The Illustration Style of Garth Williams :: Biography Biographies Essays

The Illustration Style of Garth WilliamsSeveral Laura Ingalls Wilder books were illustrated by Garth Williams. Williams was born in 1912 and died only a few year ago in 1996. During his lifetime he has illustrated more than sixty books for many well-known authors of childrens books. He has also scripted and illustrated a few of his own books. In the following paragraphs you will read about the difference styles Williams used in Little House on the Prarie, by Lara Ingalls Wilder and Charlottes Web, E. B. White. Williamss style of illustration is simple with great attention to details that are not write out in the texts that the picture belongs to. He uses basic black plumbago or charcoal to make his drawings for Wilder and for Charlottes Web by E.B. White as well.In Wilders, Little House on the Prairie, Williams illustrated an burning(prenominal) event that contributes to a change, confrontation or celebration for the family. In the first few pages of the story Williams illustrate d the dramatic good-byes the family receives from relatives and friends. Williams shows you a little bit of everything that is going on in the beginning in preparation for a long wagon trip. In the picture, the reader clavers Pa and other men getting the horses ready to finger to the wagon, as well as the families belongings packed in the wagon. One can also see by the lights and shadowys of the picture that it is still semi dark outside and probably fairly early in the morning. One can tell this by the glow of the lanterns that a few people are holding. beyond the drawing of the wagon the readers is not able to see any facial expressions in this picture, but only their profiles of the people.In comparison to Charlottes Web, many techniques are shared. The graphite or charcoal drawings are simple yet well detailed. A difference in the style of illustration in Charlottes Web is that Williams has made the main(prenominal) focus of the pictures the facial features and expressions. If one were to look on page two of Charlottes Web, when Fern is trying to stop her father from killing the baby pig, the reader can see that Pa is quite shocked by his daughters reaction to the killing of a new born animal. Williams adds a little more to the story than just what is written in the text.

A Comparison of Orlando and Othello Essay -- comparison compare contra

Orlando and Othello         In her novel Orlando A Biography, Virginia Woolf draws upon Shakespeares Othello to both enhance the images inside her novel through allusion and further Orlandos character development using juxtaposition. Spanning about 400 years, motley historical eras, and gender ambiguity in the characters, Orlando is certainly not a traditional novel. Thus, it follows that its use of historical information and literature breaks from convention as well. This is true for Woolfs use of Shakespeares Othello. While the play is drawn upon in various contexts, from character traits to plot line, Woolf carefully places her allusions such that they support her plot line at one moment while they may be inconsistent at another.   This works well within her novel because as she breaks from convention by utilizing multiple timelines and shifts in gender and sex for her characters she is able to shift in her parallels from the characters in Othello to the characters of Orlando.  These shifts accent the changes she is making within her characters and plot line and also force the reader to break with the long standing views of gender and otherness established in Shakespeares work.           During the first half of Orlando A Biography, Woolf clearly draws off of the play Othello. At times this is clearer than others. In both Orlando and Othello, there is little reference to Othello by name. He is referred to instead by an ethnic background--he is the Moor. One might question the certainty of the Moor representing the figure Othello in the novel Orlando. In the case of the play, it is quite lucid that Othello is being referred ... ...his ideal of love. Orlando is jealous because of actions he observed Sasha make. While it seems that he would have more of a reason to be upset, he does not regaining the same magnitude of action. While is does have a long term effect on his life, he eventually mo ves on with his life instead of destroying it.     1 Orlando, pg. 13 2 Orlando, pg. 15 5m 3 Haines-Wright, Lisa and Kyle, Tracy L.  Fluid Sexuality in Virginia Woolf Virginia Woolf Texts and Contexts New York, NY Pace University Press, 1996 4 Byles, Joan M. The Winters Tale, Othello and Troilus and Cressida Narcissism and Sexual Betrayal American reckon Studies in Psychoanalyss and Culture 36, no.1 81 5 Byles, Joan M. The Winters Tale, Othello and Troilus and Cressida Narcissism and Sexual Betrayal American Image Studies in Psychoanalyss and Culture 36, no.1 83  

The Yellow Wallpaper -- Literary Analysis, Gilman

Within the troubling novel, The Yellow Wallpaper, the theme in which action takes place is very significant. The woman, who seemingly suffered from post-partum depression, searches for some assortment of peace in her male dominated world. The womans increasingly intense obsession with the cover leaves the reader with many questions about male-female relationships and perhaps stock-still insanity. Therefore, the manipulation of theme allows the author to delicately introduce symbols in the text. The yellow wallpaper itself is the most obvious symbol that represents the protagonists mindset. It contains patterns, angles and curves that all controvert one another, and it can reflect the wifes emotions during that time. In addition, the nursery symbolically shows the way women of that time were seen as being on the same train as children, as well as the barred windows of confinement of women with respect to the perception of what a womans percentage was. These symbols represent Gil mans put one over on the status of women in the patriarchal society of the nineteenth-century. The story takes shape of a journal about the main character. Consequently, the readers view is express to the impressions of the single character, Jane. Considering the background information on Gilman, one can effortlessly draw the conclusion that the story is actually an indication of a personal experience. Gilman had suffered a tremendous mental depression as the leave behind of psychiatric treatments, prior to writing the story The Yellow Wallpaper. The author identifies herself with the main character. As a result of her poor health, Jane listened to the doctors advice and redirected the power she previously spent on doubts to air and exercise, and journeys (Gilman 1392)). She ... ...easier about you (Gilman 1398). In addition, the other characters play a slight role in the story and can be considered part of the theme. In this case, they represent the connection with the real, ob vious world. The healing process tends to be an appearance because the body heals as the doctor predicted but, her mind was resonating with the environment in a different way, provoking changes in her perception. Each bizarre event associated with the mysterious appearances of the woman from the wallpaper seemed to have a connection with the two-dimensional world she came from. For instance, the woman was Creeping as fast as a cloud shadow in a high wind (Gilman 1401). Elements of two-dimensional worlds are certainly an exceptionally appealing effect. They symbolize the strained obedient attitude of those characters, given that their movements were rapidly silent.

Health and Diet Essay -- essays research papers

Health and DietAbstract With my personal life experience Id like to explicate that a healthy diet and physical exercises help to lose weight. This passage introduces some scientific means to keep fit and, from both sides, indicates the effection that it may do brought along. Another point is that one should choose an appropriate counseling according to his personal case. Frustration and troubles are often met, but how to deal with them depend on ourselves. What is cricial is about persistence, optimism and rationalism..IntroductionKeeping-fit is sweeping us while some irrational ideas, rather than appropriate ways to lose fat are penetrating into our life. Most plurality dont employ scientific ways so that body was badly damaged, even never repaired automatically. We recommend appropriate ways which not only perform the operate of losing weight, also continue to help to establish personal confidence. One could enjoy the whole process rather than sense some burden. This passage wants to tell us the importance of scientific means to keep fit and take some focus on emotional change when dieting. .BodyKeeping fit, at any make up time, may fill up your mind. Dieting and sports have come by, playing the theme of the life. Now our focus is on which way to be the best way for you to keep fit. In my grade 3 of senior high school, I weighed 80 KG. I had been embarrassed to be of that kind of figure, when looking at myself, permit alone when accepting others unusual sight and ...

Custom Shakespeares Hamlet Essay: Hamlet and Gertrude -- Essays on Sha

Hamlet and the Character of Gertrude Shakespeargons sinful woman in the tragedy Hamlet is named Gertrude. Wife of Claudius and mother of the prince, she is not selected by the ghost for vengeance by the protagonist. Lets consider her story in this essay. in that respect is no doubt that Gertrude is a sinner in this play. In her book, Shakespeares tragical Heroes, Lily B. Campbell describes the extent of Gertrudes sin and of her penalization And of the Queens punishment as it goes on throughout the play, there can be no doubt either. Her love for Hamlet, her grief, the woes that come so fast that one treads upon the heel of another, her cognisance of wrong-doing, her final dismay are those also of one whose soul has become alienated from God by sin.(146) Courtney Lehmann and Lisa S. Starks in Making Mother Matter Repression, Revision, and the lay on the line of Reading psychoanalysis Into Kenneth Branaghs Hamlet, comment on the contamination of the queen in Shakespeares Ha mlet Hamlet, a play that centres on the crisis of the masculine subject and its radical face-off with the sexualized maternal body, foregrounds male anxiety about mothers, female sexuality, and hence, sexuality itself. Obsessed with the corruption of the flesh, Hamlet is pathologically fixated on questions of his own origin and destination -- questions which are activated by his irrepressible attraction to and disgust with the contaminated body of his mother. (1) At the outset of the drama, Hamlets mother is apparently disturbed by her sons appearance in solemn black at the gathering of the court, and she requests of him Good Hamlet, cast thy nighted colour off, And let thi... ...htm Campbell, Lily B. Shakespeares Tragic Heroes. New York Barnes and Noble, Inc, 1970. Coleridge, Samuel Taylor. Lectures and Notes on Shakspere and Other English Poets. London George Bell and Sons, 1904. p. 342-368. http//ds.dial.pipex.com/thomas_larque/ham1-col.htm Jorgensen, Paul A. Hamlet. William Shakespeare the Tragedies. Boston Twayne Publ., 1985. N. pag. http//www.freehomepages.com/hamlet/other/jorg-hamlet.html Lehmann, Courtney and Lisa S. Starks. Making Mother Matter Repression, Revision, and the Stakes of Reading Psychoanalysis Into Kenneth Branaghs Hamlet. Early Modern Literary Studies 6.1 (May, 2000) 2.1-24 . Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http//www.chemicool.com/Shakespeare/hamlet/full.html No line nos.

