Table of Electrical Resistivity and Conductivity

Table of Electrical Resistivity and Conductivity This table presents the  electrical resistivity and electrical conductivity of several materials.   Electrical resistivity, represented by the Greek letter Ï  (rho), is a measure of how strongly a material opposes the flow of electric current. The lower the resistivity, the more readily the material permits the flow of electric charge. Electrical conductivity is the reciprocal quantity of resistivity. Conductivity is a measure of how well a material conducts an electric current. Electric conductivity may be represented by the Greek letter ÏÆ' (sigma), ÃŽ º (kappa), or ÃŽ ³ (gamma). Table of Resistivity and Conductivity at 20 °C Material Ï  (ÃŽ ©m) at 20  °CResistivity ÏÆ' (S/m) at 20  °CConductivity Silver 1.59Ãâ€"10−8 6.30Ãâ€"107 Copper 1.68Ãâ€"10−8 5.96Ãâ€"107 Annealed copper 1.72Ãâ€"10−8 5.80Ãâ€"107 Gold 2.44Ãâ€"10−8 4.10Ãâ€"107 Aluminum 2.82Ãâ€"10−8 3.5Ãâ€"107 Calcium 3.36Ãâ€"10−8 2.98Ãâ€"107 Tungsten 5.60Ãâ€"10−8 1.79Ãâ€"107 Zinc 5.90Ãâ€"10−8 1.69Ãâ€"107 Nickel 6.99Ãâ€"10−8 1.43Ãâ€"107 Lithium 9.28Ãâ€"10−8 1.08Ãâ€"107 Iron 1.0Ãâ€"10−7 1.00Ãâ€"107 Platinum 1.06Ãâ€"10−7 9.43Ãâ€"106 Tin 1.09Ãâ€"10−7 9.17Ãâ€"106 Carbon steel (1010) 1.43Ãâ€"10−7 Lead 2.2Ãâ€"10−7 4.55Ãâ€"106 Titanium 4.20Ãâ€"10−7 2.38Ãâ€"106 Grain oriented electrical steel 4.60Ãâ€"10−7 2.17Ãâ€"106 Manganin 4.82Ãâ€"10−7 2.07Ãâ€"106 Constantan 4.9Ãâ€"10−7 2.04Ãâ€"106 Stainless steel 6.9Ãâ€"10−7 1.45Ãâ€"106 Mercury 9.8Ãâ€"10−7 1.02Ãâ€"106 Nichrome 1.10Ãâ€"10−6 9.09Ãâ€"105 GaAs 5Ãâ€"10−7 to 10Ãâ€"10−3 5Ãâ€"10−8 to 103 Carbon (amorphous) 5Ãâ€"10−4 to 8Ãâ€"10−4 1.25 to 2Ãâ€"103 Carbon (graphite) 2.5Ãâ€"10−6 to 5.0Ãâ€"10−6 //basal plane3.0Ãâ€"10−3 ⊠¥basal plane 2 to 3Ãâ€"105 //basal plane3.3Ãâ€"102 ⊠¥basal plane Carbon (diamond) 1Ãâ€"1012 ~10−13 Germanium 4.6Ãâ€"10−1 2.17 Sea water 2Ãâ€"10−1 4.8 Drinking water 2Ãâ€"101 to 2Ãâ€"103 5Ãâ€"10−4 to 5Ãâ€"10−2 Silicon 6.40Ãâ€"102 1.56Ãâ€"10−3 Wood (damp) 1Ãâ€"103 to 4 10−4 to 10-3 Deionized water 1.8Ãâ€"105 5.5Ãâ€"10−6 Glass 10Ãâ€"1010 to 10Ãâ€"1014 10−11 to 10−15 Hard rubber 1Ãâ€"1013 10−14 Wood (oven dry) 1Ãâ€"1014 to 16 10−16 to 10-14 Sulfur 1Ãâ€"1015 10−16 Air 1.3Ãâ€"1016 to 3.3Ãâ€"1016 3Ãâ€"10−15 to 8Ãâ€"10−15 Paraffin wax 1Ãâ€"1017 10−18 Fused quartz 7.5Ãâ€"1017 1.3Ãâ€"10−18 PET 10Ãâ€"1020 10−21 Teflon 10Ãâ€"1022 to 10Ãâ€"1024 10−25 to 10−23 Factors That Affect Electrical Conductivity There are three main factors that affect the conductivity or resistivity of a material: Cross-Sectional Area: If the cross-section of a material is large, it can allow more current to pass through it. Similarly, a thin cross-section restricts current flow.Length of the Conductor: A short conductor allows current to flow at a higher rate than a long conductor. Its a bit like trying to move a lot of people through a hallway.Temperature: Increasing temperature makes particles vibrate or move more. Increasing this movement (increasing temperature) decreases conductivity because the molecules are more likely to get in the way of current flow. At extremely low temperatures, some materials are superconductors. Resources and Further Reading MatWeb Material Property Data.Ugur, Umran. Resistivity of steel. Elert, Glenn (ed), The Physics Factbook, 2006.Ohring, Milton. Engineering Materials Science. New York: Academic Press, 1995.  Pawar, S. D., P. Murugavel, and D. M. Lal. Effect of Relative Humidity and Sea Level Pressure on Electrical Conductivity of Air over Indian Ocean. Journal of Geophysical Research: Atmospheres 114.D2 (2009).

