been reduced from 60 days to 21 days. The claim can be done or made against the employers who are treating their employees adversely. It has been observed that the complaints for workplace harassment have been increased and false cases have been lodged now days. The Act has not provided any exception provision for the harassment complaints and therefore, it has not been provided by the Act that what will happen in case of false complaint. The provisions of the Act are not applicable for all the states of Australia; it provides a national standards. Australia is a federal country and therefore, every state is not mandatorily followed up all the rules and regulations of the Act. This becomes a major problem in the application of the Act[14]. Further, the definition of the adverse action should be widen in nature and additional employment interest must be included under the Act; however, the limited interests are also weak point in this case. References Fair Work Act 2009 (Cth) Fair WorkOmbudsman v Pocomwell Ltd (No 1)[2013] FCA 250 Floyd, Louise, et al.Employment, Labour and Industrial Law in Australia. Cambridge University Press, 2017. James, Natalie, and Fair Work Ombudsman. "Commonwealth of Australia." (2015). OSullivan, Michelle, et al. "Is individualemployment law displacing the role of trade unions?."Industrial Law Journal44.2 (2015): 222-245. Painter, Richard, and Ann Holmes.Cases and materials on Employment Law. Oxford University Press, USA, 2015. Phillips, Jeffrey, and Nicholas Read. "A casual approach to labels and employment law."Precedent (Sydney, NSW)135 (2016): 48. Skinner, N., B. Pocock, and C. Hutchinson. "A qualitative study of the circumstances and outcomes of the National Employment Standards Right to Request provisions: A report to Fair Work Australia."University of South Australia, Adelaide(2015). Stewart, Andrew.Stewart's guide to employment law. Vol. 3. Sydney: Federation Press, 2013. Walsh, David J.Employment law for human resource practice. Nelson Education, 2015.

Informative speech obesity free essay sample

According to the CDC (Center for Disease Control), more then 1/3 of Americans (35.7%) are obese. Today, I’d like to take some time out and talk about the various effects that being obese can have on an individual physically, mentally and emotionally.  There is a plethora of physical effects that being obese has on an individuals body.A: High Blood Pressure is a very common effect of obesity B: Diabetes nearly goes hand in hand with poor nutrition C: Heart disease is ten times more likely in obese patients D: Causes many Joint problems specifically In the hips and knees II. The mental effects of obesity are catastrophic to the thought process. A: Sleep apnea and respiratory problems occur because of lack of breath B: Stress levels are elevated in most obese individuals C: Many obese people have psychological problems III. Obesity also take an enormous emotional toll on the individual A: In teenagers who attend school, there is a lot of emotional stress B: Obese individuals usually have more social anxiety C: Being obese usually leads to depression in young adults Today, I’ve informed you all about some of the physical, mental and emotional effects attributed to obesity. We will write a custom essay sample on Informative speech obesity or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Hopefully we can take this knowledge and use it to fuel us to become more health conscious and make better decisions. Thank you

Taking the ACT in 7th Grade Should You Do It

Taking the ACT in 7th Grade Should You Do It SAT / ACT Prep Online Guides and Tips It’s just a short while before school ends for the day. You settle in to enjoy a discussion about sea monkeys in your 7th grade Science class when all of a sudden, one of your classmates starts complaining about having to take the ACT. What is she talking about? Who would want to take the ACT in middle school, and who even cares about 7th grade ACT scores? If you’re a parent, you may have heard or read about programs designed for early-achieving students. But it can be hard to figure out if those programs are for students who do well on the ACT, or if the students get to take the ACT if they do well in school. Fear not- I’ll clear up the confusion in this article as I go over the pros and cons of taking the ACT in 7th grade and the programs you can get into with high 7th grade ACT scores. feature image credit: Thinking by Jonathan Evans, used under CC BY-NC 2.0/Cropped from original. Is Taking The ACT This Early Useful? There's no one easy answer to the question "Should I take the ACT in 7th grade?" Taking the ACT Early Is Not Useful If... You're planning on using your ACT scores to apply to college, and only for that. Unless you're planning on applying to college within a few years (around age 15 or thereabouts), colleges are going to care much more about your current abilities and much less about what you were like when you were 12. While technically ACT scores don't expire, unless you get a 32+ score at age 12 you're