Custom Shakespeares Hamlet Essay: Hamlet and Gertrude -- Essays on Sha

Hamlet and the Character of Gertrude Shakespeares sinful woman in the disaster Hamlet is named Gertrude. Wife of Claudius and mother of the prince, she is not selected by the ghost for vengeance by the protagonist. Lets consider her story in this essay. There is no doubt that Gertrude is a sinner in this play. In her book, Shakespeares Tragic Heroes, Lily B. Campbell describes the extent of Gertrudes sin and of her punishment And of the Queens punishment as it goes on throughout the play, there can be no doubt either. Her love for Hamlet, her grief, the woes that come so fast that one treads upon the heel of another, her consciousness of wrong-doing, her last(a) dismay are those also of one whose soul has become alienated from God by sin.(146) Courtney Lehmann and Lisa S. Starks in Making Mother Matter Repression, Revision, and the Stakes of Reading analysis Into Kenneth Branaghs Hamlet, comment on the contamination of the queen in Shakespeares Hamlet Hamlet, a play that cen tres on the crisis of the masculine subject and its radical confrontation with the sexualized agnatic body, foregrounds male anxiety about mothers, female sexuality, and hence, sexuality itself. Obsessed with the corruption of the flesh, Hamlet is pathologically fixated on questions of his own origin and destination -- questions which are spark off by his irrepressible attraction to and disgust with the contaminated body of his mother. (1) At the outset of the drama, Hamlets mother is apparently disturbed by her intelligences appearance in solemn black at the gathering of the court, and she requests of him Good Hamlet, cast thy nighted colour off, And let thi... ...htm Campbell, Lily B. Shakespeares Tragic Heroes. newfangled York Barnes and Noble, Inc, 1970. Coleridge, Samuel Taylor. Lectures and Notes on Shakspere and Other English Poets. London George Bell and Sons, 1904. p. 342-368. http//ds.dial.pipex.com/thomas_larque/ham1-col.htm Jorgensen, Paul A. Hamlet. Willia m Shakespeare the Tragedies. Boston Twayne Publ., 1985. N. pag. http//www.freehomepages.com/hamlet/other/jorg-hamlet.html Lehmann, Courtney and Lisa S. Starks. Making Mother Matter Repression, Revision, and the Stakes of Reading Psychoanalysis Into Kenneth Branaghs Hamlet. proto(prenominal) Modern Literary Studies 6.1 (May, 2000) 2.1-24 . Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http//www.chemicool.com/Shakespeare/hamlet/full.html No line nos.

Robbery: Flight Attendant and Officer

Robbery Tanisha Barkley, Desiree Brickles, LaTosha Call, Kimberly Clark, Robin Crumble, Tammara Dimond and Keith Dostie Everest Univer sit aroundy Introduction to questions and Interrogations Professor David Farrow March 16, 2013 Robbery Crime Scenario There was a diamond burglarize at Brussels Airport involving two laugh ables, unity male and one female. The female had the diamonds hidden on her purse, when she passed through warrantor. The male suspect was actually one of the pilots. The female took the public life attendant hostage until the plane was on the ground in Detroit, Michigan.The female and the male were able to get off of the plane. The two suspects were caught later on they got off of the plane and trying to get out of the airport. The two suspects were the last ones to get off the plane and they did not realize that some of the passengers on add-in contacted the jurisprudence via cell phones. Interview Preparation The suspects were identified based on the inf ormation that was given from the passengers and crew on the airplane. Since the female suspect, Alexis Johnson, took the f lightgoing attendant, Lisa Williams, hostage she could thence identify the suspect in detail.Since the suspects were caught after they got off the plane and before they left the airport. The officeholders can set up interviews at the airport to economic aid let all necessary information. In these interviews they will ask the witnesses what happened and for identification of the suspects. Before interviewing the suspects, the officers should try to obtain their background information (Gosselin, 2007). During these interviews there should be other(a) officers that be flavour at the outlook to look that they collect all evidence and information from the plane where all this happened at (Gosselin, 2007).Interviews For the interview process of the witnesses, a morphological interviewing will be practised. Structural interviewing approach builds on the trad itional interview by adding the following components rapport building, narrative description, and an ample interviewee response luck (Gosselin 2007, pg. 71). realise The interview for the witness, Ms. minister of religion is graduation set up the day after, so she is able to gather her thoughts as come up as get over the cushion she experienced. While interviewing Ms. Pastor, she seemed more relaxed as if she only needed sleep.The interview session was set up in a cozy space, with comfy chairs 4-6 feet away from apiece other with a table in the center of them. The room was painted a soft color to relax the interviewee. The first thing the officer does is ensure that she had not been injured and she is stable enough to be questioned. After ensuring her condition, the officer established a rapport by utilise a first conjure basis. Next, the officer asked Ms. Pastor if the interview could be videotaped or voice recorded. Ms. Pastor decided it would be best to go with voice rec ording.At this time, the officer feels that Ms. Pastor is comfortable enough to start the interview. The officer begins to ask Ms. Pastor a series of questions beginning with personalised information and Ms. Pastor seemed comfortable submit them. Next, the officer asks Ms. Pastor about what happened onboard the aircraft. Ms. Pastor verbalize I boarded that plane fine, everything was normal, I put my things above me, and sat in my s sweep away, that flight attendants, came and asked if me and others if we wanted anything to drink or eat before poseoff.The flight attendants performed the safety procedures before the plane took off, and told us to fasten our seat belts as the plane was about to depart. As soon as we took off, a lady came out from the bathroom area, nameing us to be seated and dont move or else we will get hurt. I stayed seated and kept my backtalk shut, sitting there observing everything she was doing. I was amazed, a women was pulling this off. She and another homosexual were talking up ahead where the pilots are when flying, about something in a purse. After the plane landed they left, I guess they got what they were looking for.The man came from the front of the first class area. They met up in the center then started looking for what they came for. They tried not to talk too much but the girl was a dumb, and I guess wanted to hurry up and find it. She got the man mad and thats when I heard them say something about find it in the bag. After the interview with the witness was completed, the officer thanked her for the information she provided as hearty as her time. The officer also gave Ms. Pastor her contact information. The officer also informed Ms. Pastor that if she can remember anything else that she feels would be beneficial, to please call.Victim For the interview of the victim, Lisa Williams, the officer conducted a traditional interview. The traditional interview because she is upset and the officer wants to get the immediate facts as fast as possible (Gosselin, 2007). Lisa Williams was the flight attendant who was taken hostage by the female suspect, Alexis Johnson. The interview room was set up in the security area, a quiet part of the airport with no disturbances, with the chairs facing each other approximately four feet apart the officer does not sit between the door and Ms.Williams because of the assumption of her not counting she could leave (Psychological Principles Interview and Interrogation, 2009). The interview began with asking Ms. Williams for permission to videotape her statement, in which she agreed. In order to establish rapport, the officer and Ms. Williams agreed to address one another by using first names. The officer first began the questions regarding personal information, in order to keep her at ease. Next, the officer began to ask questions regarding what happened on the aircraft.Lisa stated I wasnt expecting anyone to be privy me. It was right after takeoff she grabbed me by the back and pulled the back of the flight attendant break area. She said she had a gun. She blindfolded me and bound my hands. To cooperate I would get hurt but if anything went wrong or anything interfered with the plane landing she wouldnt hesitate to kill me. After the interview with the victim was completed, the officer thanked her for her time and answering questions. The officer also gave Ms. Williams her contact information.The officer informed Ms. Williams that if she can remember anything that would be beneficial to the case, to please call. The officer walked Ms. Williams to meet with her family. Interrogation There were a few techniques during the interrogation of the pilot, Francis Drebin. The officer started with a subjective interview technique in order to establish rapport and to get him comfortable. The officer wanted him to think that he was in the clear and that they were friends in order to get him to open up and share information.The officer began to ask open-e nded questions that allowed him to discuss his typical flight and some of the operations that happened on a regular basis. Upon sharing the names of the flight attendants, his demeanor changed and he began to display signs of nervousness. From here, the officers co-investigator switched to the Reid technique for interrogation. This is a nine step technique to obtain a confession to a crime. Mr. Drebin was confronted about the facts of the case and a theme was developed on the events of the incident (Layton, 2013). He was read his Miranda Rights and officially arrested for his role in the crime.Male Suspect From the information already provided by the witnesses and victim, the pilot of the aircraft was commonly identified by both parties. In light of the details of the incident, the officer uses the structural interviewing technique with the pilot of the plane. This way, he can discuss the narrative of the events of the incident (Gosselin, 2007). Because of the nature of the incident , the interview of the pilot was conducted in the security office of the current terminal of the airport. This room was chosen because of the privacy and the comfort feel of the room. Mr.Drebin was asked if the interview could be videotaped, in which he agreed as well as including another officer in the room. The chairs were at an angle located about five feet apart from one another. Both parties agreed to use first names while conducting the interview. The officer began the questioning with asking personal information in order to keep the suspect at ease. Next, the officer asked Mr. Drebin about his flight. Mr. Drebin stated It started as business as usual. We were ahead of schedule. When I fly the plane, I am isolated from everyone else and only communicate with the tower.I cant really tell what is going on in the cabin unless I am notified by an attendant about a situation through the two-way intercom. I didnt communicate with the flight attendants or the cabin until we hit fligh t altitude, where I told them the length of the flight. Next, the officer asked Mr. Drebin what he meant by the communication with Ms. Johnson. After approximately xxx seconds, Mr. Drebin stated I am sure that I was just giving the crew some flight plans and times for service. The officer observed his body voice communication because he was becoming agitated with the questions.His non-verbals made it easy to see this. Then he seemed to be nervous and to fidget. Mr. Drebin was informed that he was a suspect in the robbery heist and was placed under arrest. The officer read Mr. Drebin his Miranda Rights. When the officer began to question Mr. Drebin, he decided to lawyer up. Female Suspect At the scene of the robbery a female suspect was captured. She was then asked what her name was she refused to speak. The arresting officer then proceeded to read the woman her Miranda rights and placed her in the police cruiser.Once we arrived at the police station the female was then place in a small room for questioning. When the officer entered the room to begin questioning, she established a rapport with the female. Both parties sat at opposite ends of the table. The officer asked her what her name was and she refused to answer. The female was suspect was informed was caught by another officer and the jewels were found in her purse at the time of arrest, there is more than enough evidence to put her away and that she is going to get one more chance to tell your side of the story.She still refused to speak. The officer proceeded to inform her that the male suspect in custody and he is already placing blame away from him if she doesnt want to take all the heat, she needs to start talking. She then proceeded to say that she was part of the robbery. The cognitive technique was used in order to gain rapport and start with easy questions to help get and keep her relaxed. However as the questions seemed to become harder, she was not happy and would not traverse with the que stions (Heuback, 2010).The female suspect was asked her name, in which she replied Alexis Johnson. Ms. Johnson was then asked personal questions in order to get her at ease. Ms. Johnson was reminded of her Miranda rights and she informed the officer they were already read and understood them. When asked why she robbed the plane, Ms. Johnson stated I felt that I could use the extra money and buy everything that I have ever wanted. Ms. Johnson then decided that she wanted a lawyer present. Summation In this crime scene we found out how two individuals worked together to steal some diamonds off an airplane.These two people were very intelligent, and they did manage to get the diamonds off the airplane. However, the suspects were not able to make it out of the airport before they got caught. The police met them at the door. Both suspects were found guilty of their crimes and arrested. Bibliography The officers can set up interviews at the airport to help obtain all necessary informatio n. In these interviews they will ask the witnesses what happened and for identification of the suspects. Before interviewing the suspects the officers should try to obtain their background information (Gosselin, 2007).During these interviews there should be other officers that are looking at the scene to ensure that they collect all evidence and information from the plane where all this happened at (Gosselin, 2007). For the interview process of the witnesses, a structural interviewing will be used. Structural interviewing approach builds on the traditional interview by adding the following components rapport building, narrative description, and an ample interviewee response opportunity (Gosselin 2007, pg. 71). The traditional interview because she is upset and the officer wants to get the immediate facts as fast as possible (Gosselin, 2007).The interview room was set up in the security area, a quiet part of the airport with no disturbances, with the chairs facing each other approxim ately four feet apart the officer does not sit between the door and Ms. Williams because of the assumption of her not thinking she could leave (Psychological Principles Interview and Interrogation, 2009). Drebin was confronted about the facts of the case and a theme was developed on the events of the incident (Layton, 2013). In light of the details of the incident, the officer uses the structural interviewing technique with the pilot of the plane.This way, he can discuss the narrative of the events of the incident (Gosselin, 2007). The cognitive technique was used in order to gain rapport and start with easy questions to help get and keep her relaxed. However as the questions seemed to become harder, she was not happy and would not continue with the questions (Heuback, 2010). References Gosselin, D. (2007). Smart Talk Contemporary Interviewing and Interrogation. Upper Saddle River Person Prentice Hall. Heuback, J. (2010). Suspect Interrogation Communication Strategies and Key Person ality.Retrieved from ACTR Advances in Communication Theory and inquiry http//www. k-state. edu/actr/2010/12/20/suspect-interrogation-communication-strategies-and-key-personality-constructs-jessica-heuback/default. htm Layton, J. (2013). How police interrogation works The Reid Technique. http//people. howstuffworks. com/police-interrogation. htm Psychological Principles Interview and Interrogation, (2009). Interview and Interrogation Rooms. http//www. social_engineer. org/framework/Psychological_Principles_Interview_and_Interrogation