Using ABC Countdowns to Summer in School

Using ABC Countdowns to Summer in School Lets face it. Everyones counting down the days until summer vacation- the students, the teachers, even the administrators! Instead of merely marking each passing day off on your calendar, make the countdown fun and give everyone something unique to look forward to! Whats the ABC Countdown? The ABC Countdown is something that teachers put together so that something cool and exciting happens each day to count down to summer. When there are 26 days left in school, assign each day a letter of the alphabet. For example, the 26th day is A, the 25th day is B, and so on, all the way down to the last day of school which is Z. Have Fun With It There are fewer than 26 school days left in your year, consider spelling out a shorter word, such as the school name, mascot, or even just the word Summer. It doesnt matter so much how long the countdown is, just have fun with it. Examples You Can Use Next, its time to get creative! On A Day, we called it Art Day so the kids got to do a special Art lesson in the classroom. On B Day, we called it Buddy Reading Day so the kids brought books from home that they got to read with a friend during silent reading time. C Day is Career Day and the kids dressed up as a person in the career they would like to enter someday. Future doctors wore white coats and future football players wore their jerseys and brought along a football. The countdown continues like that until the final day of school, Z Day, which stands for Zip Up Your Bags and Zoom Home Day! The kids love the countdown because it gives them something to get excited about each day. We would recommend making up flyers with the information for the students to take home. You might also like to make a copy for each child to keep at school for reference. We would bet your students would tape the sheets to their desks and check it off as each day passed. They would really get into it! If you already have fewer than 26 days left, dont worry! You can still countdown the remaining days with style! Consider spelling out the name of your school, a school motto, or simply the word summer. The skys the limit and there are no rules. Brainstorm with your fellow teachers and see what they come up with! Sound like something you might like to do?   A Art day: Create a special art project in class B Buddy reading: Bring a book to read with a friend C Career day: Dress or bring props to show a job you may enjoy D Donut day: We will enjoy donuts E Experiment day: Experiment with science F Favorite book day: Bring a favorite book G Game day: Your teacher will teach a new math game H Hat day: Wear a hat today I Impromptu speech day: Perform speeches in class J Joke day: Bring an appropriate joke to share at school K Kindness day: Share some extra kindness today L Lollipop Day: Enjoy lollipops in class M Memorial Day: No School N No homework: No homework tonight O Obstacle course: Compete in obstacle courses P Picnic lunch day: Bring a sack lunch Q Quiet Day: Who is the quietest student in our class? R Read a poem day: Bring a favorite poem to share with the class S Summer birthdays and sing a song: You can share birthday treats T Twin day: Dress like a friend U Uplift someone day: Give compliments to each other V Video day: Watch an educational movie today W Water balloon toss day: Compete and try to not get wet X X-change autographs day: Go outside and trade signatures Y Year-end clearance day: Clean up desks and the room Z Zip up your bag and go home day: Last day of school! Have fun with your countdown and enjoy these final days with your class! Testing is over and its time to kick back and enjoy your students to the max! Happy Summer, teachers!

Tlatelolco Massacre Essay Example | Topics and Well Written Essays - 1500 words

Tlatelolco Massacre - Essay Example The incident clearly violated the human rights of this century as it killed many innocent people of the subcontinent. Massacres have taken place through out the world at different instances. At some instances the governments of states itself has been involved in carrying out the massacres. In other words massacres can also be defined as the mass killing of people without any concrete reason. Furthermore the causes of some of the mass massacres which have taken place in the history of this world are yet to be known. One of the massacres of such intensity is known as Tlatelolco Massacre. This took place in the city of Mexico on the date of October 2, 1968. It is known to be the deadliest of massacres which took place over a century in the city of Mexico. This essay would further analyze the massacre from all view points and would further examine the role of CIA in response to the massacre which happened. The incident of Tlatelolco took place in October 1968 at Plaza de las Tres Culturas. It was an armed incident which took place in the response of student demonstrations in Mexico. The year 1968 marked different demonstrations of students taking place all over the world which inspired the Mexican students also. Furthermore the students started having different rallies all over the city to get some of their demands accepted. The students further started to threaten the authorities of dire consequences if their demands were not met. The students had different demands which in totality wanted abolition of certain authorities and wanted to get some officers dismissed. The students also had other demands which were not being accepted by the government. At that time the President of Mexico was Gustavo Diaz Ordaz. He was determined to end the student demonstrations through out Mexico through different means and he even took aggressive methods to end it up. Till October the demands of the st udents were yet not met and they threatened the event of Olympics which were to take place in Mexico 1968. This took the authorities with surprise and it is reported that the government asked for support from the US to stop any mishap from happening in the Olympics. The rallies of the students extended to such a number that it became alarming for the authorities and on the eve of October 2 at Plaza de las Tres Culturas aggressive means of methods were used against these students to make them finish their demonstrations. However after the massacre it was till 2003 not established as to who was responsible for the massacre. The government at that time claimed that some of the students hiding in other buildings had started firing on the security forces and in response the security forces did the same. Although different stories have been put up by the State department, FBI and CIA the view points of CIA would be emphasized more in this essay. The State department which was being informed by different sources about the incident is still not having clear claims as to how the incident occurred all the authorities have contradictory views as to from the first shot took place. The army is not blamed at by the authorities as the general of army was trying to disperse the crowd when the first shot was fired. The Federal Bureau of Investigation also had no prior knowledge as to how the inc

Purpose and Effects of Section 4 of Human Rights Act Assignment

Purpose and Effects of Section 4 of Human Rights Act - Assignment Example In the case of primary laws, the right simply accrues upon a finding of incompatibility but in the case of secondary laws, there must be a determination of incompatibility in addition to the requirement that the primary legislation relevant to it prevents its removal. Instances, when the courts used this prerogative, is in the cases of International Transport Roth GMBH and others v Secretary of State for the Home Department and the R (H) v Mental Health Review Tribunal N&E London Region.  In Roth, a group of lorry drivers and haulage companies challenged Part II of the Immigration and Asylum Act for being incompatible with convention rights. The said legislation was passed to answer the flagrant clandestine illegal entry by penalizing, among others, the owner, driver, operator, and hirer with a fine of  £2000. The lower court declared the said provisions of law incompatible with Art 6 of the HRA because it penalizes, in effect, a criminal act despite its claim to the contrary and therefore violates Art 6 because the determination of guilt, among others, is single left to the Secretary of State and Art 1 because of the penalty of vehicle detention involved infringement on property rights. On the other hand, in the R(H) case, the court made a determination of incompatibility against s 73 of the Mental Health Act of 1983 on the ground that it violates Art 5 on the Right to Life and Liberty by placing the burden of proof on the applicant rather than the hospital in showing basis for detention of patient in a mental hospital.  As stated, only certain courts enumerated by s 4 can exercise this prerogative. However, the preceding section of the HRA which requires that both primary and secondary legislation â€Å"must be read and given effect in a way which is compatible with Convention rights† does not distinguish which courts are obliged or not. The implication is that although not all courts are given the prerogative to declare incompatibility with conv ention rights, all courts must nevertheless take into consideration the issue of compatibility but apply the national law just the same. The remedy in such cases is an appeal to a higher court with the power to declare such incompatibility.