probably going to want to take the test again once you've taken high school classes like precalc and biology. Even for the most ardent and ambitious students, 9th grade is plenty of time to start studying for the ACT. This doesn't mean that you can’t start prepping earlier than that, but it’s generally more helpful to spend that time in middle school focusing on your studies in school so that you have a good base for ACT prep later on. Taking the ACT Early Is Useful If... You want to become accustomed to the test. For some students, anxiety over the ACT can make it seem like an insurmountable hurdle that you must clear to make it out of high school and into college. Taking the ACT in 7th grade is especially handy if you live in a state where it’s mandatory and you know you’ll have to take it to graduate from high school anyway. Paying to take the test is not a financial hardship and you're curious about it. It's unlikely you’ll be able to get a fee waiver if you’re taking the ACT for personal enrichment, but if that's not a problem and you want to see what taking the ACT is like, go for it. You're interested in participating in certain programs for early achievers. For talent searches and other programs aimed at academically-gifted younger students, the SAT or ACT is often required either as a prerequisite or as part of the program. While the ACT isn't necessarily the only test you can take to qualify for these programs (they often accept other standardized measures like IQ tests and state-mandated standardized tests), it is a test you can study for, and there are plenty of high-quality prep materials available. What Programs Require Taking the ACT Early? There are many different programs that provide advanced academic opportunities, mentoring, and recognition for high 7th grade ACT scores. It's important to keep in mind, however, that the programs aren't going to judge your score the same way colleges would. Since you're so much younger than the average ACT test-taker, the talent searches and other programs aren't looking for perfect scores; instead, you'll be compared to other students your age. We have more on what a good ACT score for a 7th grader is in this article. Here's a couple of the most well-known programs that involve taking the ACT in 7th grade: Duke TIP By participating in Duke's 7th Grade Talent Search, you can qualify for a number of different summer programs (and awards ceremonies, if your ACT scores are high enough). If you're eligible for the Talent Search (based on your score on any one of a number of qualifying tests), you'll take the ACT. You can also take the ACT to qualify for the 7th Grade Talent Search in the first place. Read more about the ACT requirements for various Duke TIP programs here. CTY at Johns Hopkins Taking the ACT can also qualify you for certain programs at Johns Hopkins' Center for Talented Youth, including summer and online courses. It's also possible to take the ACT through the CTY talent search, which then gives you preference for enrolling in any of the CTY programs. We have more information about the ACT scores required for different CTY programs in this article. Other Programs In addition to the two programs I mentioned above, there are also several other programs for gifted youth that provide summer courses and general resources. We've already written in detail on our blog about Stanford EPGY, Summer Institute for the Gifted, and NUMATS, but there are several other programs worth looking into for gifted and talented adolescents: Belin-Blank Student Talent Search at the University of Iowa Joseph Baldwin Academy (JBA) at Truman State University Western Academic Talent Search (formerly the Rocky Mountain Talent Search) VAMPY at Western Kentucky University Vanderbilt Programs for Talented Youth Talented and Gifted Program at Southern Methodist University Halbert and Nancy Robinson Center for Young Scholars at the University of Washington talent by George, used under CC BY-NC-SA 2.0. Why Do These Programs Use the ACT? You might be curious about why students have to bother taking the ACT (a test designed for college entry) for programs intended for young, non-high school students, On the surface, it seems like it would make more sense to have program applicants take a test that is specifically designed for younger students. In actuality, there are three reasons that these programs for early achievers care about 7th grade ACT scores. #1: It's Easy to Find Somewhere to Take the ACT Unlike an IQ, which often requires setting up a special (and expensive) session with a counselor, the ACT is a widely offered and available standardized test. This is especially true in states where ACT is required for high school graduation. There are still some special arrangements necessary (for example, students under age 13 must register for the ACT by mail), but on the whole, it's much easier for students to take the ACT than it is any other national or international standardized test. #2: There's a Lot of Data About the ACT Programs for high-achieving