Review on mary poppins which is now played in prince edward

The focal point of this paper is to present a 500 word review of ‘Mary Poppins’ which is at this point running its shows at the Prince Edward Theatre in London. This recent version of the show started only recently only a year ago and already is in a march of captivating audience with a favourable box office result. The show is based on the script by Julian Fellowes and is a musical well directed by Richard Eyre. The original music was composed by Richard M. Sherman and the lyrics were written by Robert B. Sherman. In the latest version new songs have been added with additional music scores by George Stiles. The additional songs are written by Anthony Drewe. Being a musical this show is composed of many dance sequences that are nicely choreographed by Mathew Bourne, who is also the co-director of the play and is well supported by co-choreographer Stephen Mear. The designing is ably done by Bob Crowley. The lighting part is skilfully handled by Howard Harrison whereas the sound has been looked over by Andrew Bruce. (Brochure-Mary Poppins; 2006) This remake of the 1934 play, based on the stories written by PL Travers on the   Walt Disney film, is performed is beautifully and extremely professionally executed by the protagonist Lisa O’Hare and set in the ambiance of a lavish background to the point of dazzling the audience with spectacles. Speaking of background and set it is only obvious to refer about the doll’s house which could be enumerated as truly exceptional and memorable part of the show the supported well with the strong script that is enjoyable for a full family amusement. One very important aspect of the play is the execution of music backed by admirable choreography that could be termed as being at par with the lasting memories of Disney’s act. Songs like Chim Chim Cher-ee and Supercalifragilsticexpialidocious are basically evergreen in nature and are performed with much justice in this version of the play with dances that are enough to bring out the child within each of us. There are few moments that are particularly could be termed as breathtaking experience. One such scene is the act when Mary Poppins flies over the audience and almost gave the audience a feel of a magic land. Another such noted scene that is almost a show stopping act is the part when Bert is seen walking in an upside down manner and that too above the parameters of the stage with his usual sequences of dance numbers. However it should also be mentioned that the shoe presents a night of technically perfect vibe but not so much of emotional pleasure. Somehow or the other this play, so lavish and spectacular in nature and utterly professional in execution, lacked that extra bit of touch that makes a simple story outstanding and simple operation exceptional. This play has everything possible on stage but lacked that extra feel to make it a magical experience. Apart from this part the show could be termed as a must see event. Reference: Brochure-Mary Poppins; 2006

Breath Right Essay

â€Å"When we first began marketing this product, what was so gratifying, particularly as a physician were the literally thousands of letters and phone calls we would receive talking about how much better people slept at night. Almost all the letters began with â€Å"thank you, thank you, thank you!† Just three thank you’s. It was, I haven’t gotten a good night’s sleep like this in 10 years.† What is Dr. Dan Cohen, CEO of CNS, Inc., talking about? Its Breathe Right ® nasal strips, the innovative adhesive pad with a small spring inside that, when attached to the nose, pulls the nasal passages open and makes it easier to breathe. Since its introduction in the United States, Breathe Right strips have been coveted by athletes hoping to improve their performance through increased oxygen flow, snorers (and more often, snorers’ spouses) hoping for a sound night’s sleep, and allergy and cold sufferers looking for relief for their stuffed noses. The Breathe Right ® strip was invented by Bruce Johnson, who suffered from chronic nasal congestion. At times he would put straws or paper clips up his nose at night to keep his nasal passages open. After tinkering in his workshop for years, he came up with a prototype design for the Breath Right ® strip. He brought the prototype to CNS, which was in the sleep disorders diagnostic equipment business at the time. Dr. Cohen knew instantly the market for the strips would be huge. After the products received Food and Drug Administration (FDA) approval and became successful in the market CNS divested its other interests and went to work marketing the strips full time. Being a small company, CNS did not have the budget to launch a large-scale marketing campaign. But it got the break it needed when Jerry Rice, the wide receiver for the San Francisco 49ers won the 1995 Superbowl. The entire nation became aware of the product overnight, and demand for the strips increased dramatically. An indication of this national awareness was discussion on TV talk shows and even appearances of the strip in cartoons. The problems that the Breath Right ® strip solves – snoring, congestion – are not unique to the US population. Also, with the media being so global today, people around the world were seeing US athletes wearing the strip and wondering how they could get their noses on some. CNS decided to take Breath Right ® international. But because it was still a relatively small company and had no experience in the global market place, it opted to take on a distribution partner that had extensive global outlets already in place as well as the ability to market the product abroad. 3M, makers of such products as Post-It notes and the leader in stick-to-skin products around the world became the international distributor for Breath Right ® strips. David Reynolds-Gooch, International Business Manager at 3M, explains that the strips fit in well with 3M’s existing adhesive line of first-aid products and are sold in channels with which 3M has extensive leverage: pharmacies, hypermarkets and food markets. 3M agreed to take control of all the marketing and communication responsibilities in addition to the distribution in return for a percentage of the sales revenue of the strips. The strips are â€Å"co-branded† in the international markets. The packages say both Breath Right ® and 3M. 3M introduced the Breath Right ® strip in Japan, and then it was rolled out in Europe, and now can be found in more than 40 countries from Australia to South America. 3M used a similar approach to that used by CNS in the US. Create awareness during the introduction phase through public relations – sports related and otherwise. â€Å"The first year we had incredible PR success† remembers Reynolds-Gooch. â€Å"We believe we got about $14 million worth of free TV, radio, and print time around the world.† This was done through such tactics as having the South African rugby team wear the strips while it won the World Cup of rugby and having pulmonologists and breathing experts describe the benefits of the product on talk shows in Japan, Australia, Europe and Latin America. CNS quickly discovered some major differences in marketing the product here and abroad. For instance, as Gary Tschautscher, Vice President of International Marketing at CNS explains. â€Å"In the US, we positioned and distributed the strips as part of the cough/cold category of products. As we rolled it out internationally, suddenly we realized in some countries that section in the store doesn’t even exist. So where do you position your product?† Additionally, says Reynolds-Gooch. â€Å"There really aren’t many large drug chains or pharmacy chains. The stores are independent in most countries by law. So what that means is you have to go through multiple layers of distribution and ultimately we were able to influence the pharmacist because of the other products 3M distributes in the stores. Finally, there is no couponing in most countries in the world. That vehicle for inducing trial of a new product is not available, and hence a lot more in-store sampling is nee ded. Both CNS and 3M face some issues for the future as Breathe Right strips gain in popularity around the globe. While the athletic segment of the market gets most of the publicity, the snorers are the bulk of the market for the strips internationally. Reynolds-Gooch has identified creating heavy users – those who use the strip every night – as the most important marketing point for the future, ahead of people with seasonal colds or allergies. Also, many of the markets that have been identified as â€Å"hot† new markets throughout the business community may not be appropriate of the Breath Right ® strip. For example, Latin America and Asia (especially China) are emerging markets with steadily increasing income levels and large populations, but the average age in these countries is under 30, and people under 30 typically do not have snoring problems with the frequency that older people do.