Driving Force of Regionalism Essay Example for Free

Driving Force of Regionalism Essay To what extent and in what ways have the driving forces of regionalism in South-east Asia changed since the end of the Cold War? Regionalism has become a trend in many regions of the world. Among them, Europe, North America and Asia (Asia Pacific region) are crucial ones. Some observers argue that the world order have been divided between these three regions with the existence of the European Union (EU), the North American Free trade Agreement (NFTA) and The Association of Southeast Asian Nations (ASEAN). This divergent part of the world requires comprehensive realization to make sense of how they have developed throughout history. In particular, writing the history of Southeast Asia remains a challenge as it involves the understanding of ‘societies that often took quite different view of the past †¦(and) a region where the implications of that historical tradition may have a political significance’[1]. Clapham notes that it is even more challenging to analyse foreign policy making in Southeast Asia region[2]. The early 1970’s was a significant period for the states in this region as it was during this time that five countries decided to join together and define their position in the Cold War between two superpowers and claimed their neutrality. The fact that ASEAN has come up with such a policy is interesting to look at as it gives not only an insight of the driving forces of regionalism in Southeast Asia but also how these developing states saw themselves and formulate their foreign policy in the post-Cold War period. This paper aims to analyse ASEAN’s behaviour in order to access to what extent regionalism has changed since the end of Cold War in Southeast Asia. In that, regionalism would be conceived as ‘a state-led or states-led project designed to reorganize a particular regional space along defined economic and political lines’[3]. The discussion is divided into four parts. The first part discusses the useful theoretical insights of security community to explain why ASEAN states cooperate in the midst of new security challenge in the region. The second part identifies the diplomacy of ASEAN during the post-Cold War period. Given the confine of this paper, the discussion specifically examines the event of the Spratly Islands and the creation of ARF. In the concluding section, achievements and prospects for ASEAN will be addressed. The central argument that this paper advance is that regionalism in Southeast Asia has changed and the changes have been  driven and constrained by the security condition during the post-Cold War era where a regional power vacuum is found. ASEAN emerged from the Cold War as a regional organization in 1967. With the accession of Cambodia, it seemed to be fulfilling the aspirations of its founding fathers to expand membership to include all ten Southeast Asian countries. However, with the end of Cold War and the settlement of Cambodian conflict, ASEAN is facing a new challenge related to issues of security and stability in the post-Cold War regional environment[4]. According to the Bangkok Declaration of 1967, the goal of ASEAN is to ‘accelerate the economic growth, social progress and cultural development in the region; to safeguard the political and economic stability of the region against big power rivalry; and to serve as a forum for the resolution of intra-regional differences’[5]. The formation of ASEAN should be seen as a means of maintaining peace and stability by providing a forum for the discussion and resolution of regional issues relating to security. There are indeed a number of incidents to show that security issue is the major concern of ASEAN such as the call for a Zone of Peace, Freedom and Neutrality (ZOPFAN), the 1976 Treaty of Amity and Cooperation and ASEAN’s role in the Cambodian conflict in the 1980s. However, with the end of Cold War, ASEAN faced a new challenge to its goal when the security environment of South-east Asia was transformed by the change from the old bipolar Cold War security system to the new emerging multipolar system. The new power pattern in the region forced the ASEAN states to cooperate as they realized the security could be in danger if they do not collaborate to improve the situation. This kind of behaviour of the ASEAN states can be best explained by Deutsch’s discussion of security communities. This was especially evident in the study of regional integration and some scholars argued that the concept of security community provides the most useful framework to analyze ASEAN regionali sm. According to Deutsch, a security community is a group that has become integrated and accompanied by formal or informal institutions or practices in order to assure peaceful change among members of a group over a long period of time[6]. Essentially, members within the community retain their independence and sovereignty. The two attributes of such a community are marked by the absence of war and organized violence. To be more specific, as  Yalem notes, a regional security community is a group of states which have ‘renounced the use of force as a means of resolving intra-regional conflicts’[7]. Deutsch further adds that there should be no contingency planning or war-oriented resource mobilization against other members within a security community. This could be acted as an indicator of whether states have developed ‘dependable expectations of peaceful change’[8]. Furthermore, whether a security community has been achieved can actually ‘be tested operationally in terms of the absence or presence of significant organized preparations for was or larger-scale violence among its members’[9]. When applying the concept of security communities into the study of regionalism, it is import ant to make a distinction between security community and a security regime. Buzan defines security regime as ‘a group of states cooperate to manage their disputes and avoid war by seeking to mute the security dilemma both by their own actions and by their assumptions about the behaviour of others’[10]. Although this seems similar to the concept of security community, there is a major difference in that a security regime refers to a situation where the interests of the actors are both not wholly compatible and competitive. Thus, the resulting relationship is rather hostile and the use of force is hindered only by a balance of power[11]. In comparison, a security community is based ‘on a fundamental, unambiguous and long-term convergence of interests among the actors regarding the avoidance of war’[12]. In this context, ASEAN regionalism is more likely to be conceptualized as the process of building the security community rather than the latter. Although a security community seems to be constructed on the ground of interests and identities rather than the idea of common threat, recent literature sketched by Adler and Barnett stress that a security community can actually be triggered by common threat such as ‘cataclysmic events’[13]. As Adler puts it, the concept of a community is ‘the idea that actors can share values, norms, and symbols that provide a social identity, and engage in various interactions in myriad spheres that reflect long-term interests, diffuse reciprocity and trust, strikes fear’[14]. Furthermore, Hurrell attempts to suggest a series of approaches to study contemporary regionalism. He notes that cooperative arrangements in regional cooperation could serve a number of purposes ‘on the one hand, they can serve as a means of responding to external challenges and of coordinating regional positions  in international institutions or negotiating forums. On the other, they can be developed to secure welfare gains, to promote common values or to solve common problems arising from increased levels of regional interdependence. In the security field, for example, such cooperation can range from the stabilization of a regional balance of power, to the institutionalization of confidence -building measures, to the negotiation of a region-wide security regime.’[15] The concept of security community can be applied to explain the creation and the behaviour of ASEAN. During the time of the Cold War, great power rivalries between the Soviet Union and the US in the region has turned Southeast Asia into a battleground with the regional states being used by the opponents with the attempt to create blocs which support their positions or ideologies in the war. Simultaneously, many states in the region have been oppressed by external powers for centuries and not being treated as a respectable actor in the international agenda. Facing with the same hardship, therefore, they came together and create a region free from external interference. However, with the end of Cold War, the security order in this region is characterized by new factors of conflict and instability and ‘regional policy-makers have expressed misgivings about the strategic uncertainties and conflict-creation potential of a post-Cold War order at the regional level’[16]. Among the regional powers, China, Japan and India are generally being seen as the three leading contenders for influence[17]. For some, the involvement of US in the region as the balance of power is still desirable and the possibility of its withdrawal remains a major worry of the region’s stability[18]. In fact, there are a number of unsolved tensions in the region and most of them revolve around China’s strategic ambitions such as its claims for the Spartly Islands. In responding to the new challenge, the ASEAN states have to reconsider and adjust some