middle-schoolers have been using the ACT as a standard for many years, so they can see how your score compares to those of other students of a similar age (rather than against the graduating senior data the College Board provides on their site). #3: The ACT Measures Valuable Skills While it bills itself as a "curriculum-based achievement test," the ACT also measures critical thinking and general mathematical abilities to some extent. This means that even if you haven't taken all the courses necessary to understand every single question, your 7th grade ACT score can still provide valuable information about your ability to think well under pressure. Because the ACT has four different subscores, you can perform unevenly well across the different sections and still place into a summer program. For example, even if you don’t do well on the ACT English and Reading sections, you might still be able to participate in certain summer program courses with relatively high ACT Math and Science scores. ACT Prep for 7th Graders: What's Different? The key principle of 7th grade ACT prep is knowing that you should expect to get a (relatively) low score, compared to if you were taking the ACT to apply to college. In general, you won't have learned everything you need to score highly on the ACT by the time you're in middle school, just by sheer dint of not having been alive and talking as long as a high schooler. Your vocabulary will be smaller, your reading level will be lower, and you won't have learned all the math or science in school yet. Summer programs know that 7th grade ACT scores will be lower, which is why even upper-tier summer programs have a much lower bar for entry than upper-tier colleges. To settle on a realistic ACT score to aim for as a 7th grader, you should fill out our score target worksheet with information for the programs you want to get into. Another way in which ACT prep for 7th graders differs from what it is for high schoolers is that there are lower stakes attached to scoring well on the ACT, so the pressure should be lower. The summer programs I mentioned earlier do offer challenging, advanced, and diverse courses that can enrich your education, but they certainly aren’t as essential to your future as college is. Scoring well or poorly on the ACT in 7th grade won't prevent you from attending college or from graduating high school, and summer programs for early achievers compare the scores of students to other 7th graders, rather than high schoolers; perfect scores are not expected. One final, minor aspect of preparing to take the ACT in 7th grade is knowing that you won't be able to register for it online. Because of Internet privacy laws, ACT, Inc requires all students under the age of 13 to register for the test by paper. The main effect this has on your ACT prep is that you have to decide further in advance if and when you're taking the ACT to make sure your registration materials get there on time- you can't just decide a month before the test "oh hey, I guess I do want to take the ACT after all." Sorry, lightbulb. You should've decided to take the test at least six weeks before the test date. Now your registration materials won't get there in time. ACT for 7th Graders: Yes or No? You should take the ACT in 7th grade if you want to get acquainted with the test and lower your anxiety or if you want to qualify for special academic programs. You shouldn’t take it in 7th grade if you’re just using it to apply to colleges, since most schools won’t want or care to see your 7th grade ACT score. What’s Next? After reading this article, you might decide to go ahead and take the ACT in 7th grade, but what's a good score? Find out more about what makes a good or bad 7th grade ACT score here. On the other hand, you might decide that you don't really need to take the ACT just yet. But should you start to study then anyway? Read more about preparing for the ACT as a 7th grader in this article. Got your score, but not sure if you qualify for summer programs? Compare your 7th grade ACT score to the score requirements for Duke TIP and CTY at Johns Hopkins! Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Globalization Essay Example | Topics and Well Written Essays - 1250 words - 13

Globalization - Essay Example The rest of the paper will discuss the impacts of globalization on democracy as well as its cons and pros. Democracy is very fundamental in everyday governance because it permits for citizen’s participation in governance. Many nations under monarchies have little space for the participation of their citizens and those who oppose are assassinated (Dalpino 4). Some are also imprisoned for life, making it difficult for citizens to question the government. For instance, African nations such as Egypt, Tunisia, and Libya were under the dictatorship of their leaders and had a very little space of contravening the government’s decision. This happened because the nation was not democratic enough to allow for citizen participation. However, some of these nations managed to score high in terms