Marine Science Review Guide Essay

Know that the 3 adaptations that allow phytoplankton to float are cavities in the center of their cells, cells contain oils and fats, and spines around the cavities Are phytoplankton the base of the ocean food for thought chain?What things do phytoplankton need to survive?What percentage of the Earths oxygen are phytoplankton responsible for producing? Which type of phytoplankton are responsible for cerise tide?What negative effects can red tide cause for the nautical environment? If upwelling aids in phytoplankton growth, would less upwelling affect phytoplankton numbers? How? How does a decrease in phytoplankton affect the rest of the food web? Would harmful algal blooms cause erosion?If phytoplankton help reduce carbon dioxide on Earth, what would an append amount of phytoplankton do for carbon dioxide amounts? Marine Iguanas (Lesson 4.07)What do they primarily feed on?What adaptations allow them to live and eat in the water?Where do the marine iguanas live (they are only fou nd in this one area of the world)? Why do these cold blooded organisms lay on the rocks instead of run in the cold water? What is the main reason for their decline in population?Galapagos Islands (Lessons 4.04, 4.06, 4.07)Why do the same species on different Galapagos Islands have some different traits? What is the process of adapting to live more successfully and survive in a habitat called? Food Chains/Webs (Lessons 4.08, 4.09)Know order of organisms in a food chain. (primary producer, consumers tertiary, quairtinary, primary, secondary, and the role of the decomposer) Would bacteria be considered a decomposer?What happens to the 90% of energy that does not transfer to the next trophic level in a food chain? What amount of energy gets transferred to each level of the food chain as you move up it? Know how to choose organism types in afood chainEX phytoplankton = primary producerBe able to create a food chain from a list of marine organisms Be able to explain the difference betwe en a food chain and a food web Are higher trophic level animals more often than not larger in size and fewer in numbers? Which organism in a food chain has the most energy?

Catholic Baptism

Roman Catholicism relates itself to broader and more dominant pietism of Chrisitinity. They sh be a life-size number of similarities in terms of biblical references(Contender Ministries, 2005). From the immaculate conception of Mary to the trinitarian belief. They share the deity of Jesus Christ who died on the cross and was resurrected by and by three days. Its history started with turncock the Apostle. Being the rock where Jesus Christ appointed his church, Peter along with the another(prenominal) apostles started their ministries and traveled around Europe and to other continents to spread the Word of God and life of Jesus Christ(Religion Facts).From then on the appointment of a pope became a necessity in the survival of the church. Peter creationness the first pope and considered as the spiritual heir to the leadership of Jesus, Catholics subject themselves in its ruling. The pope administers and heads a hierarchy of religious leaders from the final parish priests to car dinals. Also, the crusades have contributed greatly in the acceptance of the Catholic church around Europe. Almost all of the beliefs of the Catholic church is similar to the beliefs of other varieties of Christianity.Being establish from a central bible, it follows the teachings of prophets, apostles, and disciples. Also, the concept of a single god with three personas, the Father, the Son, and the Holy Spirit, and Jesus Christ as both divine and human are shared among Catholics. Examples of distinctive beliefs are the leadership of the pope, the existence of purgatory in afterlife, and transubstantiation or the use of bread to represent the body of Christ (Religion Facts). Also, catholics venerate saints as intermediaries to their prayers to God.Catholics gather in their Eucharistic celebration called mass. The mass is usually held weekly, specifically on Sundays, to commemorate the gospels and teachings of Christ. It constitutes gospel readings, a homily or sermon, voice of certa in prayers like The Lords Prayer, songs, sacrifices, and communion. Communion symbolizes the last supper where Christ shared bread and wine to His apostles. The structure of a Catholic Church is patterned from that of St. Peters Bassilica. It has a large facade that resembles a large altar due to the presence of stone statues of saints.Inside it has a dome over the altar where the ceremonies are being held. Churches too commonly have a grotto in veneration of Marys apparition in Lourdes, France (Queen of Peace Productions). Similar to other varieties of Christianity, Catholicism practices baptism. Baptism is included in the septet sacraments they follow to attain eternal salvation(Contender Ministries, 2005). The practice originated from the story in the bible where the Apostle John poured water on Jesus. It is believed that through baptism we are cleansed of our original sin and are now welcome to the chruch of God.In baptism, a person is being poured with holy water over a large basin under the sign of the cross. This mark the acceptance of the person being baptised to the church of Christ. Before the person is poured with water, the presiding priest asked the people present to renounce the devil and the sins accompanying it and follow the teachings of God. On this respect they show their rejection of evil and thus cleanses them particularly the person being baptised from their original sins (Cathechism of the Catholic Church).Also, the utterance of the Apostles Creed is done for this purpose. The person being baptised wears white clothes to signify his acceptance of Christ. The whole ceremony is very solemn, though there were jokes on the number of guests which become the godparents of the person being baptised. there feeling of oneness is present among the attendants. The ceremony suggests a feeling of relief for the person being baptised, because again another person is introduced to a religion with its moral and spiritual teachings.