of the assumptions and principles underlying ASEAN regionalism in order to contribute to regional security and order embedded in the 1992 Singapore Declaration. In order to examine in what ways the driving forces of regionalism in South-east Asia have changed since the end of the Cold War, it is essential to look at some case studies of ASEAN’s post-Cold War diplomacy: China’s claims for the Spratly Islands and ASEAN’s response Situated in the South China Sea, the Spratly Islands consists of islets and reefs with suspected deposits of oil and gas[19]. The disputes involve China, Taiwan, Vietnam, Philippines, Malaysia and Brunei. Many worried that the dispute will turn into a potential source of armed conflict involving ASEAN members particularly because ‘the likelihood of any agreement on the joint development of the islands involving all the claimants, as proposed by some regional policy-makers and analysts, has limited plausibility’[20]. In view of this, other ASEAN members initiated efforts to address the security issue which was seen as a destabilizing force in the region in the post-Cold War period. Finally in 1989, it was Indonesia alone launched the South China Sea Workshop (SCSW)[21] to promote peaceful settlement of the dispute by emphasizing the lessons of Cambodian conflict and the lessons from ASEAN regional c ooperation. Although the workshop has been extended to include China, Vietnam and Laos in 1991, there were no collective ASEAN position or action on the dispute. The irony lies on the fact that ‘the Spratly seminars are a unilateral Indonesian initiative, resulting from diplomacy not by ASEAN or even a group within ASEAN but by one member country’[22]. The regional community sense was missing in this incident particularly because Malaysia and the Philippines feared that multilateral forum could lessen their negotiating ability thus making bilateral settlements impossible. As a result, they were not willing to support ASEAN to settle the dispute involving other member states[23]. This indicates their determination to uphold national autonomy and also their perspective to view ASEAN only as a confidence-building forum rather than a regional community[24]. Consequently in 1992, China passed a Law on the Territorial Sea and the Contiguous Zone of the People’s Republic of China. The aim of this legislation is for China to formalize far-reaching claims in the South China Sea. The assertiveness of China caused doubt over the effectiveness of the previous launched workshops and made ASEAN members realized that China insisted on unilateral means to solve the problem. ASEAN responded to China’s claims with the ‘ASEAN Declaration on the South China Sea’ issued in the same year. The Declaration emphasized the need to ‘resolve all sovereignty and jurisdictional issues pertaining to the South China Sea by peaceful means  without resort to force’ and it urged all parties ‘to exercise constraint’[25]. It has been pointed out that ASEAN has claimed some success by placing the dispute on the agenda of the ASEAN Regional Forum (ARF) with the support of intense lobbying[26]. At the same time, ASEAN has been criticized for failing to negotiate codes of conduct in that China continued to carry on its bilateral agreement with Vietnam in 1993 and Philippines in 1995[27]. However, in a bigger picture, it made clear that all AS EAN members has developed a respect for the codes of conduct enshrined in the 1976 Treaty of Amity and Cooperation on issues relating to peaceful settlement of conflicts and the non-use of force. Evolution of the ASEAN Regional Forum (ARF) The ASEAN Summit of 1992 declared that ‘ASEAN shall seek avenues to engage Member States in new areas of cooperation in security matters’, therefore, the ASEAN Regional Forum (ARF) was established in 1993 which ‘serves as a multilateral consultative forum aimed at promoting preventive diplomacy and confidence building among the states in the Asia-Pacific region’[28]. Through the ARF, ASEAN hoped to create regional order based on its own norms as well as the new norm of inclusiveness which is essential to cooperative security[29]. In this content, the ARF provided a test of ASEAN’s norms as the membership of ARF included all the major powers of the international system whereby the regional order in this region would also base on the inclusive approach meaning that the major powers would engage in the management of regional order. In 1995, the Philippines discovered the incident of Mischief Reef by China while ASEAN responded by issuing a joint statement criticizing China[30]. It seems this stand of ASEAN fulfils the idea of community, however, it is only a partial fulfillment due to the fact that the ASEAN members have different interpretations of the conflict. ASEAN consensus is always revolved around the norms of peaceful settlement of conflict which is being seen as the guarantee for stability. However, they did not identify with the position of the Philippines, for instance, Thailand considered the dispute as bilateral and not a dispute between ASEAN and China. Again, the event actually put a test on the ASEAN member’s ability to come up with a collective position. As Malik comments on the future of the Southeast Asia regionalism, he points out that to maintain  peace in the region, it is ‘not only founded on the stability of a balance but is sourced in a sense of shared aspirations and common destiny’[31]. In view of this, the lack of consensus among ASEAN member states indicated their unwillingness to demand standards of behaviour from China which only reinforced the ASEAN’s partial fulfillment as a community. In general, the post-Cold War period has posed unleashing of conflicts in the Asia Pacific region which were effectively suppressed during the colonial era and the subsequent period of superpower rivalry[32]. With the end of bipolarity, there is a greater potential of conflict. This paper has examined ASEAN’s behaviour in security affairs during the post-Cold War ear with the objective of assessing the validity of the idea of community. Many scholars have widely acknowledged ASEAN’s potential to become a regional security community from both within and outside the region. Snitwongse notes that although ASEAN may not be able to fully achieve self-reliance, its most striking achievement has been community building[33]. Simon claims that ASEAN is perhaps a security community in which no member would consider the use of force against each other to settle disputes[34]. In the aftermath of the end of Cold War, the absence of war among the ASEAN members is indeed being recognized by many as a great achievement. Based on the discussion of this paper, it has proved that ASEAN has developed some of the attributes of what Adler and Barnett call it as a ‘nascent security community’ where a number of triggering mechanisms including threat perceptions, shared identity and organizational emulation are present. After three decades of progress in promoting peaceful intra-regional order, ASEAN faced its greatest challenge since the end of Cold War as the current regional security environment remains in a state of uncertainty. Nonetheless, the prospect of a regional power vacuum implies the possibility of ASEAN’s further progress while the question remains whether ASEAN itself can fill the security gap by mobilizing its collective diplomatic and political resources. Bibliography Acharya, A., A New Regional Order In South-East Asia: ASEAN in the Post-Cold War Era, International Institute for Strategic Studies, Adelphi Paper 279, London, 1993 Acharya, A., Constructing a Security Community in Southeast Asia: ASEAN and the problem of regional order, London, 2001 Adler, E Barnett, M., ‘A framework for the study of security communities’, in Adler, E. Barnett, M (eds.) Security Communities, Cambridge, 1998 ASEAN Secretariat, ASEAN: An Overview, Jakarta, 1995 Buszynski, L., ‘Declining Superpowers: The Impact on ASEAN’, Pacific Review, 3/3, 1990 Buzan, B., People, States and Fear: An Agenda for International Security Studies in the Post-Cold War Era, New York, 1991 Catley, B. Keliat, M., Spratlys: The Dispute in the South China Sea, Aldershot, 1997 Deutsch, K.W., ‘Security Communities’, in Rosenau, J (ed.) International Politics and Foreign Policy, New York, 1961 Dewitt, D.B., ‘Common, Comprehensive and Cooperative Security’, Pacific Review, 7/1, 1994 Haacke, J., ‘Seeking Influence: China’s Diplomacy Toward ASEAN After the Asian Crisis’, Asian Perspective, 26/4, 2002 Hill, C., ‘Theories of Foreign Policy Making for the Developing Countries’, in Clapham, C. (ed.) Foreign Policy Making in Developing States: A Comparative Approach, Farnborough, 1977 Hurell, A., ‘Explaining the Resurgence of Regionalism in World Politics’, Review of International Studies, 21/4, 1995 Leifer, M., The ASEAN Regional Forum, Adelphi Paper 302, London, 1996 Payne, A. Gamble A., Regionalism and World Order, London, 1996 Simon, S., ‘The Regionalization of Defence in Southeast Asia’, Pacific Review, 5/2, 1992 Snitwongse, K., ‘Meeting the Challenges of Changing Southeast Asia’, in Scalapino, R., Sato, S. Han, S.J. (eds.) Regional Dynamics: Security, Political and Economic Issues in the Asia Pacific Region, Jakarta, 1990 Tarling, N., Southeast Asia: A Modern History, Oxford, 2001 Tow, W.T., Asia-Pacific Strategic Relations: Seeking Convergent Security, New York, 2001 Whiting, A.S., ‘ASEAN Eyes China: The Security Dimension’, Asian Survey, 37/4, 1997 Yalem, R.J., ‘Regional Security Communities’, in Keeton, G.W. Scharzenberger, G. (eds.) The Yearbook of International Affairs, London, 1979