of economic developments even under authoritarian leadership. This is an indication that democracy plays a fundamental role for inclusive governance. The rebellion witnessed in these nations, evidence that the citizens wanted space for expression, and they were pressed to the wall. Many studies indicate that democracy is the best government because it makes the majority carry the day while the minority is having their say (Bartelson 8). For instance, it guarantees an election where the people participate in selecting their representatives and those they have confident as opposed to people assuming the office such as presidency. Through the electoral process, the majority will have their way and the minorities who do not also win will have their say. Democratic governance is inclusive and considers the interests of all at different levels (Scholte 27). Many democratic governments such as the US are assumed to function well by protecting the right of human beings, as well as the minority. This is so because they follow the rule of law that defines them as opposed to monarchies and dictatorial governments (Dalpino 7). Autocratic governments such as Swazi and

Discourse Community Analysis Essay Example | Topics and Well Written Essays - 1000 words - 3

Discourse Community Analysis - Essay Example A very good example of an exclusive language can be found in the military. Whereas the officers use â€Å"good English† for their commands and among themselves, the recruits and lower cadre officers at the â€Å"club house† use pidgin which has the potential of expression informality and high level of intimacy of role relations. (Alabi, T., n.d.) This is the usual set-up of communication in the military. The men in the military speak a different language at work than at home. If civilian men are difficult to understand by nature, military men are even more difficult to understand. This is because the military has its own language. The men communicate with words and sometimes with their actions. Each branch of the military also has its own â€Å"lingo†. For example, the word â€Å"camouflage† uniform is called â€Å"cammies† for the Marines and the Navy but â€Å"fatigues† for the Army. Each division the military has its own nickname. A jarhead refers to a Marine. They say this is because the head of a marine looks like a jar. A squid is someone from the Navy. The connection is very obvious, I believe. Top Gun refers to an Air Force member. Finally, those in the army are called dogs. By their terms, one can already see how exclusive and proud military men are with regards to their branch of service. Of course there are also some words used by all branches of the military like CO which means commanding officer. Brass refers to officers because of the many awards (made of metal) pinned on their uniforms. These pins distinguish them from the members in the lower ranks. AO means area of operation. This is any place you’re supposed to work at. Bird doesn’t mean an animal that flies but a plane. Mess hall or chow hall is their word for dining room. Ultimately, a john wayne isn’t a person or an actor but a can opener. Indeed, language in the military is something an outsider has to be ready for. Otherwise, an outsider may act

Early Stage Dementia Nursing Care

Early Stage Dementia Nursing Care The aim of this case study is to explain and discuss the nursing care of a 69 year old lady who has recently been diagnosed with early stage dementia. This case study will demonstrate my knowledge and understanding of evidence based nursing practice whilst exhibiting my ability to outline a plan of care which is based on this. The structure of this study will adopt part of the nursing process, i.e. assessment of the client and planning of care in partnership with the client. The nursing process requires the nurse to carry out a holistic assessment of clients needs which takes into consideration the persons physical, social, psychological and spiritual being in order to produce an appropriate plan of care (Kenworthy et al, 2006). This case study shall also discus the nature and possible causes of Simones illness. The experiences of Simone discussed in this case study will be influenced by the use of a biomedical, psychological and social approach to dementia. This case study is based on a fictitious community psychiatric nursing assessment of a person called Simone. Simone is a 69 year old lady who has just received a diagnosis of early stage dementia. Simone lives with her daughter who is aged 40 and is a paraplegic who in the last twelve months has had two bouts of depression. Although Simones daughter is able to look after herself to a great extent she does require some of her mothers help. It became evident from the assessment that Simone appeared very anxious about her diagnosis as well as what will happen to her daughter. Although Simone appears orientated to place she appears to get flustered at times when she cannot answer some question. There appears to be no concerns in relation to Simones physical state of