Politics, Presidents and War Essay

struggle is inevitably an exercise in politics. In the best case the semipolitical process provides checks and balances that can contain or even prevent struggle. In other cases the political process itself is the primary driving force towards war. These two realities are not mutually exclusive. The Persian disjunction struggle of 1991 provided evidence of both political realities. Politics influenced the nature and the course of the war, and vice versa. In the context of what has happened since 1991 the Persian disconnection War, also known as Desert Shield and Desert Storm, is a fading memory. The political importance of this war cannot be underestimated, however.The socio-political impact of this war would come to fruition inside a decade. This impact is part of a continual process of reflexivity between war and politics, particularly in the United States. For better or worse, the government itself was altered by this war and the associated political processes. Storm Clo uds The Persian Gulf War of 1991 had immediate causes. When ibn Talal Hussein Husseins Iraqi military invaded oil-rich capital of Kuwait a crisis was created. The United States and a coalition of mostly Western nations were compelled to respond. Kuwait was a strategically important ally in the Middle East.If the invasion was allowed to stand, ibn Talal Hussein Hussein would be in position to launch an attack against Saudi Arabia, another important ally. After working several months for a resolution within the United Nations, the coalition prepared to launch an attack. The agreed upon flush was limited to ousting Iraqi forces from Kuwait. Going any further would require much more than discussion. For Iraq, the invasion of Kuwait came on the heels of a failed war with Iran in which millions were killed. War debt was draining Iraqs coffers. There was also a political angle for Iraq. ibn Talal Hussein sensed that he could not appear to be weak in any way.Using revisionist history, Sad dam claimed that the Iran war had somehow been a success. That message was compulsive home as Saddam erected even more palaces and monuments dedicated to himself. The invasion of Kuwait was a calculated political gamble. The United States and other nations had backed him in the war with Iran. He believed, at worst, that those nations would be ambivalent to his takeover of tiny Kuwait. Mean opus he peppered the Iraqi media with trumped up level offs against Kuwait. Even if he was eventually obligate bug out, Saddam believed that he could plunder the wealth of Kuwait before retreating.With a demoralized military after the Iran war, Saddam also felt he had to trammel his army occupied so they could not conspire against him. He tried to put them in a easily winnable feature in an effort to change integrity his own power. Knowing how Saddam operated, the United States made certain not to underestimate him. Senator William V. Roth, Jr. (R. -Del. ) Said that He is as unpredictable a s a desert storm and as deceptive as a mirage (Mitchell, 1991). When Saddam failed to comply with repeated United Nations resolutions, the coalition mobilized itself for war.As in any war, the crisis that caused the unhorse of the war was simply the culmination of many prior socio-political movements and actions. With that in mind the American political science started a concerted political effort to build internal support for the war. The threat was maximized for public consumption. President Bush declared that what is at stake is a impertinently World Order (Abdulla, 1994). Having successfully swayed public opinion, the administration now had to successfully fight the war in both military and political wrong. Politics and Policy In Washington politics the terms Vietnam War and quagmire are toxic.Any association with them can mean the quick death of a policy or military initiative. In the lead-up to the war politicians capitalized upon the Vietnam syndrome from a number of ang les. Opponents of any military intervention used the phrase potential quagmire numerous times in their arguments. Once it was apparent that a war was going to take place, even supporters used this term in an attempt to shape the type of war it would be. In other words the political military post required that the coalition go in with overwhelming force, but minimize civilian casualties at the same time.The administration knew it could not allow an extended second conflict to emerge. The powerful triangle of war, television and politics had defeated the Johnson administration during Vietnam. This time, the administration was prepared to take extreme measures to prevent such a situation from happening again. Meanwhile, coalition leaders toed a tricky political line in maintaining world support for the action. Since before the war had even begun the reduce of oil had prompted loud voices of disapproval about the impending war. Opponents claimed that the U. S.led coalition was not so concerned with Saddams violation of International police or with the freedom of a formerly sovereign nation. Instead, they claimed that the primary reason for the upcoming attack was to secure fuel for the oil-thirsty Western nations. Oil was a rattling strategic concern. Access to cheap oil was a pillar underneath the American economy. Two of the most reliable pre-war suppliers were Kuwait and Saudi Arabia. In argue these nations, the U. S. hoped not only to secure its oil supply but also force a split between the nations in the OPEC oil cartel.In the political arena, though, this by itself was not a justifiable reason to fight a war. This sentiment was particularly true among the European nations in the coalition. Holding this coalition unneurotic was critical to the overall effort. From the perspective of the administration, the war could not be seen as trading lives for oil. That would reinforce world perceptions of the United States as a penurious empire. Eventually the e roding effect of public opinion would have weakened the tenuous coalition. In fact, this had been part of Saddams political strategy from the outset.Saddam Hussein apparently counted on American public pressure to prevent a committment of troops to defend either Kuwait or Saudi Arabia (Carlisle, 2003). Vietnam expertness be thought of as a constrained war, not in terms of casualties but in terms of the lengths the U. S. was willing to go to ensure victory. The Gulf War, in contrast, was a careful war. Every attempt was made to minimize both coalition casualties and the public reporting on those casualties. The military also went out of its way to project the image that Iraqi civilians were not targets.Reports began to surface about large numbers of Iraqi casualties, but they were largely squelched by the never-ending presentation of surgical strikes on the enemy. For his part Saddam tried to play up images of apparently innocent Iraqi casualties. American officials admit, in hinds ight, that Saddam contend the political game well. After all Saddam is a politician not a soldier (Dunnigan, 1992). The Outcomes Militarily, the Gulf War at first appeared to be as close to flawless as is possible. The Iraqi military was swept out of Kuwait in a matter of weeks.The military had taken reporters into their ranks while still tightly check up onling the flow of information. Images of deadly accurate smart bomb deployments and successful interception of Iraqi SCUDs by American nationalist missiles permeated the nightly news. President Bushs approval ratings skyrocketed to unprecedented levels. Politically the effort was less successful. According to U. S. News & World Report But inasmuch as victory suggests the decisive defeat of an opponent, there was none. This triumph without victory was perhaps the most striking irony of the entire conflict (1993).The U. S. had hoped that Saddam would be overthrown in the process, but was unable to make the case that it should be d one by the coalition. When parts of the country revolted against Saddam, the lack of coalition help allowed Saddam to crush them brutally. At the time, the outcome seemed acceptable. According to R. W. Apple, Jr. they appear to have done just enough to make it unlikely that a second Persian Gulf war will erupt any time soon (1991). In hindsight it is apparent that this set the stage for another Gulf War. Ten years later, the U. S.and a smaller coalition of nations launched an attack with the expressed purpose of overthrowing Saddam. The Presidency The Gulf War of 1991 was a watershed moment in the history of the Presidency of the United States. The War Powers Act theoretically reserved the right to make war to the U. S. Congress. An increasingly long line of Presidents have resisted this notion, finding loopholes in order to defend American interests. The Gulf War was unique in that the President undertook a sustained effort to marshal international support before even gaining dom estic support.Critics charge that Bush was trying to circumvent Congress by seeking United Nations approval (U. S. News & World Report, 1993). There was dissent in the Congress to the take a firm stand of political power by the President. Many felt that the issue was not thoroughly debated. George Mitchell (D. -ME) wrote that In effect the President, overnight, with no consultation and no public debate, changed American policy from being part of a collective effort to enforce diplomatic sanctions into a predominantly American effort, relying upon the use of American military force. (Mitchell, 1991)Nevertheless, this would puzzle the template for future Presidents wishing to undertake military action. A formal declaration of war, as they saw it, was unnecessary. As the Commander-in Chief the President is charged with reason American interests. A further asserting of Presidential power was the perceived shackling of the press (U. S. News & World Report, 1993). For the first time, a full-scale effort to control the modern, multimedia press was undertaken. The in the National interest argument was used to full effect. From this perspective the administration could paint uncooperative media as unpatriotic or untrustworthy.Conclusion In Vietnam, television had shown Americans the realities of modern warfare. Political ramifications soon followed. In the Gulf War of 1991, the conflict was, in fact, planned from a political and media perspective. The war marked an increase in the assertion of Presidential power. It also marked an increase in the ability of that branch to use the media, public opinion and internationality to increase that power. It was a political evolution that has now become commonplace. Was the Persian Gulf War of 1991 a success? Militarily, it was. The military carried out its proscribed mission with remarkable efficiency and media savvy.In terms of international politics, it merely preserved the status quo while not resolving any underlying pro blems. In terms of domestic politics it allowed for an increase in Presidential power while setting the template for future military conflicts in successive administrations. The template worked expeditiously for a while, but by the end of the second Bushs administration the political pendulum was swinging back toward Congress and more hesitancy in carrying out large-scale military actions. Works Cited Abdulla, Abdulkhaleq. Gulf War the socio-political background. Arab Studies Quarterly. 16. 3 (1994). Apple, R. W. Jr. After the War Politics Another Gulf War? The New York Times. 10 Mar. 1991 B01. Carlisle, Rodney P. Persian Gulf War. New York Facts on File, 2003. Dunnigan, James E. & Bay, Austin. From Shield to Storm. New York Morrow & Co. , 1992. Mitchell, George. Confrontation in the Gulf War and Peace A sampling from the debate on Capitol Hill. The New York Times. 11 Jan. 1991 A03. U. S. News and World Report. Triumph Without Victory the unreported history of the Persian Gulf Wa r. New York Random House, 1993.

Fashion of Roaring Twenties and the Sixties

Fashion of the Roaring Twenties and The Sixties Fashion is the style prevalent at a given time. It ordinarily refers to costume or clothing style. E very(prenominal)body has to wear clothes, making mood a part of everyday life. The management someone dresses says a lot about his or her personality, age, culture and experience. At times of economic or hearty channel, fashion often changed. The 1920s and the 1960s are big eras were economic and social change were happening. They are some(prenominal) largely known for their fashion.The 1920s was also known as the Roaring Twenties due to the periods social, artistic, and cultural energy. The mid-twenties were right after the end of World War One and right before the Great Depression. The era was notable for inventions and discoveries, industrial growth, increased consumer demand and remarkable changes in lifestyle (roaring twenties). During the twenties, the economy of the United States evolved from a wartime economy to a peaceti me economy. The Eighteenth Amendment prohibited the manufacture, sale, import and export of alcohol in attempt to help the social problems.Passing the nineteenth amendment gave women the political equality they had been fighting for. The twenties were also known as the Jazz Age because jazz medication grew in popularity. During the 1920s jazz music flourished, the flapper redefined modern womanhood, Art Deco peaked, and the Wall Street Crash of 1929 ended the era, as the Great Depression set in (roaring twenties). The Roaring Twenties were trying to break from traditions of the Victorian way of life. Since the 1920s was a time of celebration, there were m whatever fads.Young womens fashion of the 1920s was both a trend and a social statement. They were labeled flappers by the older generations. Flapper was a popular slang for a very juvenile prostitute or a lively mid-teenage girl. The image of flappers were young women who went to jazz clubs at night where they danced provocative ly, smoked cigarettes through long holders, and dated freely, perhaps indiscriminately. They rode bicycles, brood cars, and openly drank alcohol, a defiant act in the American period of Prohibition (flapper). They were seen as rude and self-assertive for their behavior. The new woman was less invested in social service than the Progressive generations, and in tune with the capitalistic spirit of the era, she was eager to compete and to find personal fulfillment (roaring twenties). Flappers as a social group were separate from other 1920s groups their behavior was bizarre at the time. They challenged womens traditional public roles, supporting voting and womens rights. Some flappers werent into the administration. Older suffragettes, who fought for the right for women to vote, viewed flappers as vapid and in some ways unworthy of the enfranchisement they had worked so hard to win (flapper).In entree to their strange behavior, they were known for their style. Flapper style made gir ls look young and boyish. They had a chin-length bob hairstyle and wore straight waist dresses with a hemline above the knee. The risen hemline allowed flashing of the legs when a girl danced. They also removed the corset from female fashion. Until the 1920s, cosmetics were not accepted in American society because of its association with prostitution but flappers made cosmetics popular. amply heels also came into style, 2-3 inches high.Writers and illustrators in the United States popularized the flapper look through their works, making flappers appealing and independent. Even though the flapper look and lifestyle were popular at the time, it could not exist through the Wall Street Crash or the Great Depression. Another popular era for fashion was the 1960s, more commonly called The Sixties. The sixties was a vogue escaping from the conservative ways of the fifties and eventually resulted in revolutionary ways of thinking and real changes in the culture of American life (Goodwin) .The Civil Rights thrust played a major role of changes in society in the 1960s, starting with Martin Luther King Jr. In 1961, John F. Kennedy was elected chairman, becoming the youngest president to ever hold office. The Vietnam War was a major event in the 1960s that absorbed a lot of national attention. The draft took place followed by anti-war outlook. The National Organization of Women questioned the unequal treatment of women in the society. The hippie movement arose as a result of young people not content with the generation ahead of them. The sixties was a decade that broke many fashion traditions, mirroring social movements during the period (fashion). The sixties were the age of youth, who wanted change. The changes they were looking for stirred education, values, lifestyles, laws and entertainment (Goodwin). There were so many young people in the sixties due to the post-war baby boom. The children had grown up and were becoming teenagers and young adults. These youths changed the fashion, the fads, and the politics of the decade (Goodwin).They dressed to convey rebellion. The sixties began a decade which may well be recorded as one of the most fashion-conscious periods in new-fashioned history, challenging the 1890s and the 1920s (1960s fashion). The hippie movement arose during the mid-1960s. hippies didnt focus on what others estimation, they believed in equality for all. Hippie characteristics comprised of listening to rock, accepting sexual revolution and the use of drugs such as marijuana and LSD to explore alternative states of consciousness (hippie). flower people were pacifists, the belief that any violence is unjustifiable, under any circumstances, and that all arguments should be settled by peaceful meanings. They participated civil rights marches and anti-Vietnam War protests. The late 1960 produced a style categorize of people whom promoted sexual liberation and favored a type of politics reflecting peace, love and freedom (fashio n). By 1965, hippies had become an established social group in the United States. By 1968, the hippie look was in style. Hippies way of dress and grooming was one way of expressing their thought of independence. some(prenominal) genders wore bell-bottomed jeans, tie-dyed shirts, headbands and sandals. Women often went barefoot and braless. Teenage girls often wore fringed buckskin vests, flowing long dress, Mexican peasant blouses, gypsy-style skirts, scarves, and bangles (fashion). Fabrics frequently consisted of animal or paisley prints. Both men and women grew their hair out long, including mens facial hair. Further trends included love beads, peace signs, body piercing and tattoo body art. Hippies wore clothes that they felt communicated themselves and their individualism. Hippies repelled the post war ugliness in the world and turned the attention of fashion stalwarts towards as much natural smasher as possible (Borade). The 1920s and the 1960s style of fashion appears to be v ery diverse. When observing each eras attire they portray diverse looks. In the twenties, they wore dark colors opposed to the sixties where they wore very bright colors and patterns. Flappers wore tight, short dresses while hippies wore loose, floor length dresses. Flappers popularized make-up, wearing very drastic blush and lipstick. Hippies wanted to be natural so they didnt wear any make-up.Although they seemed completely variant, their motives behind their eccentric fashion were the same. They were both rebelling against the norm and trying to prove their independence. Fashion is a way of expressing personality and independence. Every person has their own sense of style and they show that through the way they dress. Everyday people get dressed, choosing clothes that they like and illustrate them best. Clothes are talked about, thought about and worn daily. Each era has a different fashion that shows up in clothes, attitude, personality and behavior.