Guilt in Crime and Punishment Essay -- Crime Punishment Essays

Guilt in Crime and Punishment  Ã‚   In Crime and Punishment, Fyodor Dostoyevsky tells a story of a young man that has been forced out of his studies at a university, by poverty. In these circumstances, he develops his theory of an extraordinary man (Frank 62). This conjecture is composed of the ideas that all great men must climb over obstacles in their way to reach their highest potential and benefit human kind. In Raskolnikov's life, the great obstacle is his lack of money, and the way to get over this obstacle is to kill a pawnbroker that he knows. The victim is a rich, stingy, and heartless old crone, and by killing her, taking this evil from the world, Roskolnikov does many great deeds for mankind (Jackson 99),(Kjetsaa 182). "The little old crone is nonsense!' [Raskolnikov] thought, ardently and impetuously. 'The old woman was a mistake perhaps, but she's not the point! The old woman was merely a sickness†¦I was in a hurry to step over†¦it wasn't a human being I killed, it was a principle!" (C&P, Pevear 274). Consciously, Raskolnikov refuses to accept guilt for committing the crime because he believes that there is nothing to be sorry for. Subconsciously, he knows that he has taken a human life and must suffer the consequences. His guilt and suffering because of it can be seen in his delirium. Right after Raskolnikov kills the pawnbroker he falls ill. When he sleeps, he has nightmares; when he walks, he sees ghosts. These visions are his subconscious telling him that he is wrong for not taking fault and confessing his sin. In his delirium Raskolnikov believes that he sees ghosts. "And just now I imagined that perhaps I really am mad and was only seeing a ghost"(C&P, Pevear 295). He believes that he has seen a ... ...e Sonia (C&P, Pevear 547-549). This is where he begins to appreciate her goodness and purity and to learn to enjoy life and to abandon his egoistic theory. The chosen people are the ones that are like Sonia, kind, quiet and faithful, not the rationalists and superior ones (Mortimer 116). So in this dream, Raskolnikov sees that for his unrepentant thoughts, he would die in the pestilence. Through Raskolnikov's fears, the reader is able to see that he does feel guilt. When he is awake and sober in mind, he is an egoist and believes that he is extraordinary. It is through his visions of ghosts and phantoms, that one can feel the guilt haunting him. Through his dreams, he sees for himself that his beliefs are wrong. Works Cited: Dostoevsky, Fyodor M. Crime and Punishment. Trans. Jessie Coulson. Ed. George Gibian. New York: W.W. Norton & Company, Inc., 1989.

Where Have All the Booklovers Gone?

here Have All the Booklovers Gone? Where have All the Book Lovers gone? By William B. Ongsitco (www. thenewstoday. info, September 11, 2008) In my conversations with parents in the school where I work, one of the favorite topics is fostering among the young people the love for reading. For some of them, this is a real concern. In a generation saturated by iPods, online games, and media blitz, it is not surprising to see book lovers getting lesser and lesser. But wait, does it really pay to be a young reading aficionado? Ah, there's no doubt about it.Ask any teacher who has taught for at least a year and he can assure you that book lovers have a cutting edge that helps them a great deal in accomplishing their academic demands. For educators, it is a fact that wide readers do much better in school compared with those who simply pick up their text books because there's going to be an exam the next day. | | It's very interesting how some parents managed to raise kids who take great deli ght in reading. Here are some of their secrets. Read to your kids.Smart parents start reading to their children as soon as the latter can appreciate stories. And they read to them whenever there's an opportunity. They recite to their kids stories, kiddy poems, limericks and even the tiny words on candy wrappers. While riding in a jeepney or a bus, they unlock to their children the meanings of the words they see around the city-on stores, buildings, hotels, and many more. In this way, young children begin to see the wonders behind the words they encounter everyday. It is important however that when we read stories to children, we do it with theatrical enthusiasm and gestures.Children will love reading if they see that those who know how to read take delight in doing so. Allow yourself to be seen reading by your children. Kids thrive in examples. This is a principle that all parents have seen in their own children. In fact this is how very young kids assimilate language- by unconsciou s imitation. And if a child sees that father and mother regularly spend some time reading everyday, the chance that the child would pick up the habit of reading is much greater compared with a child who seldom sees his parents going over a literature.Habitual reading then is something well worth acquiring on the part of the parents even if only to help their children develop early love for books and magazines. Tell your kids about the latest book you're reading. It is indeed a great idea to share them the latest stories we've read. When children see that books are sources of awesome information, their reading interest is heightened. And there are countless of opportunities for the sharing. One can do this while taking a meal, strolling on a beach, or even while doing a chore with a child.By the way, it would be good for parents to read about matters that interest their children. For instance, if a boy is very curious about dinosaurs, it is advisable that parents read up on this topi c and tell their kid that they have gotten the information from a certain book. It is almost sure that the boy will pick up that book to satisfy all his curiosities about dinosaurs. Have plenty of interesting and good books at home. While any printed materials can help children learn how to read, it is much better to expose them to value-laden books and magazines.In this way, we hit two birds with one stone- they learn to read and they get to know what is right and what is wrong. Parents have to be extra careful with the reading materials that penetrate their homes. Even the seemingly innocuous teen magazines may actually contain information that can undermine the values you teach your children. Likewise, let us keep again in mind the interest of the children as we select the books we will display at home. Regulate television viewing and playing of video games.This last advice is really crucial. Habitual reading of books and addiction to TV or video games are incompatible. Children who are often found riveted to their television set or whose only delight is spending hours and hours playing computer games often find it very difficult to develop the habit of reading. The explanation is very simple. Most of the kiddy shows such as cartoons do not encourage sustained concentration on children. Many of the programs we see on TV are simply there to give pure entertainment.Unlike reading which often requires focus, active thinking and effort to imagine, most of the TV programs simply require passive viewing. Much of the information are transmitted through flashy images and exciting sounds. And when kids are used to getting information in this way, and sure enough video games are included in this category, then they find reading really boring. All these practical advice my require parents to change some of their personal habits. But considering the great benefits they could bring to the whole family, altering some of our practices is certainly worth all the effort.