health. Simone stated that she does not need help at the moment and that she will cope. Simone has no family locally and since she began looking after her daughter 10 years ago, Simone appears to have lost touch with many of her friends. Simones home is clean and well equipped; they both wish to continue living here although it appears as though they are anxious about coping. Simones daughter reported that on a few occasions recently her mother had burned food while cooking. According to National Health Service (NHS, 2009) dementia is a common condition. In the year 2000 18 million people worldwide were said to have been living with the condition with that figure projected to rise to 34 million by the year 2025 (Alzheimers Disease International, 2010). At present there are approximately 700,500 people in the United Kingdom with dementia and although it is something which largely affects people in later life there are currently at least 16,000 people in the UK under the age of 65 who have the illness (Department of Health, 2009). Dementia can affect anyone regardless of their gender, ethnicity or class. At particular risk of developing dementia are people with learning disabilities. Dementia is a devastating and severe illness and can be defined as a syndrome which is associated with a number of illnesses in which there is a progressive decline in many areas of functioning. These areas include memory, reasoning, communication skills and our ability to carry out daily activities (DOH, 2009). Furthermore people may experience behavioural and psychological symptoms such as psychosis, depression and aggression (World Health Organisation [WHO], 1992). There are different forms of dementia, the most common being Alzheimers which accounts for 62% of all cases. With Alzheimers the chemistry and structure of the brain is altered and brain cells die. The onset of Alzheimers disease is said to be slow and the decline is gradual over many years. The second most common cause of dementia is vascular dementia (VD) with the most common type being Multi Infarct Dementia (MID), this is where the brain has been damaged by repeated small strokes. MID can also be caused by high blood pressure, irregular heart rhythms or diseases which cause damage to the arteries in the brain. As a result of MID the patients condition gradually gets worse in steps and the person will usually deteriorate until they have a stroke were they will deteriorate before having another stroke and deteriorating further. Often people will have both types of dementia. Other forms of dementia include but are not limited to dementia with Lewy bodies (DLB) and fronto-temporal de mentia (FTD) (Ouldred Bryannt, 2008). Dementia with Lewy Bodies is thought to be the third most common cause of dementia. Those who have it have microscopic changes called Lewy bodies in the nerve cells of the brain which are caused by tiny protein deposits in the brain which disrupt its functioning. Visual hallucinations and delusions often occur. Fronto temperal dementia is rarer and the person affected may have personality changes before their memory is affected. Progression of dementia is different for each individual, for some it may be fairly rapid whilst for others it may be more gradual. Clinical features of the disease can be classified into three stages although these may not be present in every person and not all people will move through each stage (Alzheimers Society, 2007). Simone had visited her GP recently in relation to a series of vague physical complaints however recently she also admitted that she was worried that she had been having lapses in memory as well as becoming very intolerant of her daughter at times. According to the Scottish Government (2010) some people may be reluctant to attend their GP if they are worried they have dementia, some people may wait for as long as two years. The fear of dementia in the person or in their family is seen as the most significant barrier to seeking a diagnosis (National Audit Office, 2008). It is usual practice for General Practitioners to start the assessment process before referring the person to a local memory assessment clinic or community health team for further detailed assessment (Ouldred Bryannt, 2008). A bio medical approach is one way of understanding dementia and this view may have been important in ensuring Simone has a proper diagnosis. The Mini -Mental State Examination was developed as a screening instrument for diagnosing dementia which results in assessment of things such as, memory, language and visuoperceptual function. In Simones case, when cognitive impairment was detected, the MMSE will have been utilised to detect dementia. Whilst trying to determine whether Simone has dementia she will have been asked if she wishes to know the diagnosis as well as whom else she would like to know (NICE, 2007). A score of less that 24 out of a possible 30 points is said to indicate an abnormal result however patients with scores between 21 and 25 can be considered for re evaluation in 3 to 6 months. Those