Keynesian Economics Essay

The application of the Keynesian theory of economics has been a long standing controversy between the conservatives and the liberal factions of the American political, social, and economic fronts. Despite the controversy, Keynesianism has evidently influenced economic policies in the United States since the Second World War. This essay explains the impact of Keynesian Economics on fiscal policy in the United States. First, the author will briefly detail the provisions of the Keynesian economic theory. Some examples of recent policy actions that represent attempts at using Keynesian principles in the US are also given. Keynesian theory of economics describe a normal economy as one marked with high employment levels and normal spending by individuals in the society, a factor which leads to continuous circulation of money in the economic (Mankiw). According to him, shaking the confidence of the consumers to the economy forces them to save their income as a way of weathering the economic hardship. Failed flow of consumer money into the economy prompts the supplies to hoard their money (Mankiw). This causes a vicious circle where everybody is not willing to spend their money, thus risking an economic recession. In order to resolve this economic crisis, Keynesian Economics calls for the central bank to engage in expanding and contracting money supply in the market (Rigdon, et al 67). According Keynes, when the government pumps more bills to the people, their confidence in the economy is boosted, forcing them to increasing their expenditure, thus reinstating the normal circular flow of money in the economy. This theory has found its widespread use in controlling the American economy. This is first evident in the common practice by the Federal Reserve Bank of buying government debt from commercial banks which increases the amount of money these banks can lend (Bardes, Shelley, and Schmidt 71). Another impact of the Keynesian Economics in America is the move by the government to reduce credit requirements for commercial banks. This allows the banks to generate more money from its operations. Still, the Federal Reserve Bank can reduce it lending rates to commercial banks thus allowing them to lend more money (Bardes, Shelley, and Schmidt 76). All these serve to increase the amount of money in commercial banks, a factor which enhancing its lending capacity. On the other hand, to contract the flow of money in the economy, the Federal Reserve Bank will increase its selling of US debt, increase credit requirement, and lending rates to commercial banks (Bardes, Shelley, and Schmidt 104). This limits the lending ability by commercial banks. This is what is commonly referred to as countercyclical policies as they contradict the direction of the business system to ensure a balance of the economy. Available literature indicates that through contracting and expanding of money supply by the Federal Reserve Bank, the American economy has managed to survive an economic depression of same magnitude as the Great Depression of the 1930s (Rigdon, et al 67). This information claim that America has sailed through nine recessions during the twentieth century without any going to a depression. Such recessions include those of 1960-61, 1973-75, 1980-83, and 1990-92. Thus, economic control in the American nation employs the Keynesian Economic theory as the government gives the Federal Reserve Board the mandate to balance the economy through the discretionary monetary policy (Rigdon, et al 89). There are a number of examples of recent policy actions by the American government that represent attempts at using Keynesian principles. The Obama administration entered offices in the midst of an economic recession that had seen an increase in the rate of unemployment among the Americans to an estimated 8%. In a move to restore the economy, the government engaged in pumping significant amount taxpayer money. This move was aimed at limiting the level of unemployment to below 8% (Bardes, Shelley, and Schmidt 123). Such was in line with the Keynesian economic theory which claims that in a recession crisis, the government should expand money supply to enhance consumer confidence in the economy, thus reestablish the cyclic flow of money into the economic. However, this economic stimulus did less than to worsen the unemployment rates in the nation to about 10% by January 2009 (Rigdon, et al 71). The government has nevertheless defended this move claiming that the stimulus was too small to significantly revive the deep recession that had impacted on the American economy. Due to this reason, the Obama administration seeks approval for a second economic stimulus. The failure of this fiscal policy has been blamed for taking for granted the dilemma between government spending and reduction of tax as viable approaches to economic recovery. Critics of increased government spending in a short time it ineffective given the complex process of approval and reliable implementation compared to tax reduction. In conclusion, Keynesian economics has greatly influenced fiscal policy actions in the US since after the second. This is the model that is thanked by many for the economic prosperity since the postwar era. However, employing this theory in developing a fiscal policy should be based on a clear analysis of the most viable approach of combination of approaches to take. Such include; increasing government spending, reducing tax, and/or reducing prime lending rates. Works cited Bardes, Barbara, Shelley, Mack, & Schmidt, Steffen. American Government and Politics Today, 2008, Brief Edition. Belmont, CA: Cengage Learning, 2009. Mankiw, Gregory. â€Å"The Reincarnation of Keynesian Economics. † The Reincarnation of Keynesian Economics. Oct. 1991. 12 Aug. 2010. Rigdon, Susan, et al. Understanding American Government. Belmont, CA: Cengage Learning, 2009.

Teaching Assignment Example | Topics and Well Written Essays - 2500 words

Teaching - Assignment Example Intuitive-Feeling SELF-EXPRESSIVE Sensing-Feeling INTERPERSONAL Prefers to Learn by: -Seeing tangible results -practicing what he has learned -following directions one step at a time -being active rather than passive -knowing exactly what is expected of her, how well the task must be done and why Studying about ideas and how things are related Planning and carrying out a project of his own making and interest Arguing or debating a point based on logical analysis Problem solving that requires collecting, organizing, and evaluating data Studying about things that directly affect people's lives rather tha impersonal facts and theories Receiving personal attention and encouragement from his teachers Being part of a team-collaborating with other students Activities that help her learn about herself and how she feels about things Being creative and using his imagination Planning and organizing her work in her own creative ways Working on a number of things at one time' Searching for alternative solutions to problems beyond those normally considered Discussing real problems and looking for real solutions Learns Best From: Drill demonstration Practice Hand-on experience Lectures Reading Logical discussions and debates Group experiences and projects Loving attention Personal expression and personal encounters Role playing Creative and artistic activities Open-ended discussions of personal and social values Activities that enlighten and enhance-myths, human achievement, dramas,etc. Likes Doing things that have immediate, practical use Being acknowledged for thoroughness and detail Praise for prompt and complete work Immediate feedback(rewards, priviledges,etc) Time to plan and organize her work Working independently or with other intuitive- Working with ideas and...To write down the steps of baking in order is one thing and to bake it is another thing. The scheme of work is challenging enough for those talented individuals or those in the Intuitive-feeling (self-expressive) and Sensing-Feeling (interpersonal) style of disposition. While for those gifted or those in the Sensing-Thinking (mastery) and Intuitive Thinker (understanding) style of disposition, this is too challenging. The scheme of work for the year 8 is more on practical works, rather than thinking. The talented individuals are being prioritized; the course offers them the expressions of their ideas, kinesthetically, while the gifted individual's abilities are not well exercised. There should be additional measuring criteria involving them in fair percentage and ratings. c) Having 12 visual, 9 kinesthetic, 3 auditory students, is a difficult thing to assess inside the classroom, this is where you need to give special attention to the following students, not only for the dominant number but those who are left aside. The visuals deal with the spatial intelligence and are in favor of the lesson, since they can see most of the time the process of how to bake.