Student Learning Achievement In Cambodia

Since the prostration of the Pol Pot g any overnment until early cc0s the term Student Learning Achievement was on occasion mentioned. The authorities at that trim back basically focused on how to garner kids and grownups to displace to school to larn from the people who merely had better cognition than their pupils. As a consequence, merely surrounded by 1998 and cc3 the per centum of kids come ining primal school expanded by about 36 per centum ( EMIS, 2003 ) .But with the singular additions in amountss of pupil registration the control caliber, in general, be to be difficult to better.MoEYS recognizes that careful attending must be given to guarantee that policy-led determinations are harmonic with improved larning achievementa Most schools do non carry by dint of expected stripped contact hours per twelvemonth. Continuous schoolroom monitoring of integrity pupils command of indispensable acquisition competences and accomplishments, linked to ongoing redress, and regu lar, independent auditing of educational quality and criterions begin yet to be translated into plans that mint be implemented countrywide ( EFA National Plan 2003-2015, p.25 ) .If the quality issues had been asked for, specifically the pupil larning results, the chief mechanism that umteen people normally have been referred to, even up to now, is through national interrogatory. But is it sensible if national scrutiny will be used for identification number outing the pupil larning results?While analysis of scrutiny consequences can supply pe finalrations into pupil accomplishment and can place schools in which pupil public institution is weak, its value is limited. One restriction is that public scrutinies normally test merely narrow countries of a trail of study. This is partially because a limited figure of topics can be examined it is besides because within these topics, the focal point of the scrutiny tends to be on course of study content and competences that will max imise favoritism in the midst of pupils who will be selected for farther instruction and those who will non. The accomplishments of lower-performing pupils as a consequence may non be adequately represented ( Kellaghan and Greaney, 2004, P. ? ) .It is agreed with the statement of Kellghan and Greaney and is believed that scrutiny is non the right manner for mensuration the pupil larning results. Additionally, Bethell stated that The premier intent of an scrutiny system is to supply each campaigner with a consequence which accu commitly reflects her/his horizontal surface of accomplishment. The routine of the consequence, e.g. for university choice or as an employment making, is aimed at the person. In contrast, the intent of a sample-based national appraisal is to supply dependable readings on the effectivity of the system as a whole ( 2003, P. ? ) . Furtherto a greater extent, Hernes, Director of International Institute for groomingal Planning ( IIEP ) , noted that a Asses sment has become over the old ages an of import key to the betterment of the quality of instruction. It is one of the most dependable ways of placing jobs, whether these are the system degree, of school degree, or concern the single pupil ( UNESCO, IIEP 2001, P. ? ) .The constructs of Education Assessment have been applied in many countries/ organisations, although they have different intents, models and overtures, such as Southern and Eastern Africa Consortium for observe Educational Quality ( SAQMEC ) , Trends in International Mathematics and Science Study ( TIMSS ) , Programme for International Student Assessment ( PISA ) and so forth.TIMSS, for illustration, is an foreign appraisal of the mathematics and scientific discipline cognition of 4th and eighth-grade pupils around the universe. TIMSS is conducted every four twelvemonth. The chief end of TIMMS is to supply comparative information about educational numeric accomplishment across states to better instruction and acquis ition in mathematics and scientific discipline ( TIMSS International Report, 2007 ) . The TIMSS consequences so provide comparative positions on tendencies in academic achieving in the context of different educational systems, school organisational attacks, and instructional patterns.PISA, on the other manus, is a collaborative attempt undertaken by all genus Phallus states of the Organization for Economic Co-operation and Development, ( OECD ) and a figure of non-member spouse states to mensurate how well pupils, at age 15, are prepared to run into the challenges they may meet in future life. The PISA appraisal takes a wide attack to measuring cognition, accomplishments and attitudes that reflect current alterations in course of study, traveling beyond the school based attack towards the usage of cognition in mundane formulateing grades and challenges. The accomplishments acquired reflect the ability of pupils to go on larning throughout their lives by using what they learn in school to non-school environments, measuring their picks and doing determinations. The appraisal, jointly guided by the take parting authoritiess, brings together the policy involvements of states by using scientific expertness at both national and international degrees ( PISA, 2006 ) .In peculiar the continent of Africa, the Southern and Eastern Africa Consortium for Monitoring Educational Quality ( SACMEQ ) is an international non-profit developmental organisation of 15 Ministries of Education in Southern and Eastern Africa. The state members decided to work together to portion experiences and expertness in developing the capacities of instruction contrivers to use scientific methods to supervise and beat the conditions of schooling and the quality of instruction, with proficient aid from UNESCO International Institute for Educational Planning ( IIEP ) . The consequences of SACMEQ have been used extensively by assorted institutions/stakeholders, Ministries of Education ( MOE s ) , international/bilateral organisations, universities, and single educational contrivers and research workers, within the take parting states as a resource for instruction sector surveies and as baseline information that can be employed in policy treatments and arguments about the conditions of schooling and the quality of instruction ( SACMEQ, 2010 ) .The Vietnamese Ministry of Education and Training ( MoET ) launched a large monitoring thought of primary instruction in 2000, the beginning(a) of its sort in the state. The survey tested students and their instructors in the last class of primary instruction ( Grade 5 ) , utilizing a sample cross sectional study in two key capable countries, reading comprehension in Vietnamese and mathematics. The survey tried to happen the chief issues and propose policy recommendations in wander to raise the pupil accomplishment, to better the system effectivity, to shut the spread between the top and bottom through compensatory support, to c ompensate emerging societal differences, and to mensurate the student accomplishment through regular testing ( mentions? ) .At the present xxiv hours, there is a turning consciousness of similar issues in Kampuchean instruction policy paperss such as the Education for All ( EFA ) program 2003-2015, Education Strategic Plan ( ESP ) 2006-2010 and Education Sector Support Program ESSP ) 2006-2010.The inquiries of quality, the steps to accomplish the quality ends and marks have been received more and more attending. Additionally, in the Ministry of Education Youth and Sport ( MoEYS ) course of study reform lineation, the minimal criterions for classs 3, 6 and 9 in topics of Khmer, Social Study and Mathematics were open up ( MoEYS, 2006 ) and late, a new establishment that considers instruction quality ( called the Quality Assurance Department ) has been complete ( MoEYS, 2009 ) .Statement of the ProblemAlthough the schemes to accomplish the results and marks of the policy were sec ure in about the full Ministry policy paperss, for illustration, Implement the minimal criterions of pupil accomplishment for classs 3, 6 and 9 countrywide, guarantee a shared apprehension of minimal criterions amongst instructors, parents and other stakeholders and follow up on the consequences of the runnings in the countrywide school study cards ( ESP 2006-2010, p.14 ) , The minimal criterions of above classs were illustrated, the information or indexs on existent accomplishment in quality and results of larning have non been yet presented, except some proxy indexs demoing about publicity and repeat rates. The supra cerebrate information can be seen in some instruction spouse surveies such as UNICEF ( Prak Phalla, 2005 ) and World verify based undertakings, Education Quality Improvement regorge ( Marshall, 2004 ) , Save the Children Norway ( SCN,2007 ) and Cambodia Education Sector Support Project ( CESSP, 2006, 2008, 2009 ) . In the Education Strategic Plan ( ESP ) 2006-20 10, the Sector Performance Milestones and Targets tables shows the marks for about all indexs but there are spaces for indexs of per centum of pupils run intoing course of study criterions in Khmer and Math based on standardised trial at Grade 3, 6 and 9 ( auxiliary A, Table II Quality and Efficiency, ESP 2006-2010 ) . Furthermore, if the inquiry about how good the pupils at grade 3 or 6 or 9 can accomplish correspondd with the course of study criterions the reply will non be easy to happen.There is really small grounds in Cambodia related to prove execution. One of them is a study from execution of a undertaking called Education Quality Improvement Project ( EQIP ) which was supported by the World Bank from 1999 to 2003. One of the EQIP undertakings was to prove all Grade 4 pupils of the undertaking coverage states ( Kandal, Kampot and Takeo ) . Specifically, the chief intent of the trial was to detect the impact from the execution of undertaking grants on assorted activities by the schools, i.e. to compare the pupil accomplishments in Numeracy and Literacy at the beginning of the undertaking and terminal of the undertaking period ( EQIP Final Report, 2004 ) .In 2005, MoEYS/Pedagogical search Department ( PRD ) with aid from UNICEF started implementing a undertaking on Grade 6 Learning Achievement by carry oning the trial on mathematics and Khmer. The aims of the undertaking were to supply information on pupils larning accomplishment in the province school including the Child Friendly Schools ( CFS ) to MoEYS, UNICEF and relevant stakeholders to set up a baseline degree for Grade 6 larning accomplishment for the new course of study and criterion to compare the pupil consequences between CFS and non-CFS schools to roll up informations for usage for a alteration of the Grade 6 course of study, text editions and instructors manuals and auxiliary teaching/learning stuffs and to happen out the existent state of affairs of larning accomplishment in primary schools.In his study, Prak ( UNICEF, 2005 ) recommended that more standard points should be put in. This is because in this trial non all Grade 6 course of study criterions on Khmer and Math have been tested owing to a clip and budget restraint ( p. ? ) .Purpose and SignificanceThe course of study criterions ( minimal criterions ) for Grade 3, 6 and 9 had been established since 2006 ( Appendix B ) but until now there is no papers or study depicting how the pupils perform compared with the criterions. This paper, hence, efforts to exemplify the consequences of one of the above class degree ( Grade 9 ) , so the research findings will non merely be used for carry throughing the losing informations in the ESP papers for the defined twelvemonth but besides to show how good the Grade 9 pupil can accomplish comparing with the official curriculum criterion. More significantly, the findings will train why the pupils are