with a score of greater than 25 reduce the probability of cognitive impairment. NICE (2007) recommend the result of this MMSE assist in determining the appropriateness of pharmacological interventions. For cognitive symptoms of Alzheimers dementia, Donepizil, Galantimine and Rivastigmine which are acetylcholinesterase inhibitors are utilised. Nice recommend the prescribing of these three for those who have a diagnosis of Alzheimers disease of moderate severity that is decided by an MMSE score of between 10 and 20 points. For non- Alzheimers dementia and mild cognitive impairment the acetylcholinesterase inhibitors and Memantine should not be prescribed for the treatment of cognitive decline (NICE, 2007). Should the use of medication be an option for Simone as past of her care plan there would be a need to assess whether Simone requires assistance with medication administration including storage of medicines ( NMC, 2010). The possibility of a pill dispenser (dossett box) may be useful to encourage correct dosage and timing (Alzheimers Scotland, 2010). Also incorp orated into the care plan would be the need to inform Simone of the side effects of the medication as well as monitoring Simone for any effects (NHS, 2007). Dementia has been known to be referred to as having three stages. A comprehensive assessment has concluded that Simone has been diagnosed as having early stage dementia. The early stages of dementia it is also referred to as mild with the next stage known as moderate/middle and finally severe/late. Nice (2007) suggests that after Simones received her diagnosis informing her of what this entails should be incorporated into her plan of care. As a nurse I would ask Simone if she wishes that her and her family receive this information. This information would include the signs and symptoms of dementia (NICE, 2007). Sign (2006) argue that the information should be offered to patients and their carers in advance of the next stage of the illness. One of the problems arising from the assessment is that Simone appeared anxious about her diagnosis and what might happen to her daughter. This would be an important time for the nurse to attempt to gauge Simones knowledge understanding of the disease and offer information step by step depending on her ability to cope with it (Lecouturier et al 2008). The importance of a client centred approach is central when planning care for Simone (NICE, 2007). As a nurse it is important to recognise Simones theory of her life, and to realise that what counts is her perception of her situation and not just what the expert may think (Rogers, 2003). In order to achieve this successfully the nurse may plan to establish a therapeutic relationship with Simone. Good communication between all those involved including the nurse, client, relatives and specialists within the multidisciplinary team must take place accordingly in order to create a holistic and individualised plan of care (Hinchliff et al, 2003). As a nurse I could adopt the use of a model to provide a basic framework for the helping process for example Egans skilled helper model (Hough 2006).This is concerned with obtaining the clients current picture, it helps clients clarify the key issues which require to be changed (Egan, 2007). The main principle is helping clients to tell their stories, whilst enabling clients to develop new perspectives that help them reframe their stories, also to help clients achieve leverage by determining which part to work on first (Egan, 2007). Skills the nurse could use here include basic listening skills, paraphrasing and reflecting, summarising, asking questions and using silence (Egan, 2007). These skills will underpin the therapeutic relationship (Rogers, 2003). This model also looks at the preferred picture and is concerned with helping Simone identify and choose what she wants, again the main principle here is to help her imagine a better future and help her choose realistic and challenging goals that are real solutions to the problems and unused potentials which have been identified (Egan, 2007). The third stage is concerned with the way forward, the main principle is to help Simone review and choose possible strategies, along with resources and put these into a realistic plan to achieve goals (Egan, 2007). It is clear that Simone and her daughter wish to carry on living at home for as long as possible therefore by helping Simone recognise and understand the illness and its stages will assist in identifying her strengths and highlighting the things she can do as well as plan ahead for the future. At this moment in time Simone feels as though they are coping however respite could be part of the care package (NICE, 2007). Written and verbal information should be passed on regarding local support groups that Simone could attend on her own, or with friends and family. It is important to encourage Simones independence for as long as possible by encouraging her to carry on independently with those activities of daily living she still appears to be managing. Simone