Do corporate social responsibility (CSR) reports provide shareholders Essay - 3

Do corporate social responsibility (CSR) reports provide shareholders and stakeholders with useful information on corporate soci - Essay Example This is in contrary to the normal accounting basic that has been known about debiting and crediting financials. With the current business trends, accounting as profession has shifted from just an ordinary financial profession to numerous environmental researches and an accountability when it comes to the contribution of social environmental factors. Therefore thin paper is trying to find out as to whether, Thesis: corporate social responsibility (CSR) reports provide shareholders and stakeholders with useful information on corporate social and environmental performance. Having been clarified into different segments, financial managerial and costing that are familiar to most people, must relate to the issues of finance in one way or the other. However, when it comes to corporate social responsibility, accounting would only concentrate on corporate social repotting that is considered vital to both the organization and any other stakeholders in different ways as explained in this paper (Sims, 2003). Shows accountability of democracy Corporate social reporting gives adequate clarification about the commitment to stakeholders concerning accountability, democracy and transparency. The CSR constitutes a proper clarification of social and environmental concern on factors that are never economic viable to the society as a whole as explained by divergent stakeholders theory. Besides, it gives a composer of distinct and varied number of environmental reports that clarifies about annual returns of an organization and this must be based on organizational profitability in relation to the size of the economy or regulatory environmental. Through engaging the necessary stakeholders, corporate social re

My Interactions with the Jesuit values Essay Example | Topics and Well Written Essays - 750 words

My Interactions with the Jesuit values - Essay Example Also, a compassionate and loving heart if not tempered by the logic and decorum emanating from the heart is but a rudderless ship, incapable of reaching its destination, being most of the time trapped in the morass of indecision and wavering. It is in the divine unity of the mental and emotional faculties that lies the true future of humanity and mankind. The Jesuit model of education actively inculcates the unity of human understanding and emotions. When the human personality is not amply mature and had not attained the ripeness ushered in by continual and persistent contemplation and education, the heart and the mind tend to be in a state a conflict. This is many a times markedly signified by having a strong desire to do something or engage in some activity that innately seems to be inappropriate or wrong. I believe that a preponderance of such instances in human life gives way to ample emotional and mental problems, which if allowed proceeding beyond a certain limit could degenera te into some kind of neurosis. Yet, ironically, I feel that this is the actual dilemma of the modern civilization so open to the winds of materialism and a deluge of information. Many a times in my life I felt that though I had everything that I materially desired and had access to most of the modern freedoms and rights, still there was something lacking within me that restrained me from evolving into a complete person. It is only after learning about, understanding and meditating upon the Jesuit value of the unity of body and mind that I realized that it was possible to pull myself out of this dilemma. I realized that the purpose of human existence and education is to aspire for a holistic development, the kind of evolution where the aspirations of the heart are shaped and molded by the discipline and formality emanating from the mind. This may seem nice to read, but, believe me, achieving such a state of existence is easier said than done, and requires continual practice and dedic ation, not to mention the immense need for prayer and self evaluation. It is only when a person has the good luck to be placed in the circumstances that are imbued with just the right values and ethics that one is able to instinctively realize the unity and harmony existing between the mind and the heart, the body and the soul. However, if, by the grace of God, one turns out to be blessed enough to placed under the tutelage of experts and institutions that encourage the flowering and evolution of the whole person rather than lopsidedly encouraging the segmented faculties of the human personality that one is able to evolve into a complete person in whom the yearnings and aspirations of the heart are propitiously tempered by the wisdom and maturity of the mind, leading to happiness and completeness in most of the spheres of life, are they spiritual, social, academic, economic or domestic. In that context, the Jesuit value of the unity of mind and the heart had a profound impact on var ied facets of my life. It not only helped me to proceed on a journey that promised happiness and grace, but also endowed me with the much required qualities like humility, patience and persistence. It encouraged me to engage with the complexities of the outside world with a deeply felt and morally

International Marketing Case Study Example | Topics and Well Written Essays - 3000 words

International Marketing - Case Study Example He contended that a lot depends upon the differences in the extent of geographical location and the degree to which the company is centralized for decision making. International marketing is different from home-country marketing and the success or failure of the decision basically depends upon; International market situations happen to be multilevel in their decision focus, with a hierarchy of decisions from country assessment and performance measurement decisions through to more traditional marketing mix allocations and programs. For the purpose of this assignment we choose 'BARCLAYS BANK', a UK-based financial services group, with a large international presence in Europe, the USA, Africa and Asia. Barclays is one of the largest financial services companies in the world, In terms of market capitalisation. It has been operating for more than 300 years with more than 25 million customers and 118,000 employees in over 60 countries. Barclays origins can be traced back to a modest business founded more than 300 years ago in the heart of London's financial district when goldsmith-bankers provided monarchs and merchants money for funding their business ventures. John Freame and his partner Thomas Gould established one such in Lombard Street in 1690. The name Barclay became associated with the company in 1736, when James Barclay also became a partner. The company amalgamated with the London, Provincial and South Western Bank in 1918 to become one of the UK's 'big five' banks. By 1926 the bank had 1,837 outlets. The modern banking business though started picking up in 1925, with the merger of three banks - the Colonial Bank, the Anglo Egyptian Bank and the National Bank of South Africa to form Barclays international operations. This helped the bank in adding more business in Africa, the Middle East and the West Indies. Besides the banking operations the Barclays' group has business interests in a range of fields like fund/ capital management, investment advisors, insurance, etc. But for our study we'll limit ourselves mainly to the banking operations. Some of the historical milestones and salient features about the Barclays' operations are; Barclays acquired Martins Bank in 1969, the largest UK bank to have its head office outside London. In 1981, it became the first foreign bank to file with the US Securities and Exchange Commission and raise long-term capital on the New York market. Taking giant strides towards global acceptance Barclays listed its shares on the Tokyo and New York stock exchanges in 1986, thus becoming the first British bank to do so. In 2000 it took over the Woolwich, a leading mortgage bank and former building society founded in 1847. In July 2003 Barclays acquired the Banco Zaragozano, one of Spain's largest private sector banking groups, which was founded in 1910. Keeping pace with technological advancements Barclays started the telephone banking service Barclaycall in 1994 and later on-line PC banking in 1997. Barclays has also introduced

Banks and Other Financial Institutions Speech or Presentation

Banks and Other Financial Institutions - Speech or Presentation Example The insurance company AIG’s main services include General Insurance which include insurance for fire, marine, motor vehicles and miscellaneous things. They also provide health insurance, claim payments. The bank and insurance company are similar in the form that both provide customer benefits in terms of securing their money where banks can be used for saving money while the insurance company can be used to make health treatments secured, property and other valuable items secured through insurance. Both types of financial institution are also huge benefit to the economy as the world economy relies heavily on these institutions. Both firms differ in terms of the different types of services that they offer such as banks can be used for saving money and then earning interest on them whereas in a financial institution lease payments are made to insure something. Financial institutions of today are huge and are everywhere and the world economy cannot survive without them as most of the money is given out through them and the business rely on these firms hugely. The savings and loans crisis could have been avoided if there was not overregulation in the industry by the government. The high regulation prevented different firms from experimenting with different ways to adapt to changing market trends. Neither owners nor depositors had anything to lose, and both groups encouraged escalating risk-taking as a result. The disaster could have been avoided if there was more consideration on the part of the owners of these