Music and Violence: Still a Concern in 2007

Media effects have been a hot topic in United States social history, especially with the newest in technology, which brings video and film to the personal computer and ipod.   However, one of the most long-standing debates does not concern new technology, but an older medium – music.   For nearly five decades, psychologists, scientists and parents have expressed concern that music lyrics could affect listeners and behavior, even violent behavior.   Despite some switch in focus to violent and sexual content in film and internet video, music lyrics still hold concern for their possible contribution to aggressive behavior in the United States and elsewhere. In response to this concern, many public and private investigations have sought to reach some sort of conclusion on the impact that music lyrics may have on aggressive behavior of young people.   The 1982 National Institute of Mental Health report noted that media violence, including violence in music, was a â€Å"serious threat to public health,† and by the 1990s, most research concluded that â€Å"media violence on aggressive and violent behavior was real, causal and significant† (Anderson, et al. This was followed by a Congressional Public Health Summit which consisted of six medical and public health organizations.  Ã‚   Their conclusion delivered as a joint statement of all was that â€Å"entertainment violence can lead to increases in aggressive attitudes, values, and behavior, particularly in children† (Anderson, et al., 2003). These research organizations define aggression as â€Å"any behavior that is intended to harm another person† and can include not only physical aggression, but also sexual aggression, verbal aggression, and indirect aggression.   Particular attention has be revisited on music lyrics with the rise in popularity during the 80s and 90s of the music video. Researcher found that music videos are laden with violence and â€Å"explicit aggressive content† with â€Å"antisocial overtones† (Anderson, et al. 2003).   In fact, a study by However, Waite, Hillbrand, and Foster (1992) found that aggressive behavior in a forensic inpatient ward decreased significantly after MTV (Music Television) was removed from the television offerings. Additionally another group of researchers found that males who listened and viewed violent music videos exhibited a significant increase in â€Å"adversarial sexual beliefs and negative affect† (Peterson and Pfost, 1989).   Additional this group also found that college students who listed to rock music with antisocial themes self-reported a wider range of acceptance for antisocial behaviors. Additional studies also followed test subjects for several years and report that violent music videos can have long term negative and maladaptive effects on young people (Anderson et al, 2003) One performer who has recently fallen under close scrutiny is Marshall Mathers, known to listening fans as Eminem.   Eminem’s character, Slim Shady, appeals to teenagers because her represents the extreme emotions which range from outrage to helplessness that are so common in the lives of adolescents (Doherty, 2000). Eminem is profane, rebellious, determined to be himself, to speak what he takes to be the truth about his emotions and what he sees around him. He's all the more determined to do so if it pisses off authority figures. And in a world largely dominated by modern liberal cant, the best way to outrage adults is to come across as anti-gay, anti-woman, and pro-violence. As Eminem says in â€Å"Criminal,† â€Å"Half the shit I say, I just make it up to make you mad.† Such an attitude speaks directly to adolescent anomie and rebellion (Doherty, 2000). Lyrics such as this draw teens into the world of Slim Shady, identifying with him and adopting his style of dress, attitudes and behaviors. Now, these lyrics are even more damaging, according to Myronda Reuben of WBLX in Mobile, Alabama.   She says that music now holds less hope and fewer positive possibilities in the lyrics:â€Å"Back in the day, when a rapper was talking about ‘the life,’ it was usually about getting out of away from the violence and the streets.   Now the music glorifies it, and there are so many contradictory messages out there† (Hall, 2000). Another example is the phenomenon known as Hip-Hop. Researchers note that these songs target what is known as â€Å"marginalized youth,† which is defined as those that experience the â€Å"most dramatic social pressures† (Violent Music Lyrics Increase Aggressive Thoughts and Feelings 2003)   in life, such as economic, family and behavior issues.   These individuals who listen to rap are more likely to become violent. Hip hop music seems to have the common theme of drug use, alcoholism, Aids, and murder. Thus, results of several experimental studies show that subjects who listened to violent songs were more likely to interpret ambiguous words and phrases as aggressive, and to having â€Å"increased feelings of hostility without provocation or threat†Ã‚   (Violent Music Lyrics Increase Aggressive Thoughts and Feelings 2003). These violent songs with their aggressive thoughts and feelings have daunting implications for real world violence, notes Anderson cited in the aforementioned article: Aggressive thoughts can influence perceptions of ongoing social interactions, coloring them with an aggressive tint. Such aggression-biased interpretations can, in turn, instigate a more aggressive response–verbal or physical–than would have been emitted in a nonbiased state, thus provoking an aggressive escalatory spiral of antisocial exchanges†¦(Violent Music Lyrics Increase Aggressive Thoughts and Feelings 2003). It is easy to see why these concerns are in place when one examines the lyrics from two hip hop songs that have been at the very top of the Billboard charts as cited by Senator Brownback (1998): â€Å"F– home we capture with more hits and slaughter more kids†¦ You know for real the nig– came f–in' sucked my d–†¦ I have nig–z falling like white b in a scary movie†¦Ã¢â‚¬  and â€Å"I'm known in the ghetto for slangin' narcotics†¦ I come up short I'ma bust yo'f–in' lip up Cuz money and murder is the code that I live by Come to ya set and do a muthaf–in' walk-by.