appears to be have isolated herself over the last few years therefore the option of attending a day hospital may be offered with transport to and from being put into place. The option of befriending may encourage Simone to get out and about in addition to support and companionship (Volunteer Centre, 2010). As it has been reported that Simone has burned her food lately this could pose a risk to Simone and also her daughter. As part of Simones plan of care I would be required to draw on the expertise of members of the multi-disciplinary team for example an occupational therapist who could visit in order to carry out a kitchen assessment. Simones vulnerabilities and risks to herself and others, as a result of her cognitive impairment would be identified by carrying out a risk assessment. Part of Simones care plan would include a risk management plan (NHS, QIS, 2007). This care plan would identify the roles and responsibilities for all members of the multidisciplinary team including Simone, her daughter, the community mental health nurse, occupational therapist, psychiatrist, social worker and also physiotherapist. Within Simones plan of care it is vital to ensure that risk assessment is continuous as Simones dementia progresses through the stages then so too will the risk to her and other s increase. As a community psychiatric nurse I have a responsibility to draw on expertise from the relevant disciplines and make referrals accordingly (NMC, 2010) for example as Simone progresses through the stages there may be a risk of falls and therefore as part of the risk assessment and plan of care I would refer Simone to a physiotherapist. As a nurse I should always seek valid consent from the person to share the information obtained via assessment with other agencies that may be involved in the care planning process (NMC consent). Simone has been presumed to have capacity to make decisions regarding her care and treatment however as the dementia progresses this may no longer be the case. If a person appears to lack capacity to make a decision then the provision of the Adults with Incapacity Act must be followed. This Act sets out principles which must be adhered to in addition to a Code of Practice, these principles include, presumption of capacity, supporting a person to make decisions, an individuals right to make unwise decisions, the best interests of the person and ensuring the least restrictive alternative (Griffith Tenhnah, ). As Simone appears to have been diagnosed early this allows time to discuss and plan for the future. This may include discussing the provisions of the above mentioned act for example, whi le Simone still has capacity she may nominate a spokesperson (attorney) to make decisions regarding her personal welfare including healthcare and consent to treatment should she become incapable. This is known as lasting powers of attorney (LPA). Another provision under the Mental Capacity Act that may be discussed with Simone is that of Enduring Power of Attorney (EPA) where Simone could appoint someone which would give them the legal right to manage Simones financial affairs. As a nurse it is important to discuss the use of an advanced statement as part of the plan of care as this would enable Simone, while she is still well enough to do so, to write a statement which outlines the way in which she wishes to be treated should she become unwell and no longer have capacity (). Dementia is a terminal illness and NICE (2007) recommend a palliative care approach from the time of diagnosis until death. As a result the care plan should incorporate Simones wishes in relation to end of life care for example a preferred place to die. The provision of palliative care in the UK is said to favour those with cancer (Fallon Hanks, 2006) although those with dementia can have equally as severe symptoms and similarly poor prognosis. Therefore planning ahead for Simones end of life care may result in a good quality service with improved experiences for Simone and her daughter (Scottish Government, 2008). Discussions might also take place around the possibility of a do not resuscitate decision, if Simone felt this was appropriate it could be documented. This would ensure that no attempt is made to resuscitate Simone in the event of cardiac arrest if this is her wish (National Health Service Scotland, 2010). People who care for relatives with dementia are said to suffer higher levels of stress and ill health than the general public (Scottish Dementia Strategy). This may well be a significant change for Simones daughter. As Simone wishes to stay at home it is vital that a carers assessment is carried out and appropriate support and information is provided as it may become too difficult for her daughter to sustain otherwise and could result in Simone requiring admission to care services. The option of respite should be a vital part of the care plan (NICE, 2007). In conclusion, this essay has provided an explanation and discussion regarding the nursing care of a 69 year old lady who has recently been