Low Carbon Building Essay Example | Topics and Well Written Essays - 3250 words

Low Carbon Building - Essay Example Research suggests that buildings, both residential and commercial, are responsible for more than 38 percent of all greenhouse gas emissions, a figure which has increased rapidly in the recent decades and has the potential to escalate further. In fact, research conducted by Isiadinso et al (2011) indicates that this figure reaches the level of 50 percent for UK buildings. However, this is also the area where most room is available to decrease GHG emissions. In fact, it was the landmark research conducted by Pacala & Socolow (2004), which identified building efficiency as one of the â€Å"stabilization wedges† that could assist in ensuring that carbon emissions could be offset by the year 2050. Over the past few years, experts, scholars and researchers have highlighted the crucial role that construction professionals can play through designing and structuring the buildings, in the first place, as efficient and sustainable as they can be, through space heating, cooling and hot wa ter, lighting and others. As the name suggests, low carbon buildings refer to buildings that are planned and structured in such a way that the carbon emission could be minimised, however, the fact is that, amongst many scholars and experts, there is an ongoing debate between scholars and experts regarding various dimensions of low carbon buildings. In fact, experts even disagree over the definition of a zero carbon or low carbon building and if the same is achievable or not. Williams (2010) takes the liberty of drawing of highlighting the pivotal differences between conventional houses and low impact environment building or autonomous building or PassivHaus design buildings. Where conventional buildings are dependent on the main drainage systems and gas supplies, low impact environmental buildings have independent waste disposal systems and energy services. Conventional buildings do not face any obligation to incorporate renewable energy source installation and energy generation fro m that source during early stages of design, however, low impact environmental buildings have to ensure that they do the integrate a renewable energy source within the design of the building and that also in the early phases of the design. In case of conventional buildings, the requirement for space heating is fulfilled through gas or electric heating systems, but in the case of low carbon buildings, the dependence on gas or electric heating systems for space heating has to be reduced by at least 90 percent. Furthermore, the total amount of energy consumed in the process of space heating typically exceeds the mark of 15 kWh/m2. However, in the case of low carbon buildings, experts agree that this number cannot exceed the 15kwh/m2 mark. Vale and Vale (2002) are amongst the list of scholars and experts that have indirect critiqued the idea and concept of low carbon buildings. They believe that buildings do not have the responsibility to exhibit sustainable and environmentally responsi ble behaviour but people have this moral and ethical responsibility. Therefore, it is not necessary or imperative to create building with low carbon, green or sustainable design but people should mould and alter their lifestyle choices in such a way that their actions generate lesser carbons emissions. A conventional house will have much lesser carbon emissions than a low carbon house, if the people living within that the building are to make sustainable lifestyle choices (p. 485). Ramus & Montiel (2005) highlighting some of the problems associated with the low carbon buildings identified that in many cases, ashamed of their carbon emissions data, most architects disown or

Equality and Diversity Essay Example for Free

Equality and Diversity Essay This essay examines the key factors that influence inclusive learning and teaching in the lifelong learning sector. Teaching methods will vary according to what you want to get out of the session, what the learners are able to achieve within the time frame, what materials and resources are available, what you are teaching, the needs of the learners and your personal style. This could be formal, informal or a mixture of both. Formal teaching methods include lecturers, demonstrations and presentations. Informal teaching includes discussions, group work and practical activities. As I will be teaching within the Beauty Therapy my lessons would be a mixture of both these delivery methods. Each activity within the classroom will consist of teaching and learning activities which are balanced to meet the different needs of my learners. Blended learning incorporates both traditional and computer based methods. This is commonly referred to as Information learning technology (ICT) this use of computer based technology to enhance teaching methods and resources or develop learner autonomy is widely promoted. The other main teaching methods other than ICT I am opting to use are lecturers and demonstrations. These demonstrations are very important as it would show the students the beauty routine that we would expect them to follow within their practical sessions. This ensures that students will be working to the same standard and will also adhere to the requirements of the awarding body. Practical sessions also help to explain difficult parts of the task when verbal exposition in not enough. I would also use group work activities, these particularly suit kinaesthetic learners but also when you have a group consisting of various abilities it allows both weak and strong learners to work collectively. Question and Answer sessions will be most commonly used in my tutorials. If I was teaching for example ‘the bones and muscles of the body) I would ask students to identify where muscles are on the body to help promote learning. At the start of the course the approach I will use to facilitate inclusive learning will be to carry out an initial assessment. This will help me identify what type of learners they are, I would then plan my teaching sessions to meet these individual needs by using a mix of visual, auditory, kinaesthetic teaching and learning strategies. For example I had just completed a practical demonstration to my group on ‘a facial routine’, I wanted to make sure my learners could confidently work in pairs and practice this routine on each other. A task like this would suit the kinaesthetic because he/she is provided with an opportunity to do and learn, and for the visual learner I would produce a step by step illustrated hand-out to support the routine. The Equality Act 2010 outlines protective characteristics which promote equality within schools and colleges and prevent discrimination. This includes sexuality, sex, disability, marital status and religion. In order to promote equality in my classroom I will need to respond positively to the diverse needs of all learners. Effective communication with learners is essential and it is the teacher’s responsibility to ensure that learners understand appropriate vocabulary and terminology and that comments are not discriminatory or offensive. As a teacher I would keep language simple so that if I have a learner from different backgrounds they may not have the same level of English as British learners. Resources used such as hand-outs, assignments and work sheets will also aim to promote equality and diversity. For example I would produce worksheets in a gender free language and also aim to promote multiculturalism by producing scenario based worksheets that use names from various ethnic backgrounds. I would also pace my sessions so students have plenty of time to take notes and ask any questions. Although inclusion is about supporting learners’ needs. It is not always possible for teachers to do this without support themselves. All teachers should be aware of the limits of their own responsibility and know when and where to access support for learners. you will not be able to get students to solve all their own difficulties. Get to know and use your institutions student services or pastoral support system: it exists to support your students, and you, so do refer where it is appropriate† Petty 2004 There are many places of referral within education; these can be both internal within the education establishment or an external organisation. The internal places of referral may inc lude student support services, learner study support centre, and counselling and careers advice. If I had a student for example who needed help with writing their essay I would arrange for them to go to the learner study support centre who would be able to assist Learners with learning difficulties or disabilities may need additional support and may need a designated support worker to support them within the classroom. A learner with dyslexia may find it hard to read text or numbers or have difficulty with writing and spelling, therefore I would produce written hand-outs and allow learners with dyslexia to present their ideas verbally or tape notes if necessary. Political correctness is a commonly used term at the moment and is used to ensure that expressions do not cause offence to any particular group of people. There are also many external agencies where learners can be referred, and which agency they are referred to would depend on the individual’s needs of the learner. This may include health related issues, family difficulties, poor attendance, or repeated challenging behaviour. The purpose of referring a learner to an external support agency is to support an individual student and to help them overcome their difficulties which are impacting on their education. For example if I had a student who was constantly disruptive in class and had a record of aggressive behaviour I would refer them to the Pupil Referral Unit. They would help and encourage the learner to be involved in the learning process, but in a smaller environment where they be in a much smaller group (3-4 learners) and also receive one-to-one support. Functional skills such as literacy, numeracy and ICT can be easily integrated into my lessons. These activities will meet both literacy and numeracy standards but are more easily understood by the learner. An example of this would be an assignment covering salon duties. I would ask the students to produce a sales ledger for stock to be re-ordered from our supplier. This would include maths as the student would have to calculate the cost of goods and also the total value of the order, it would include English as the student needs to produce the document and ICT as the student would have to present it in a typed format. The best way to establish ground rules with my learners is to negotiate them. The rules should be appropriate and fair and agreed as a whole class. As a teacher, I would establish ground rules during the first session, and plan a short activity around this. The class could discuss what is expected of them and write the rules in small groups. I would also list a few ground rules and then negotiate them as a class. This gives all learners the opportunity to be included and involved and as they have decided on the rules they are also more likely to respect them. When establishing ground rules it is important to ensure they are clear and brief and start positively rather than with ‘do not’. Once the rules have been established I would ask the learners to write them on some flipchart paper and hang them up in the class so that they are visible to all. It is also important to reinforce the rules consistently and to phrase learners when rules have been adhered to. I feel this method would motivate learners and also model good behaviour. Some rules may not be able to be negotiated. For example when the students come into class they must be wearing their salon uniforms and hair must be tied back. As a teacher even though I have designed my lessons to meet everyone’s needs I still need to ensure that my learners are motivated and want to learn. Maslow (1970) argues that basic needs such a food, safety, love and belonging and self-esteem need to be met in order for them to achieve their goals and aspirations. Everyone is motivated through either Intrinsic (because they want to learn) or extrinsic motivators (because they have to i. e. better job prospects). â€Å"A good teacher will play to the strengths of the learner when trying to raise enthusiasm in learning† Wilson 2004 – page 188 Other theories of motivation that can be used to motivate learners include the goal orientated theory, based on desire to be rewarded for achievement. A learner is given a clear direction or task and when it is reached there is a reward. For example I would set a group task for my learners to complete within the lesson. If they finish before the end of the lesson they are allowed an early break. If they don’t complete the task at the by the end of the session they will have to complete as homework. Albert Bandura (1994) suggested that an individual’s belief in themselves and their ability is related to what they can achieve. An example of how this can be applied into the classroom is to encourage my learner to try, and re-explain the topic if they are unsure. Through coaching and reassurance I will enable that learner to achieve. Giving effective feedback will help to improve the confidence of learners and develop their potential. Feedback should be delivered promptly and be a two way process. I would ask the learner how they think they did and get an idea if their understanding of the topic. Even if I had negative feedback to give to my learner I would end with a positive statement to incite the learner to take my comments on board and leave them feeling more positive about their performance. To conclude I suggest that inclusive teaching can only take place if both equality and diversity are positively promoted. Inclusive teaching relies on a range of differentiation strategies which may include adapted resources or additional classroom support. Depending on individual learner needs, learners may need to be referred to internal or external places of referral for extra support. .