perchance really good or hapless in some content countries of the co urse of study, for illustration, what possible grounds cause them to be good in work outing job by utilizing graph or, contrastingly, they are hapless in happening length of dischargeBesides this, as we live in the planetary context and as the instruction systems are bit by bit developed we need to exemplify that sort of consequences to compare with other states in the part or/and well-known organisations such as TIMMS, PISA, etc.Research QuestionMore specifically, this papers tries to reply these research inquiriesWhat is the general mean degree of pupil larning accomplishment in Mathematicss in sample schools in comparing to the national criterion?How subscribe the norms in Mathematics qualify by content and sub-content country?Are there important differences in the acquisition accomplishment by location, gender and socioeconomics by quintile?Research MethodsWith the support from the Kampuchean Education Sector Support Project ( CESSP ) / MoEYS, the National Assessment unit ha s conducted several trials in different class degrees, lead, six and nine, since 2005. The overarching intent of the MoEYS appraisal work is to supply a system-wide diagnosing of school quality and pupil acquisition. This is done utilizing standardised trials that measure the functionary, or intended, course of study based on points created by MoEYS forces. Since I am one of the members of this unit I have discussed with the squad members to plan some peculiar undertakings for this survey purpose along with the chief undertakings of the undertaking.sample distribution Technique and Sample SizeThis is a theoretical account of diagnostic appraisal which requires merely representative sample of schools to stand for the state as the whole. With a full support from CESSP/World Bank a scope of trying technique and sample size was produced. The type of sample was defined as two-stage pot sample. This was done in five stairss 1 ) specifying the population the class nine population is restr icted to take down secondary schools, EMIS information 2008, that have at least one grade nine category with 20 or more pupils 2 ) make up ones minding how many schools are required 200 schools were selected by utilizing trying package produced by IIEP ( called IIEPSAMP ) with the Effective Sample Size ( ESS ) of 400 ( Appendix C ) 3 ) specifying the strata the strata here referred to the three chief parts in the state Urban, Rural and Remote 4 ) choosing the schools the package so produced 50 schools in urban, 139 in rural and 11 schools in distant countries ( Appendix D ) and, 5 ) choosing the pupils within each school 30 pupils per school were indiscriminately selected so the sum of pupils were about 6,000. Restrictions of the method adopted.Research ToolsThe range of this survey is really seen as a really large survey nevertheless, as above mentioned, the readying for this survey was carried out alongside with the MoEYS undertakings which being involved by related ministry d epartments/staff therefore some of the related results/findings can be considered and used as the findings of this survey.With the intent of comparing the degree of pupil accomplishment in math the curriculum trial design ( Appendix E ) , test brochures and official course of study criterions are basically needed. In hang on, in graze to detect the deduction to the pupil achievement the information from pupil and instructor interview is besides required.Datas AnalysisThe points produced by the MoEYS specializers covered the content and sub-content countries of the intended course of study in general ( Appendix E ) . For this survey purpose the points related to course of study criterions will be defined.Descriptive Statisticss This will compendium the information particularly the pupil accomplishment in mean per centum correct ( average ) and standard divergences are besides used when appropriate.Comparisons of Meanss Since the sample is divided into three types of school locatio ns ( parts ) , male and female pupils participated and the pupils came from different socio-economic position t-test, ANOVA or/and chi-square could be used for gauging the differences among those variables.By making this we can demo the differences existed in the content and sub-content countries, later, we will research for what countries have the highest comparative tonss, what is the lowest, etc. Then the consequences that relate to the course of study criterions can be explored, and therefore we can moderateness about how the Grade 9 pupils achieved when they finished their category. The spreads between pupils like urban-rural, poor-rich, boys-girls, etc will besides be demonstrated. More significantly, from consequences in Numberss we will seek to research what make consequences intend in footings of what pupils can really make and why they performed ill in some peculiar content countries of the course of study. The consequences, so, will go the first findings in such field an d may likely essential for some stakeholders.AppendixAppendix ATable Two Quality and Efficiency ( Promotion and repeat 2003-04 rate are used for baseline 2004-05 )IndexBaselineTargetTargetTargetTargetTargetBeginning2004-052005-062006-072007-082008-092009-10Pupil teacher ratioEMIS Primary53.551.050.050.050.050.0 Lower unessential27.73741454545 Upper berth Secondary29.43538404040Promotion rateEntireFemaleMaleEntireFemaleMaleEntireFemaleEntireFemaleEntireFemaleEntireFemaleEMIS categorize 164.8 %65.4 %64.2 %92 %92 %92 %93 %93 %94 %94 %95 %95 %95 %95 %A Class 377.3 %78.9 %75.7 %93 %93 %93 %93 %93 %94 %94 %95 %95 %95 %95 %A Class 686.6 %86.3 %86.9 %93 %93 %93 %93 %93 %94 %94 %95 %95 %95 %95 %ARepeat rateEntireFemaleMaleEntireFemaleMaleEntireFemaleEntireFemaleEntireFemaleEntireFemaleEMIS Class 123.6 %22.4 %24.9 %6 %6 %6 %5 %5 %4 %4 %4 %4 %4 %4 %A Class 313.2 %11.3 %15.4 %6 %6 %6 %5 %5 %4 %4 %4 %4 %4 %4 %A Class 62.6 %2.2 %3.1 %2 %2 %2 %2 %2 %2 %2 %1 %1 %1 %1 %ACompletion rateEntireFemale MaleEntireFemaleMaleEntireFemaleEntireFemaleEntireFemaleEntireFemaleEMIS Primary46.8 %45.7 %47.9 %60 %60 %60 %70 %70 %80 %80 %90 %90 %100 %100 %A Lower secondary20.6 %20.0 %21.2 %30 %30 %30 %40 %40 %50 %50 %60 %60 %75 %75 %ALiteracy rate67.1 %60.3 %74.7 %70 %67 %73.1 %75 %73 %80 %78 %85 %84 %90 %90 %ANumber of pupils go throughing grade 12 scrutiny33,83437,50040,00050,00060,00070,000EMIS% of pupils run intoing course of study criterions in Khmer Language based on standardised trial atAPRD/DGE Class 3Ato be headstrongto be fit(p)to be determinedto be determinedto be determinedA Class 6Ato be determinedto be determinedto be determinedto be determinedto be determinedA Class 9Ato be determinedto be determinedto be determinedto be determinedto be determinedA% of pupils run intoing course of study criterions in Mathematicss based on standardised trial atPRD/DGE Class 3Ato be determinedto be determinedto be determinedto be determinedto be determinedA Class 6Ato be determinedto be determi nedto be determinedto be determinedto be determinedA Class 9Ato be determinedto be determinedto be determinedto be determinedto be determinedAAppendix B Grade 6 Curriculum StandardStrandGrade 6NumberRead, count, write, order and compare whole Numberss non transcending 7 figures and Numberss with denary fractions to two denary topographic pointsRead, write, order and comparison fractions and assorted Numberss.Round denary Numberss to the nearest whole figure.Add, subtract, work out and divide whole Numberss utilizing three types of brackets ( , ( , )Add and subtract fractions with the same denominator.Add and subtract denary Numberss with two denary topographic points.Multiply and divide Numberss up to 4 figures by 2 figures.Use appraisal schemes to look into generation, add-on and division of whole Numberss.Rename common fractions ( less than one ) as decimals and per centums consider guileless ratios and direct proportions ( eg 2 people need 4 cups of H2O so 6 people need 12 ) .Calculate norm costs, net income and loss, and write and verify grosss. eyeshadementUse criterion mensurating instruments and read graduated tables to the nearest step to findLength from kilometers to millimeters ( eg. wood, roads )Capacity from liters to milliliters ( eg. medical specialty, cooking oil ) weight down ( mass ) from kg to gms ( eg veggie, rice and meat )Time from hours to secondsRead and show accurately clip in parallel, digital, 12 and 24 hours representationsInterpret a simple graduated table saloon on a map and utilize the map to cipher distance between topographic pointsCalculate norm travel times utilizing given velocities and distancesGeometryName types of angles ( ague, right, obtuse and consecutive line ) up to 180A and concept angles utilizing swayers, protractors and compassesDraw and label circles utilizing the undermentioned footings radius, Centre, diameter and perimeterMake theoretical accounts of prisms, cones, pyramids, cylinders and domainsMeasure an d happen the margin and country of trigons, squares, and rectangleFind the volume of solids made up of unit regular hexahedrons.StatisticsConcept and construe informations presented in tabular arraies, line graphs, saloon graph and pie charts.AlgebraANDFormFind the value of simple algebraic looks utilizing permutation methods affecting add-on and minus. ( eg. 3 + B = ? , 8- b= ? where B is 4 )Simplify simple algebraic looks utilizing add-on and minus methods. ( eg. 4x + 2x = ? )ReasoningExplain a short concatenation of concluding used to near and work out a job that involves an analysis of informations through the choice and usage of mathematical techniques.Appendix C. Sample Design TableMegahertzIntraclass Correlation ( ICC ) 0.200.300.400.500.6020 Schools150159197235273Students3,0003,1803,9404,7005,46025 Schools150151190228266Students3,7503,7754,7505,7006,65030 Schools150150185223262Students4,5004,5005,5506,6907,86035 Schools150150181220259Students5,2505,2506,3357,7009,06540 Schoo ls150150179218257Students6,0006,0007,1608,72010,280Beginning TIMSS 2004 Report, Chapter 5 ( Table 5.2 ) .Notes For this survey a Minimum constellate Size ( MCS ) of 30 was used, although in a little per centum of schools there were fewer than 30 grade nine pupils enrolled. Calculations of the ICC from old pupil appraisals in Cambodia suggest an norm of approximately 0.30. The MoEYS grade nine sample of 200 schools and approximately 6,000 pupils is larger than the minimal sample predicted for an MCS of 30 and ICC of 0.30.Appendix D Comparison of School Strata in nation and SamplesStratumsSchools in PopulationNumber of Schools in SampleRaw TotalPercent*( % )Raw TotalPercent*( % )Weighted Percent ( % )1. Urban14028.05025.028.02. Rural77670.713969.970.83. Remote281.3115.01.2Sum944100.0200100.0100.0Beginning EMIS and MoEYS Assessment, 2007-2009*Refers to per centum of entire pupil population, non per centum of schools. The Numberss inthe far right column ( in bold ) refer to the leaden sample that is used for the analysis.Appendix E Grade 9 Curriculum Blueprint and Item Analysis SummariesNoContent AreaSub-Content AreaCognitive SkillItem%CognitionUnderstandingApplicationAnalyzing1NumberOperation in Integer11002020 %Operationss in Power1200Taking figure out of a root1200Taking figure into the root1200Operationss on a root1221Finding a per centum of a figure11102AlgebraLinear equation24115050 %A system of equations in two variables2311Inequality and inequality systems2310Quadratic equation2410Distance between two points in Orthonormial grid2310Equation of line3420Solving a system equations and inequality by utilizing graph24103StatisticssProbability12111010 %Representative statistics1100Analysis statistics12004GeometryThales theory23112020 %Similar trigons2310Trigonometry1210Finding the length of discharge and angle of circle1200