† These lyrics from the songs â€Å"Get at Me Dog,† by DMX and â€Å"Come and Get Some† by Master P show the explicit references to killing, racial slurs, sexuality and drugs. Ironically, these chaotic songs are highly organized and effective at targeting youth and maximizing profit, which tends to squelch legislative attempts at censorship.   Scholars have identified some particularly disturbing rap styles:   hustler rap, booty rap, pimp rap, gangsa rap, and don rap – all of which are considered as hardcore rap.   Hustler rap features a bad guy figure who dominates others through force, intimidation and/or seduction. Booty rap applauds sexual shock and nonconformity with titles from the group 2 Life Crew like â€Å"Dick Almighty,† â€Å"Me So Horny,† and â€Å"The Fuck Shop.†Ã‚   Pimp rap focus on money and sex; an example is P Diddy’s song â€Å"It’s All about the Benjamins.†Ã‚   Finally, gangsta rap emphasizes the acceptance of antisocial, often violent, behavior.   For example, NWA’s   (Niggaz Wit Attitude) album Straight Outta Compton offers a written thank you to: â€Å"All the gangsters, dope dealers, criminals, thieves, vandals, villains, thugs, hoodlums, killers, hustlers, baseheads, hypes, winos, bums, arsonists, police, maniacs and bad ass kids for listening to our shit†¦Ã¢â‚¬  (Lena, 2006). Finally, don rappers (like Master P and Junior M.A.F.I.A.) combine gangsta rap’s emphasis on violence with the pimp rap emphasis on money and sexual dominance (Lena, 2006). These songs do translate into aggressive action.   For example, in the case of Mitch Johnson, the boy who was charged with killing four fellow students and a teacher in Jonesboro, Arkansas, frequently listened to violent rock and rap.   Mrs. Pelley is a junior-high-school teacher there who notes that after the shootings, several students revealed that Mitch had a morbid fascination with this type of music.   Mrs. Pelley discovered in a discussion with her students that while nearly ball of them could recite the violent and aggressive lyrics of songsw by Bone, Thugs-N-Harmony, and Tupac Shakur, nearly none of their parents had any idea about these songs and performers (Brownback, 1998). The tragedy of Columbine is also linked to the music of the controversial Marilyn Manson, primarily because shooter Eric Harris’s website contained frequent laudatory references to the odd performer, and both shooters wore Manson t-shirts and recited his lyrics frequently.   However, many psychologists note that this type of violence hails from an inability to communicate hatred and rage, a characteristic that these lyrics definitely do NOT have (Sanjek, 1999). Violent results from these songs are not limited to school kids.   In fact, one of the newest controversies concerning music lyrics hails from the dancehalls of reggae.   Dancehall reggae lyrics have a long history of aggressive content.   One popular artist is Buju Banton, whose 1992 chart topper called ‘Boom Bye Bye† explicitly urged listeners â€Å"to burn, shoot and pour acid on gay people†Ã‚   (Werde, 2004), and Artist Beenie Man's hit â€Å"Weh Yuh No Fi Do† similarly argues that   gay men should die. Luckily, gay rights activists have been able to convince some of these dancehall sponsors such as Red Stripe Beer and Pepsi, to exert pressure on these performers to tone down their acts.   A group of sponsors did issue a statement to this effect, saying â€Å"that the continued use of violent lyrics could ultimately lead to the decline of our music industry, as well as a social and economic backlash† (Werde, 2004). It’s disappointing to realise that in the 21st century there are still people who want to belittle or frighten other people for their own amusement. Aren't we better than this? Aren't our musicians better than this† (Debbonaire, 2006).   While violence is rarely linked to only one source, certainly the draw of aggressive music lyrics must share in the responsibility for aggressive behavior in youth. Possibly because of the enormous profit to be made by this music and possibly because of the first amendment, which protects speech, these lyrics are allowed onto CDs and on videos.   Despite warnings and labeling movements, any youngster who wants to obtain a CD is likely to be able to.   If not, the most vulgar of these artists perform and release their CDs underground, where they can be copied and spread among these teens. The best defense against song lyrics is parent involvement and participation.   Open discussion will do a lot towards deflecting some of the adverse effects of violence in music.   While song writers will do what makes money and kids will buy what music is hot, adults need to take a stand to ensure that this sad trend does not get any worse. References Anderson, Craig A. (2003). The influence of media violence on youth. Psychological Science in the Public Interest 4 (3), 81-100. Brownback, Senator Sam. (1998). The melodies of Mayhem. Policy Review, 92 Debbonaire, T. (2006).   Domestic Violence: Are Song Lyrics Really To Blame?   BBC Radio.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Retrieved 2 June 2007 from http://www.bbc.co.uk/radio1/onelife/personal/relationships/ hh_songlyrics.shtml Doherty, B. (2000). Bum Rap.   Reason 32 (7) Hall, D. (2000). Violence In Lyrics, Life An Issue For Radio. Billboard 112.27 Lena, J.C. (2006). Social Context and Musical Content of Rap Music, 1979-1995. Social Forces    85.1: 479-495 Peterson, D.L., & Pfost, K.S. (1989). Influence of rock videos on attitudes of violence against women. Psychological Reports   64, 319–322. Sanjek, D. (1999). Paying the Cost to Be the Boss. Popular Music & Society 23 (3), 25-29 Violent Music Lyrics Increase Aggressive Thoughts and Feelings. (2003). Journal for Quality & Participation 26 (2):46-47 Waite, B.M., Hillbrand, M., & Foster, H.G. (1992). Reduction of aggressive behavior after removal of Music Television. Hospital and Community Psychiatry 43, 173–175. Werde, B. (2004). Reggae Boycott. Rolling Stone, 961, November 11.   