Ethnic Relations in Malaysia

Ethnic Relations in Malaysia 1.0 Introduction Malaysia is a country of over 200 ethnic groups. Among the Malays, Chinese, Indians, Kadazan-Dusun, Iban and others. With people from different cultural, ethnic or otherwise has always been on the agenda in the management of society and rule this country. Because of the diversity of cultures, religions and languages ​​of the citizens of this country, then timbulah various problems involving ethnic relations. One could say that racism will always be a demarcation between the various races. This in turn can create tension and conflict between communities and thus may lead to bloodshed. Based on the events of May 13, some important things that should be taken seriously in building a united Nagara. In this case, it appears factor harmonious ethnic relations is the key to the balance between a strong economy and political stability. Very strong ethnic ties to the citizens of a country rife diversity in religion, language, culture and ethnicity. Malaysiayang people of various races and religions need to consider themselves as Malaysians who think and act towards achieving a common goal. In line with this, the prevailing unity between the races in this country should be strengthened to create a more peaceful environment, advanced, safe and prosperous. 2.0 Challenges of ethnic relations 2.1 Challenges of the economic aspects of ethnic relations One of the challenges of ethnic relations in the economic aspects of the physical separation. This physical separation inherent effect of the policy of divide and rule adopted by the British colonialists in the past. Physical separation is causing causing an ethnic group that does not recognize or have the opportunity to interact more frequently because living in different provinces. This relationship alienate relations and interactions and reinforce the sense of belonging and ethnocentrism among members of every ethnicity. This could give rise to prejudice, stereotypes and maintain ignorance among members of an ethnic group against another ethnic group. Each ethnic group has its own education system and still use the syllabus as practiced in their home country. Malay students studying in the school Melayudan using the Malay language. The Indians were studying in Tamil schools and Tamil languages. As for the Chinese, they are studying in school and Mandarin Chinese. As a result, interactions among them only about ethnicity. The social contract also also frequently raised by some parties. The social contract is an agreement reached during independence in drafting the constitution. Among the issues that is often raised is the special position of the Malays, Islam, the Malay language, and so on. Any issue raised or social contract could lead to estrangement hubungn ethnic groups in Malaysia. 2.2 Challenges of the economic aspects of ethnic relations In the economic sector, there is a wide gap in terms of economic dominance. Most Malays dominate the agricultural sector is relatively backward. Chinese people generally dominate the more developed sectors of business and commerce. While the Indians dominated the farm-based economy. Consequently, the existence of different income gap between ethnic groups. British policy that put people on the job cause certain ethnic dominate in any one field of work. The Malays are mostly engaged in agriculture, fishing and serving as a public servant. Most Chinese people are involved in the business sector and mining. While most of the Indians are laborers on the estate. This difference has caused dissatisfaction among certain ethnic groups. Indirectly, this strengthening lgi racism. 2.3 Challenges of the political aspects of ethnic relations In this country there are different political parties based on ethnic groups and all political parties to uphold the interests of the ethnic groups represented. Politok racism can cause dissatisfaction and reinforce racism if expression of specific ethnic interests made without taking into account the interests of all parties. If the issue of racism, such as language, culture, education, religion, nationality and economic raised, then this action will not contribute towards the direction of a cohesive society. 2.4 Challenges of the inter-ethnic Malaysia is a country consisting of a pluralistic society. Therefore, there are many differences in terms of religion, language and culture of the society in Malaysia. Each ethnic group to defend their culture and customs, ethnic prioritize them and may also consider only the best of their culture. This led members of ethnic preference for members of the same ethnicity in choosing a friend, get a job and the outcome will ultimately create inter-ethnic polarization. Apart from the existence of a multi-language press to prioritize their ethnic group would reinforce the feeling of the respective ethnic groups. Challenges in terms of the importance of these values ​​will create bigger problems if the notion of ethnocentrism is the belief in the community. 2.5 The challenges of globalization Globalization refers to the borderless world where relationships become increasingly short and quick. We can know the state of the outside world with a quick and fast and all the information can be passed without any limitations.Globalisation brings in influences from the West in terms of ideology, culture Hedonism and negative values, a free economy, science and technology and destructive political system that is considered best for all people. Through globalization, the Western powers are exporting all kinds of evils that harm the country and the environment, culture, entertainment and exploitation of human resources and raw materials. These symptoms result in the disappearance of the luhar and Western thought accepted into society. Their success was aided by the local community who consider all coming from the west is good and modern. This will have an impact on ethnic relations, integration, unity, easy to conflicts and even worse inviting communal riots. Indirectly, this situation will worsen ethnic relations in Malaysia. 3.0 The role of government in improving ethnic relations 3.1 Establishment of the Department of National Unity and National Integration Racial riots on May 13, 1969 was an eye opener about the importance of the various efforts to more serious focus in managing differences and sensitivities in a plural society like Malaysia. Following the event, the National Operations Council (NOC) was established. On July 1, 1969, the Department of National Unity under the command of the NOC was created to address issues related to the reconstruction of social cohesion in our country at that time (Department of National Unity and National Integration, 2006). After the dissolution of the NOC, the National Unity Advisory Council was established on 23 February 1971. Responsibility to nurture and protect national unity, the country continues to be placed under the responsibility of the Department of National Unity. Between 1990-2004, the Department of National Unity was placed under the Prime Minister by the name of National Unity and Integration Department (JPNIN). Starting from independence until now, the government has developed and emphasis on some socio-economic policy in the lead to the unity and harmony of the diverse communities and national integration. Policies intended, including the National Education Policy, the National Cultural Policy and the New Economic Policy. Such policies have been strengthened further by introducing Pillars of the national ideology. To reduce the political actions that can divide people, efforts were made to form the National Front. As a follow up in an effort to create and strengthen the Malaysian race., Several other policies were developed. Among them are the National Development Policy, the National Vision Policy and National Social Policy. Governments position was further emphasized in the 2020 statement. JPNIN through the Action Plan for Unity and Integration 2005-2010, have planned a variety of efforts to promote and enhance national unity and integration of: 1. Political Strategy: Understanding 2. Economic Strategy 3. Strategies Education 4. The National Language Strategy Use 5. Strategies Religion 6. Cultural Strategy 7. Strategies Regional Integration 8. Strategies Security 9. Area Development Strategy 10. Strategies of Human Energy Use 11. Strategies Mass Media 12. Strategies Sportsmanship 13. Correctional Strategy Unity 14. Strategies Voluntary Organisations 15. Strategies Reading Research and Publications 16. Strategies Monitoring Current Issues and Conflicts 17. Strategies establishment of the National Unity Advisory Panel (PANEL) and Unity State Level Advisory Committee (JKPPN) 18. Strategies and Activities Program Unity Other strategies: -Creating training in intercultural communication -Establish auditing government policies -Develop an ethic of human rights and responsibilities to the people of Malaysia Publication reading extensively about the races in Malaysia. 