diagnosed with early stage dementia. This case study has demonstrated my knowledge and understanding of evidence based nursing practice and demonstrated my ability to utilise this in order to outline a plan of care. Alzhiemers Scotland (2010) http://www.alzscot.org/pages/info/safety.htm National Health Service Choices (2009) Your health your choices: Dementia. [Online] Available from: http://www.nhs.uk/conditions/dementia/Pages/Introduction.aspx [Accessed 04th August, 2010] Alzhiemers Society: Demography, Alzheimers Society position statement. [Online] Available from:http://www.alzheimers.org.uk/site/scripts/documents_info.phpcategoryID=200167documentID=412 [Accessed 04th August, 2010] Alzheimers Society (2007) Information Sheet: The Progression of Dementia. Alzheimers Society. London. [Online] Available from: http://www.alzheimers.org.uk/factsheet/458 [Accessed on 3rd August 2009] Department of Health (2009) Living well with dementia: A National Dementia Strategy. London. [Online] Available from:http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/documents/digitalasset/dh_094051.pdf [Accessed 3rd August, 2009] Fallon, M., Hanks,G ABC of Palliative Care. British Medical Journal. Blackwell Publishing. Folstein MF, Folstein SE, McHugh PR. Mini-mental state. A practical method for grading the cognitive state of patients for the clinician. J Psychiatr Res. 1975;12:189-198. Egan, G. (2007) The Skilled Helper. (8th Edn) USA: Thomson Brooks/Cole Griffith Hinchliff, S., Norman,S., Schober, J. (2003) Nursing Practice and Healthcare (4th Edn) London: Arnold. Hough, M. (2006) Counselling Skills and Theory. (2nd Edn) Great Britain: Hodder Arnold. Kenworthy, N., Snowley, G., Gilling, C. (2006) Common Foundation Studies in Nursing. (3rd Edition) Churchill Livingston:USA. NHS QIS 2007 NMC CONSENT http://www.nmc-uk.org/Nurses-and-midwives/Advice-by-topic/A/Advice/Consent/ Ouldred, E., Bryant. C. (2008) Dementia care. Part 2: understanding and managing behavioural challenges. British Journal of Nursing. Vol 17. No 4. Scottish Government (2008) Living and Dying Well A National Action Plan for Palliative and End of Life Care. Edinburgh. The Volunteer Centre http://volunteerglasgow.org/befriending/drumchapel.asp World Health Organisation (1992) The ICD-10 Classifications of Mental and Behavioural Disorders: Clinical Descriptions and Diagnostic Guidelines. WHO. Geneva.

Speech and Deception in John Miltons Paradise Lost -- Milton Paradise

Speech and Deception in Milton's Paradise Lost "Rhetoric and sophistry testify to the fact that the world in which we live is a world of speech, that the clever man can compose at will in order to trick others." 1 Speech was perhaps the most important medium for Milton.   As a blind poet, his lack of visual faculties was augmented by a renewed importance on auditory paths to enlightenment, especially the communicative.   Therefore, contemplation of dialogue in Paradise Lost becomes an essential tool for developing a correct understanding of the characters, as Milton would have intended.   Nowhere is this truer than with the character of Satan.   Throughout the text, his rhetoric exists as a window to the nature of his being, and thus evil itself.   Milton, through his depictions of Satan's communications with his comrades, the newly formed humans, and even himself (through soliloquy), shows us that evil, as incarnate in the character of Satan, cannot pursue truth, but rather must always focus on deception.   Ã‚  Ã‚  Ã‚  Ã‚   Our introduction to Satan comes in a dramatic setting, a 'moralized landscape' of grandiose scale, but attention is immediately removed from striking images of a "fiery Deluge, fed With ever-burning Sulphur" (Book I, Lines 68-9) and focused upon Satan's conversation with Beà «lzebub, showing that dialogue will be the center of attention.   The core of Satan's speech to his lieutenant is his confidence in the fact that their struggle with God is not over, and that they will eventually win. All is not lost; the unconquerable will, And study of revenge, immortal hate, And courage never to submit or yield: And what is else not to be overcome? That glory never shall his wrath or might Ext... ...ey any form of truth. Works Consulted Bloom, Harold. "Milton and His Precursors." Elledge 555-68. Elledge, Scott, ed. Paradise Lost. By John Milton. 1674. New York: Norton, 1993. Fish, Stanley. "Speech in Paradise Lost." Elledge 526-36. Johnson, Samuel. "[Paradise Lost]." Elledge 482-92. Lewis, C. S. A Preface to Paradise Lost. New York: Oxford UP, 1970. Milton, John. Paradise Lost. Elledge 3-304. Patrick, J. Max, and Roger H. Sundell, eds. Milton and the Art of Sacred Song. Madison: U of Wisconsin P, 1979. Shawcross, John T. " Deception in Paradise Lost." Patrick and Sundell 137-47. Steadman, John M. Milton's Biblical and Classical Imagery. Pittsburgh: Duquesne UP, 1984. Notes: 1 Georges Gusdorf, Speaking (La Parole) 20 (Evanston, Illinois: Northwestern University Press, 1965)(P. Brokelman translator.)

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 | | |