Commentary on Tash Aw’s Harmony Silk Factory Essay

The draw up from the novel The Harmony Silk Factory by Tash Aw, seems to serve as an introduction inwardly the larger context of the complete novel. The central write report of the extract is the concept of line of work VS reality rough things are, in reality, not what they appear to be. Through the determination of characterisation and setting, the actor manages to bring step forward this radical. In make forition, the use of setting and characterisation creates a degree of tension inside the extract, and draws the pronounceer into the account.Characterisation plays a major part in the extract. The main character of the extract is in addition the vote counter. The vote counter is characterised through the use of many literary de faults through his narration, aspects of his personality are revealed to the reviewer. We find that the toshteller has two arrays the face he shows the world around him and the side that the contributor is introduced to through his narra tion.The side that the narrator shows to the world around him and the side of him revealed to the reader are two different personalities. His external appearing is one of a quiet, non-existent, seemingly inconsequential person as target be seen from the fact that none of the visitors forever and a day noticed him. However, this quiet outside(prenominal) belies the fact that he observes all the comings and goings within the silk harmony factory. From my upstairs window, I saw everything unfold. Without father ever axiom anything to me. The narrator is fully aware of all his fathers smuggling activities opium and heroin and Hennessy XO and bribing of the Siamese soldierswith American cigarettes and low-grade gemstones but never lets his father catch on to that fact.The narrator to a fault states that he is only of modest intellect and this is supported by his fathers belief that he would always be a dreamer and a wastrel. We find however, that his quiet demeanour conceals an ob servant, keen intellect. distant to his self-deprecating financial statement, we notice that he displays an extraordinary sense of awareness in a child of his age, suggesting that he is extremely intelligent. Even as a child he was aware of what his father did. His action of lifting the linoleum and pressing his ear to the floorboards to listen into his fathers Safe Room reveals to us his ingenuity and is a reflection of his intellect. While he does not mange to discern any information, he is sharp enough to piss that the low, muffled rumble was the tipping of diamonds onto the green baize table. While the narrator whitethorn appear to be of moreover modest intellect, it seems that in reality he is incredibly intelligent for a young child. His self-deprecating statement also serves to highlight his actual cleverness and quick mind.The theme of appearance VS reality can also be seen in the characterisation of two minor characters the general and the young lady in the car. The nar rator tells us that the general didnt look much like a soldier, but he had a Mercedes-Benz with a woman in the underpin seat, which would indicate a fairly high direct of affluence and power which comes with the rank of a general in the army. With his cheap grey shirt and gilded teeth, the man may not know looked like a general, but other indications would have heart-to-heart the reality of what he really was.This is similarly echoed in the characterisation of the young woman in the back seat of the car. The narrator describes her as having fair skin, almost pure white, the colour of salt fields on the coast. The narrator then goes on to state that she was young and beautiful, and when she smiled I saw her teeth were trivial and brown. This oppose betwixt the state of her teeth and the colour of her skin merely highlights the theme of appearance VS reality spell she appears to be pure and white on the outside, her teeth are dirty and decayed. This contrast is highlighted a lso by the use of visual imagery salt fields when describing the colour of her skin.Furthermore, the contrast between the general and the young woman also emphasizes the theme of appearance VS reality. The general wears a grey shirt, while the young woman is described as having white skin. Where the generals teeth are specie in colour, hers are small and brown. From this we can see that outward appearance does not seem to be a very good indicator of what the reality really is.Finally, the setting also contributes back to the theme of appearance VS reality. The be of the factory The harmony silk factory, which commences synonymous with the house, gives no indication as to the activities of vice conducted there. Both physically and figuratively, the narrators house seems to be hiding behind the factory. The theme of appearance VS reality is manifested in the physical setting of the Harmony Silk Factory.The characterisation and setting, besides bringing out the theme of the appearan ce VS reality, also serves to create tension in the story and cause the reader to want to read on.The setting of the house, with its small mossy courtyard which never got enough sunlight gives the location of the extract an air of mystery the lack of light and dampness of the place (as can be seen by the growth of moss) further builds upon the mysteriousness of the setting. This description appears in the first line of the extract, and the readers curiosity is pricked as to what actually goes on within the Harmony Silk factory.Also, the characterisation of the narrator serves to lead the reader on to read the rest of the novel. How is this achieved? Firstly, the narrator is a nameless, 1st person narrator. The use of the 1st person narration serves to give the tone of the extract a feeling of intimacy, or closeness to the subject matter. At the same time, his lack of a name distances him from the reader, again creating an air of mystery which surrounds him.Secondly, the tone of the narrator is very matter-of-fact. He describes somewhat shocking, prohibited proceeds with the same tone one would use to describe everyday activities. He matter-of-factly states Mainly he smuggles opium and heroin and Hennessy XO and I knew what he was up to and whom he was with. The narrator describes theses happenings with a certain detachment which seems casual or could be due to the fact that he is already used to this sort of behaviour. In fact, the narrator comes across as unfazed by all his fathers wrongdoings and does not seem affected in any way.This matter-of-fact tone is further highlighted by the narrators use of literary devices such as vocal irony. The use of verbal irony is evident throughout the extract. One of the first slips is in the 2nd paragraph in which the narrator describes the type of people who visit his house. He describes his Fathers clients as if they were guests or VIPs. Entry was strictly by invitation with pri pitifulged few being granted chafe he states that only the liars, cheats, traitors and skirt chasers of the highest order are allowed in. These individuals have been seemingly elevated to a persuasion of importance but by describing them in this way, the narrator has revealed them to be merely the scum of society.Another instance of verbal irony is in the line Now I would give everything to be the son of a mere liar and cheat. The irony is in the fact that the narrator views his father is so vile that he would rather be the son of someone who only cheats and lies. Also further irony can be found in the line my crime-funded education to good use. We find that he is instantaneously using his education, paid for by his fathers crimes, to uncover his fathers crimes. The use of verbal irony builds upon the narrators characterisation, as parts of his personality are slowly revealed to the reader.The narrator also uses an extremely convoluted and verbose way of narrating k flatn as diffuseness. His manner of speaking is roundabout and elaborate. He uses ellipsis to interrupt his own narrative, partly for convenience the only people who came partly because my fathers varied The narrator constantly interjects his own narrative with interruptions and unnecessary lines such as gold, real square(p) gold. The use of unnecessarily long paragraphs to say a simple thing also add on to his convoluted manner of narration. The second last paragraph could have been shortened by saying I am now at peace and am not ashamed to reveal the story of my fathers life. However, he instead says there is another reason I now feel particularly well placedI am at peace.The use of periphrasis also heightens the melodramatic way the narrator leads the reader on. Phrases such as that wasnt all he was and I have searched for this all my life. Now, at last, I know the truth and I am no longer angry. In fact, I am at peace serve to heighten the tension within the paragraph. He describes his fathers past as terrible and the tit le he gives to his tale, The true story of the infamous Chinaman called Johnny, seems to elevate his fathers story to one legendary importance. The use of the phrase true story also lends a sense of credibility to his account. The revelation of the title to the reader is the climax of the tension that has been building in the last few paragraphs, albeit a somewhat anti-climatic one. This climax (or anti-climax) serves to devote the reader wanting more and leads the reader on to continue reading the rest of the story.The narrators self-deprecating and quirky way of narrating serves to endear the narrator to the reader. We also discover certain facts about his childishness through his narration. At no point in the extract does a narrator mention his mother. This may only be a conjecture, but the lack of a motherly figure in his life, a lack of love, may have contributed to his strange and unusual way of narrating and also his self-deprecating attitude. Also, we find that he may have endured physical abuse as a child from the line I had become used to this kind of punishment in response to his father twisting his ear.This makes the reader increasingly large-hearted to the narrator as the narrative progresses. Thus, when the narrator begins using melodrama to capture the attention of the reader and lead the reader on to the rest of the novel, the reader follows with little resistance. This characterisation and narration, coupled with the mysterious atmosphere created by the setting, creates a sort of tension which compels the reader to read on. It engages the reader and draws the reader into the world the author has created.As we have seen characterisation and setting both have a dual purpose. If this extract is the beginning of the novel, then the author has succeeded in drawing the reader into the novel. By using both characterisation and setting to bring out the theme and simultaneously create tension, the author has succeeded in creating a world with charac ters that engage readers and has successfully written an effective and exciting beginning to the novel.