3.2 Strengthening the schools vision The education system cutting across various streams cause no specific mold that can be used to form a cohesive society. multi-stream education system that exists now has resulted in parents of students choose streams according to their own folk. Efforts to foster unity must start early with mambabitkan primary schools in the same mold. As such, national schools should be empowered to adopt a spirit of unity among students of various ethnic backgrounds. Thus, students can be trained to live and work together with patriotism and high berakomodatif. Therefore, efforts should be taken to strengthen national schools in the national education system in order to place a stronger platform to unite the various races in the country without compromising national-type primary schools that have been agreed upon by all ethnic groups under the social contract. All parents are given the freedom to send their children to national schools. If they choose Chinese schools or Tamil, then no one can stop them. However, primary school is an institution of education for the children of Malaysia to meet the aspirations and a national identity. School is not just the ability to educate students but help instill the values ​​of unity among students from racial palbagai. The national school is a mainstream education for all Malaysians regardless of race. To foster unity and confidence in one school system, national schools must be made more attractive to attract the non-Malays. In the Ninth Malaysia Plan, to make national schools the school of choice, the quality of teaching in these schools will be ranked by 100 per cent in secondary schools and 25 per cent of primary school teachers will have a first degree in 2010. Spirit of unity among students not only need to be nurtured by the school but also institutions of higher education. Measures to be undertaken are as follows, namely: 1. Not aside the native language proficiency respectively by introducing the teaching of Mandarin and Tamil. 2. Provide awareness to students about the importance of interaction between ethnic groups. 3. Developing more activity between ethnic groups 4. Conduct a program of interaction between the school and incorporate elements of ethnic interaction in the curriculum and enhance the skills to interact with other ethnic groups. 3.3 National Service (NS) National Service (NS), first implemented in 2004, is specialized in mandatory training for three months in camp and boarding for teenagers Sijil Pelajaran Malaysia. NS carried out with the Rukun Negara and interdisciplinary curriculum that includes four modules, namely the physical module (among other activities include marching, the obstacles, cross-country skiing and hiking the woods); statehood module (knowledge of national construction or nation-building); Character Building Module (exploration of self and interpersonal) and Community Service Module (includes among other activities such as collaborative clean, beautify and invigorate the surrounding area). NS non-exertion or follow the trend adopted by other countries. As stated by the Department of National Service, NS aims to boost patriotism among the younger generation, foster national unity and integration, develop positive character through the values, the spirit of volunteerism, and giving young people more active, intelligent and confidence. NS indeed contribute to the cultivation of unity, especially among young people because of all the activities carried out to emphasize the spirit of goodwill and mutual tolerance among participants regardless of race or religion. The module is able to inculcate nationalism will love the homeland as well as allow them to learn the customs and culture of various communities. When there is a sense of patriotism within the participants, solidarity and integration and mutual cooperation among the races in Malaysia to be created because each had one goal, which is to see Malaysia as a country of peace and harmony. This could eventually produce teens who are willing to sacrifice for the unity of the nation. 4.0 The role of society in the context of ethnic relations 4.1 Neighbourhood Watch Neighbourhood Watch Scheme was introduced in 1975 following applies Essential Regulations (Neighbourhood Watch 1975). In the early stages, Pillar Tetanggga allows people to control security in their homes. With a focus on the tasks that are required to patrol the community between the ages of 18 to 55 years. Beginning January 1, 1983 the government introduced a reform with emphasis on the neighborhood concept that aims to foster and strengthen neighborhood spirit among the local community. Consequently, The Essential (Neighbourhood Watch) Act 1975 has been amended for this purpose. In 2000, the approach of Neighbourhood Watch was amended once again with a broader mandate, namely the development of society as a whole to create national unity. Vision Neighbourhood Watch is to assist in the building of a united Malaysia in the context of Vision 2020. While its mission is to foster mutual understanding and tolerance towards the development of a united Malaysian nation with its own identity and its motto was the United Progressive Direct. The objectives of Neighbourhood Watch, which is to preserve, promote and strengthen national unity and national integration in line with national development policies based on the Federal Constitution and the Rukun Negara. To ensure the goals are achieved Neighbourhood Watch, a number of activities carried out by the Neighbourhood Watch community can be categorized into a number of activities as follows: Social: the practice of visiting during the festive seasons like Hari Raya, Chinese New Year, Deepavali, Christmas, Gawai festival intensity, and Family Day. Education, informal education, colloquium neighbor women, motivational courses, leadership courses, tuition, lectures in various fields. Sports Neka, running, football, handball, netball, water sports, traditional sports, sports and others. Recreation, tai chi, expedition climbing, hiking and mountaineering, tents and other work. Health and environment-related health talks, anti-drug, AIDS, cancer, cleanliness campaigns, anti mosquito and protect public property. Arts and cultural-dance classes, crafts, traditional games, gamelan classes, drums, traditional dances, lion dance, theater and others. Economic activities in hydroponic crops, livestock freshwater fish and making the water pepper Neighbourhood Watch Scheme was introduced in 1975 as a measure to allow the people themselves to control and protect the security of their residential area. The scheme was subsequently renewed by emphasizing the concept of a neighborhood with a philosophy that will ensure the well being of neighborhoods of the country. At present the role of Neighbourhood Watch Scheme extended further with the community development approach to ensure the unity and harmonious relations in the community will remain unchanged and continue. As of May 2006, there were 3228 Neighbourhood Watch areas were established throughout the country.Neighbourhood Watch Committee has organized various activities in their communities. From January to May 2006, the Neighbourhood Watch across the country have adopted a total of 36 029 activities. This activity aims to enable local residents acquaintances helping in trouble together, interact and foster closer ties at the grassroots level between leaders and people and between people of different ethnicity, customs and culture (Ministry of National Unity and National Integration). 