Top Workplace Trends of 2016 so Far

Top Workplace Trends of 2016 so Far It’s always important to stay on top of the most current and exciting trends in the workplace, no matter what your field. Here are the top 10  biggest trends for this year, according to the Society for Industrial Organizational Psychology. 1. Big DataThis has been on top of the short list for the past few years- and was also number one last year. Companies are increasingly looking for ways to analyze the mounting piles of data they accrue and find ways to maximize what they learn from that data to improve their business. Businesses need to keep strategizing how to get the best analysis and make the best interpretations in order to make their best decisions.2. TechnologyTechnology continues to evolve faster than we can keep ahead of it. And we are relying on it more and more. Businesses need to focus on figuring out how that reliance, plus the increased prevalence of automation, might affect their hiring and staffing decisions- not to mention training emphases for current and new employees.3.  Working RemotelyMore and more people are getting the opportunity to manage their own schedules and work remotely. Businesses need to keep an open mind as to how to best manage teams who are not all working from the same physical location- and how to keep productivity as high as possible.4. More Frequent ReviewsGone are the days of performance reviews only happening once or twice a year. The evaluation process will become more like an ongoing conversation between employees, supervisors, and management. This focus on continually improving will help employees develop faster and better- and help companies help them to improve.5. Employee EngagementEngaged employees are better employees. So much research confirms this. They go the extra mile so much more often. Businesses should constantly be thinking how to raise employee engagement, which will help boost productivity and set a constructive and positive office culture.6. Wellness for EmployeesBusinesses are under mu ch more pressure these days to provide health and wellness incentives for employees. The healthier the workers, the better the work!7. FlexibilityBusinesses are required to be more and more agile and flexible in their business practices. The willingness to take risks and innovate is proving to pay off more and more often. This will need to be incorporated into organizational principles and missions, including flexibility with work schedules.8. Work/Life BalanceThere’s more and more focus these days on offering better work/life balance for employees. And more and more employees are demanding such a focus. Businesses will have to figure out which strategies work best, and which are less effective, in order to compete.9. DiversityHiring practices will hopefully adapt to include more diversity in the workforce, and also more diversity-oriented thinkers in positions of authority. This is an important one, and is required to matching the ethos of the future.10. Social MediaSocial m edia sites like Facebook and LinkedIn will be used much more for hiring and recruitment- not just for networking. There are legal issues to keep in mind on both sides, for both workers and employers.

How to Write an Online College Admissions Essay

How to Write an Online College Admissions Essay Since most online colleges do not require face-to-face interviews, the admissions essay is the primary way administrators get to know applicants. You won’t be able to charm an interviewer with your witty banter or your knowledge of school history. Instead, you’ll need to make sure your personality shines through in your writing. How to Write YourAdmissions Essay that Wows Your Audience Analyze the question. Admissions officers are looking for something; you need to figure out what it is. Think of the admissions essay question as a puzzle waiting to be solved. Don’t take it for its face value – think a little deeper. A question such as â€Å"Who is your hero?† is probably a way for admissions officers to find out what the applicant values. If you say your hero is style icon Paris Hilton, you’d better be applying to a fashion school.Follow the instructions. Once you’ve figured out what the admissions officers are looking for, it’s time to write. Follow the instructions with exacting accuracy, even if that means stifling your creativity a bit. Many schools use the admissions essay to make sure students can understand and follow basic directions. If you’re asked to keep your essay under a certain word count, do it. An unfortunate number of applicants have been shocked to learn that admissions officers received only the f irst 500 words of their 1000-word essays. The applicants didn’t follow the instructions, and the admissions officers didn’t get the opportunity to read their brilliant concluding paragraphs. Let your personality shine through. One of the most common admissions office complaints is that college applications seem a little too staged. Admissions officials want to make sure that your application essay wasn’t written by your guidance counselor or a hired essay-writing service. Break away from the generic and share your lovable quirks. At the same time, remember that you don’t have to reveal everything. If a bit of your history casts you in a bad light, it’s better not to mention it.Emphasize your strengths. The application essay is the perfect opportunity for you to demonstrate your strengths and explain any blemishes on your record. Many colleges ask students to write a separate essay that explains what sets them apart from the crowd. If you have an assignment like that, don’t be shy. Describe your many talents in a confident, non-boastful manner. If you have blemishes on your academic record such as poor grades or an expulsion, now is the time to own up to these issues. Explain any extenuating circumstances (such as dropping out due to a family tragedy). If there is no good excuse, explain what you’ve learned from your mistakes and why you’ll never make them again. Even if you are not assigned an essay about your strengths, you can demonstrate your talents in just about any assignment. â€Å"Show† the reader what your strengths are by setting up a scene. For example: In an essay about a defining moment in your life, you may want to â€Å"show† the reader how you’ve demonstrated leadership under stress. Don’t brag about it; just set the scene. Edit your work. Once you’ve completed the application essay, let it set for a few days. Then, go back and edit your work. Taking a break will help you look at it with fresh eyes. Ask yourself: â€Å"Is there is anything I can change to make the essay more powerful?† Be sure to run spell check and analyze every sentence for grammatical mistakes. If your online school does not prohibit second party help, ask a former teacher or essay editing service for additional assistance. Writing a stellar college admissions essay takes time. By following these basic steps, you’ll be able to craft a piece to be proud of.

600 case study Example | Topics and Well Written Essays - 500 words

600 - Case Study Example Often patients with ischemic stroke develop should be assessed for a wide variety of medical physiological symptoms. Recent literature suggests that one of the greatest predisposing factors to ischemic stroke often related to cardiac problems and diseases; which as a result give rise to characteristic neurological problems. Symptoms of ischemic stroke varied and attributed to many factors. As Feigin (2005) points out, one or more of the observed risk factors may increase the chances of development of the disease, for most patients, there is no sure sign that a stroke would occur. Subsequently, Bharucha et al, (1988) also claimed that the most common risk of stroke is family history and age. Other studies also suggests that other important predisposing risk factors to the disease include, patients with high blood pressure, which has since then been reported in 70% of medical patients, high level of cholesterol in blood, frequent cigarette smoking, diabetes mellitus, obesity, cardiovascular diseases in patients with history of occurrence of heart attack, vascular malformation and alcoholics. (American Heart Association, 2009) Equally, Sridharan, (1992) notes that acute stroke is a severe disease and as such 40% of the patients with stroke especially in acute stage often develop symptoms that are associated with speech difficulties or even difficulties in food swallowing experienced in varying degrees. George’s diagnosis revealed that he had speech related problems that could explain why his stroke would were at an acute stage and such fell into a coma. Despite these physical complications resulting from damage to brain tissue, other resulting complications cause by stroke include constipation, blood clot formation in the lower limbs, depression, pressure sore, swallowing disorders among others. Besides looking at the clinical symptoms characteristic of the disease, an examining doctor will look at the presence of predisposing risk factors of the disease