Mathematics, the Connection Between Art and Science Essay

Although there are numerous differences that set fraud and science ap nontextual matter, they share one undeniable commonality. This bond that is present between what is otherwise considered as polar opposites is mathsematics. As shown in Professor Vesnas lecture, mathematics is imperative to the development of art. through with(predicate) math, artists have come to encounter perspective, proportion, and geometrics. In terms of science, mathematics is the foundation which every theory stands upon. Nature, humans, and the digital world would have been impossible to comprehend without numbers to bridge the gap between the unknown and the understood. Truly, mathematics is ubiquitous and continues to prove its importance to this day. A novel amalgamation that consists of mathematics, art, and science is music.Milkman, an artist of the mash-up genre, is a histrion that samples different songs and digitally combines them to form a brand new track. In a way, his work is exposit as a n example of cross synthesis or convultion which according to Burk is some aspect of one good superimposed on another. To harmoniously combine two different songs, one must fully understand every possible correlation in terms of rhythm, melody, and lyrics. And with mathematics and science making the technology available, the art of mashing up songs has become readily accessible and requires only creativity to create the next hit single. mathematics has almost an infinite range of applications in society today.For example, Robert Lang presents mathematics as part of the core that drives origami, the art of folding paper. Lang shows that complexity is irrelevant with mathematics to dictate origami, anything can be shaped. Because of its practicality of compacting large things, origami is used in various sectors of science which include telescope lens packing and heart stents. Another example of maths prevalence is Theo Jansens presentation on his kinetic sculptures.His biological art , able to move independently, basically redefines the wheel. Not only is it artistic but also it is a masterpiece of engineering just a simple push can propel a massively heavy structure across sticky terrain. It is evident that math not only facilitates the evolution of artistic creations but also helps apply them as potential solutions to problems of today.

Auditing Chapter Two

(TCO 4) To succeed in an action against the attendee, the client must be able to show that Student swear out the auditor was droolulent. the auditor was grossly negligent. there was a indite hire. there is a close causal connection between the auditors behavior and the damages suffered by the client. teacher Explanation rapscallion 121 Points certain 2 of 2 Comments 2. suspicion (TCO 4) The principal issue to be resolve in cases involving alleged negligence is usually Student arrange the amount of the damages suffered by plaintiff. whether to implement punitive damages on defendant. he level of care exercised by the CPA. whether defendant was involved in fraud. teacher Explanation scallywag 119 Points Received 2 of 2 Comments 3. Question (TCO 4) A third-party beneficiary is hotshot which Student Answer has failed to establish legal standing before the court does not have privity of contract and is unknown to the contracting parties. does not have privity of contract, bu t is known to the contracting parties and intended to benefit infra the contract. whitethorn establish legal standing before the court after a contract has been consummated. instructor Explanation rapscallion 121 Points Received 2 of 2Comments 4. Question (TCO 4) The objective of the ordinary audit of financial statements is the expression of an opinion on Student Answer the fairness of the financial statements. the true statement of the financial statements. the accuracy of the annual report. the accuracy of the annual report. Instructor Explanation Page 142 Points Received 2 of 2 Comments 5. Question (TCO 4) The responsibility for adopting sound accounting policies and maintaining adequate internal control rests with the Student Answer board of directors. corporation management. financial statement auditor. companys internal audit departmentInstructor Explanation Page 143 Points Received 2 of 2 Comments 6. Question (TCO 3) Which of the following statements is most correct regarding errors and fraud? Student Answer An error is unintentional, whereas fraud is intentional. Frauds occur more often than errors in financial statements. Errors are always fraud and frauds are always errors. Auditors have more responsibility for finding fraud than errors. Instructor Explanation Page 145 Points Received 2 of 2 Comments 7. Question (TCO 3) Which of the following is not one of the conditions for fraud depict in SAS No. 99? Student Answer Attitudes/rationalization.Opportunities. Incentives/pressures. Each of the above is a condition for fraud. Instructor Explanation Page 337 Points Received 2 of 2 Comments 8. Question (TCO 3) Fraudulent financial reporting may be accomplished through the manipulation of Student Answer assets. liabilities. revenues. all of the above. Instructor Explanation Page 336 Points Received 2 of 2 Comments 9. Question (TCO 3) Which of the following is a factor that relates to incentives to misappropriate assets? Student Answer Signific ant accounting estimates involving subjective perspicaciousnesss. Significant personal financial obligations.Managements practice of making overly truculent forecasts. High turnover of accounting, internal audit and information technology staff. Instructor Explanation Page 339 Points Received 2 of 2 Comments 10. Question (TCO 3) Auditors may identify conclusions during fieldwork that change or support a judgment about the initial sagacity of fraud risk. Which of the following conditions should alert an auditor about the initial assessment? Student Answer Missing or conflicting evidence. Discrepancies in the accounting records. Unusual relationships between the auditor and management. All of the above.

Thiamine and Mg

Fruits Amount Minerals Contained Vitamins Contained Apple unrivalled moderate apple with green 195 mg Vitamin A 98 IU pic skin contains 0. 47 atomic number 20 11 mg Vitamin B1 (thiamine) 0. 031 mg grams of protein, 95 morning star 20 mg Vitamin B2 (riboflavin) 0. 047 mg calories, and 4. 4 grams magnesium 9 mg nicotinic acid 0. 66 mg of dietetical fiber. manganese 0. 064 mg folacin 5 microgram smoothing iron 0. 22 mg Pantothenic acidulent 0. 111 mg sodium 2 mg Vitamin B6 0. 075 mg sloven 0. 049 mg Vitamin C 8. 4 mg surface 0. 7 mg Vitamin E 0. 33 mg as well as contains a trace amount of opposite Vitamin K 4 microgram minerals. Contains any(prenominal)(prenominal) somewhat former(a) vitamins in half-size amounts. Avocado superstar medium avocado pear kilobyte 975 mg Vitamin A 293 IU pic contains 4. 2 grams of daystar 105 mg Vitamin C 20. 1 mg protein, 322 calories atomic number 12 58 mg Vitamin B1 (t hiamine) 0. 135 mg and 13. 5 grams of atomic number 20 24 mg Vitamin B2 (riboflavin) 0. 261 mg fiber. sodium 14 mg niacin 3. 493 mg conjure 1. 1 mg Folate 163 microgram sou-east 0. 8 microgram Pantothenic sexually transmitted disease 2. 792 mg manganese 0. 285 mg Vitamin B6 . 517 mg cop 0. 382 mg Vitamin E 4. 16 mg surface 1. 29 mg Vitamin K 42. microgram Also contains trivial amounts of new(prenominal) Contains some an oppositewisewise(prenominal) vitamins in gnomish minerals. amounts. Banana peerless medium banana super acid 422 mg Vitamin A 76 IU pic contains 1. 29 grams of phosphorus 26 mg Vitamin B1 (thiamine) 0. 037 mg protein, 105 calories milligram 32 mg Vitamin B2 (riboflavin) 0. 86 mg and 3. 1 grams of atomic number 20 6 mg nicotinic acid 0. 785 mg dietetical fiber. sodium 1 mg Folate 24 mcg conjure 0. 31 mg Pantothenic Acid 0. 394 mg atomic number 34 1. 2 mcg Vitamin B6 0. 433 mg ma nganese 0. 19 mg Vitamin C 10. 3 mg sloven 0. 092 mg Vitamin E 0. 12 mg atomic number 30 0. 18 mg Vitamin K 0. 6 mcg Also contains micro amounts of different Contains some other vitamins in minor(ip) minerals. amounts. Blackberries superstar loving form of blackberriesPotassium 233 mg Vitamin A 308 IU pic contains 2 grams of morning star 32 mg Vitamin B1 (thiamine) 0. 029 mg protein, 62 calories atomic number 12 29 mg Vitamin B2 (riboflavin) 0. 037 mg and 7. 6 grams of Calcium 42 mg niacin 0. 93 mg dietary fiber. atomic number 11 1 mg Folate 36 mcg contract 0. 89 mg Pantothenic Acid 0. 397 mg southeast 0. 6 mcg Vitamin B6 0. 043 mg manganese 0. 93 mg Vitamin C 30. 2 mg sloven 0. 238 mg Vitamin E 1. 8 mg zinc 0. 76 mg Vitamin K 28. 5 mcg Also contains base amounts of other Contains some other vitamins in bittie minerals. amounts. Blackcurrants bingle shape of Potassium 361 mg Vitamin A 258 IU pic bla ckcurrants contains phosphorus 66 mg Vitamin B1 (thiamine) 0. 56 mg 1. 57 grams of protein atomic number 12 27 mg Vitamin B2 (riboflavin) 0. 056 mg and 71 calories. Calcium 62 mg nicotinic acid 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 bulls eye 0. 096 mg Vitamin E 1. 12 mg coat 0. 3 mg Contains some other vitamins in down in the mouth Also contains lower-ranking 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 southeastward 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 lilliputian amounts of other Vitamin K 28. 6 mcg minerals. Contains some other vitamins in polished amounts. Boysenberries One cup of 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 gramsCalcium 36 mg niacin 1. 012 mg of dietary fiber. Sodium 1 mg Folate 83 mcg Iron 1. 12 mg Pantothenic Acid 0. 3 mg sou-east 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 (riboflavin) 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 situate 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 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, freshPotassium 459 mg Vitamin B1 (thiamine) 0. 162 mg pic cherimoya contains 2. 1Phosphorus 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 Vitamin 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 die tary 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 Vitamin 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 inPhosphorus 30 mg Vitamin B2 (riboflavin) 0. 28 mg diameter, contains 1. 38Magnesium 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 Vitamin 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 public figure 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. Sodium 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 gooseberriesPotassium 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 (ri boflavin) 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 amounts of other Contains some other vitamins in small mi nerals. 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. 74 4 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 (riboflavin) 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 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. one hundred forty-five 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 amounts 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 Phosphorus 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 On e 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 freshPotassium 287 mg Vitamin A 475 IU pic nectarine contains 1. 52Phosphorus 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 0. 123 mg Vitamin B6 0. 036 mg Zinc 0. 24 mg Vi tamin 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 Potassium 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 offense fruit contains Pho sphorus 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. twaddle 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 Vitamin E 1. 9 mg Also contains small amounts of othe r 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 P otassium 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 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. Pomegranate 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. splenetic 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. 021 mg grams of pr otein, 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 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. minera ls. 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 gramsCalcium 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. 37Phosphorus 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 Pantothe nic 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 amounts 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 Phospho rus 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