4.2 Open House The open house will be held by all Malaysians when the festive season. All ethnic groups in Malaysia will often visit the home-visiting different neighbors even ethnic. For example, during the celebration of Hari Raya, Chinese, Indian, Kadazan, Iban and others will visit the home of the Malays and vice versa for the other ethnic groups. Ethnic Chinese example will endeavor to provide kosher food to ethnic Malays when inviting ethnic Malays came to the house during Chinese New Year. This shows that the Chinese really care and understand the culture of the ethnic Malays. The ethnic Malays will not serve beef to the Indians when they came to the house during Hari Raya. These considerations demonstrate harmonious ethnic relations firm always prevailed among the people and understand and respect each others culture. Practice proves social integration among different communities so high despite race, religion and culture. 4.3 Acceptance of Culture Today, the non-Malays in Malaysia started receiving Malay culture in terms of food and clothing. For example, the non-Malays handsome styling baju kurung and baju Melayu, especially on Friday and this phenomenon is normal for non-Malay students. To the Malays, they began to receive Chinese and Indian cuisine as well as the provision of cash from an envelope or red packet using a well-known among Chinese people. Adults also have to look at housing estates, there is the same placement for all ethnic definitely this will encourage more ethnic relations among the people through local activities. 4.4 Programs in Higher Education Institutions (HEIs) The student affairs through associations and clubs must always promote activities and programs that lead to unity among students. For example, through the activities of the Lantern Festival, which involves not only the Chinese and Indian students, but also to be accompanied by Malay students. Touching student leadership, turned out to be dominated by a particular race, but to also consist of various races such as the Student Representative Council (SRC). The course content in all educational institutions should emphasize educational aspects in a harmonious multi-racial society. Spiritual values ​​and common culture should be given preference in the subject of Nationalism, Islamic and Asian and Ethnic Relations. Therefore, it is important to strengthen the curriculum of personal morality and character of the students. This is because high personality to be the foundation of all spiritual and cultural values ​​that will unite the younger generation. Ike created a club or club Pillars of unity at each university is a very good step for this proposal is an effort to instil awareness of the importance of racial unity. Thus, the student affairs accordingly encourage the students to join the club or club Pillars of unity by giving certain privileges such as exemption of credit and so on. The university should also provide support for the activities carried out both in terms of material or advice. Co-curricular activities is a field of study that emphasizes the nurturing and development of the individual through the psychomotor, cognitive and effective. Thus, extra-curricular activities such as sports programs implemented, clubs, associations, exhibitions, lectures and many more should be intensified and expanded again among students of all races. Outside of the academic system, the students should be involved in various community activities such as foster families, associations and uniform. This experience will be very valuable in understanding how the lives of Malaysians. The unity and community service activities have an important role in encouraging participation and shared experience between them. Thus, the incentive for such activities must be in close collaboration with the government and the private sector. The students must be assigned in community service projects such as the operation of community service, students return home and so on. The lecturer also needs to be applied and exposed to racial unity attitude positive. The lecturer must be exposed to courses such as sociology of race and ethnic relations to apply the values ​​that are important in nurturing students for racial harmony. Indeed, the lecturers have a big role as agents to spread unity and harmony in this multiracial country. They are agents of integration and unity that plays an important role in encouraging more interaction through assignments and academic projects. 5.0 Role of NGOs in the Context of Ethnic Relations While there are organizations based on ethnic groups, but there are parent organizations at the national level umbrella organizations such as ethnic-based Malaysian Youth Society, Chamber of Commerce and Industry of Malaysia and many more. This of course can speed up the process of ethnic relations through the role played by NGOs. Talking about whether aspects of leadership at the national level or association leaders attended by leaders of various communities. For example, the leadership of the Malaysian Youth Council attended by all the ethnic groups in Malaysia. Despite the division of society according to race, as the 4B Youth Movement, Youth Association Tamil, Malay Chamber of Commerce Malaysia, Malaysian Chinese Chamber of Commerce and the Indian Chamber of Commerce Malaysia, but this should be used by these organizations to create various dialogues and seminars in order to understand the problems that exist and find the solution. For example, the Muslim Youth Movement of Malaysia (ABIM) has always held a seminar to explain the importance of ethnic relations in the context of Malaysia. Therefore, the role of the private sector and the government is required to contribute funds to increase research and development for innovation and drive economic growth. These funds are available such as the Intensive Research Priority Areas (IRPA) and grants from private and institutional organizations such as the Multimedia Super Corridor (MSC), the National Academy of Sciences and many more is the generator of economic development. Because science and technology are so plays an important role in the economic development of the country, then this aspect is very important in increasing ethnic Malaysians. This is because when the national economy is growing rapidly as well as political stability, will be able to attract more investors either from within or outside the country to drive economic growth. This in turn provide employment opportunities to all segments of society regardless of ethnic groups. Consequently, the standard of living will increase, the gap could be balanced and the economy is capable of creating harmony in Malaysian society. 6.0 Conclusion Ethnic relations is a very important thing for pluralistic Malaysian society. Ethnic relations will produce a harmonious Malaysian society, mutual cooperation and understanding, and always appreciate the social contract has been agreed since the beginning of independence. Efforts should be continued to ensure hubungn ethnic groups in Malaysia are always in good condition. These efforts involve the role of government, community and non-governmental organizations. What is important in ensuring that ethnic relations are in good condition, these efforts must be answered by all levels of society. Cultural diversity in Malaysia should not pose a problem of racism. Every race or ethnicity should know and memainkn their role in ensuring racial conflict as the May 13 recur. This unity is essential in order to contribute towards making Malaysia a developed nation by 2020. In this regard, the prevailing unity between the races in this country should be strengthened to create a more peaceful environment, advanced, safe and prosperous. Therefore, all the cooperation of all parties such as government, community and non-governmental organizations is desirable to improve ethnic relations in Malaysia Nagara. Bibliography When Isaac (2001). Malaysia from 1945 to 2000. Utusan Publications Distributors Sdn. Ltd.: New York Shamsul Amri Baharuddin (2007). Ethnic Relations Module. Kuala Lumpur: Universiti Teknologi Mara. http://agy7500.blogspot.com/2009/08/siri-225-pelbagai-soalan.html (function() { var scribd = document.createElement("script"); scribd.type = "text/javascript"; scribd.async = true; scribd.src = "https://www.scribd.com/javascripts/embed_code/inject.js"; var s = document.getElementsByTagName("script")[0]; s.parentNode.insertBefore(scribd, s); })()

History of Iron Smelting Technology in Sub-Saharan Africa

History of Iron Smelting Technology in Sub-Saharan Africa Introduction: The arrival of iron smelting technology in sub-Saharan Africa played a significant role in shaping the historical record of the area by bringing profound changes to the lives and societies of its inhabitants (Haaland Shinnie 7). In the parts of Africa south of the Sahara and south of the Ethiopian highlands, there has been no archaeological evidence supporting a Bronze Age (Van Der Merwe 463; Alpern ; Holl 6) and the evidence archaeologists do have point to iron being the first metal used to replace stone tools (Fagan 1). One area of intense debate regarding the African Iron Age is the process in which the technology of iron smelting arrived in sub-Saharan Africa. Over the past half-century, the interpretations and reconstructions of the origins of iron smelting in sub-Saharan Africa have changed considerably. The initial theory was based on an unquestioned belief of the superiority of Ancient Egypt over sub-Saharan Africa (Kense 12). Based on this framework, the site of Meroe was pr oposed by Arkell as an important link and the general belief was that the collapse of the Kingdom of Kush precipitated the spread of technology and Meroitic culture into the southwest (Kense 13). However excavations conducted in the 1960s determined that the iron smelting furnaces found at Meroe mostly dated to the first few centuries B.C.E (Shinnie 30) and its pivotal role in the spread of iron smelting technology was shown to be increasingly hard to defend (Kense 13). Three theories regarding the origins of iron smelting in sub-Saharan Africa have emerged and are currently disputed amongst scholars (Holl 7). Two of the theories are diffusionist meaning these theories claim the technology originated elsewhere and was transported into the region. These theories are based on the premise that iron smelting originated somewhere in Anatolia and from there the technology was adopted by other populations and spread throughout the Mediterranean and into Africa. The main diffusionist theory was first proposed by Raymond Muany in 1952. He argues that since the Phoenicians had iron by about 1100 B.C. and that they started colonizing Northern Africa at around the same time; it was possible that the knowledge of iron smelting was transmitted into sub-Saharan Africa with the Berber tribes living in the Saharan Desert as a medium (Alpern 46). The other diffusionist hypothesis arose as a counter to early iron smelting furnaces found west of Lake Victoria in Tanzania. This hypothesis proposes that the technology came from Arabia via the Horn of Africa (Alpern 80). The theory that has gained the most acceptance recently is the one arguing for the independent invention of iron smelting in sub-Saharan Africa (Alpern 41). A slew of archaeological discoveries in the past twenty years have strengthened the case for independent invention. Some people have even gone as far as arguing that, based on controversial discoveries made in 2008, inhabitants of sub-Saharan Africa were the first to smelt iron, preceding Anatolia by about 700 years (Pringle ). The strongest case against independent invention is the complexity of iron smelting. Iron requires specialized knowledge in order to transform iron ore into usable iron (Kense 19) and it has long been held that people without prior knowledge of smelting techniques would not be able to smelt iron successfully (Sassoon 5). Two areas of sub-Saharan Africa have emerged as candidates for areas where iron smelting could have developed, the Western Africa region around the Niger-Nigeria border or north-western Ta nzania. This essay will argue for the independent discovery of iron smelting technology in sub-Saharan Africa based on discoveries made in Western Africa. Background: To understand why there has been such a strong opposition to the idea of sub-Saharan Africa independently inventing iron smelting technology, it is necessary to consider the difficulty and skill required to smelt iron. It is hypothesized that iron was first used as a flux, a substance that is smelted together with the desired ore in order to make the slag, or waste rock, more liquid, in the smelting of copper (Wheeler Madden 114). The iron mixed with slag would have been spongy at the temperatures inside a copper smelting furnace. It could only then be shaped into something usable through repeated hammering and heating (Wheeler Madden 114). The difficulty in creating iron objects is testament in the value iron objects had during the early and mid Bronze Age. In Egypt, for example, Tutankhamen was wrapped in with a golden dagger and a matching iron dagger with a gold hilt (van der Merwe 466). So although ancient smiths, masters of smelting bronze and copper, knew about iron, the diffi culties in smelting the metal took a long time to overcome. The smelting of iron occurs when iron ore is heated together with a charcoal fuel. This causes the iron in the ore to fuse chemically with the carbon from the charcoal. The more carbon dissolved in the iron, the lower its melting point. The amount of ore to fuel, and the supply of combustion air determine whether cast iron, steel, wrought iron, or a useless lump of metal will form (Alpern 82). Copper on the other hand melts readily at 1084ÂÂ °, temperatures that can be reached in a charcoal fire or during ceramic firing (Holl 6). In sum, the reduction of iron ore requires much more sophisticated expertise than does the smelting of other metal ores. Without pre-existing furnace technology, the likelihood of stumbling upon the process required is slim (Sassoon 5). Due to these foundations and a lack of archaeological evidence supporting very early iron smelting in sub-Saharan Africa at the time, Mauny proposed the most plausible scenario for the diffusion of iron metallurgy (Alpern 45). He speculated that when the Phoenicians settled in North Africa, the Berbers living in the region, being from a nomadic warrior culture, would have been keen to acquire improved weapons made from iron metal. These Berbers living near the coast would then pass on this technology to their fellow Berbers living in the Sahara (Kense 24). He then suggested that the technology could have been taken south into the sub-Saharan savannah by fleeing slaves, or deliberately transmitted to the lands of black farmers where both iron ore and the wood to fuel smelting furnaces were relatively abundant. The farmers would in turn supply the Berbers with raw metal for ironworking in exchange (Alpern 46). Mauny offered some linguistic evidence for his model. Derivatives of the Phoenician word for iron, barzel, are found in Berber vocabularies throughout the Sahara and also in the Teda (Tubu) language of Tibesti and the Fezzan.20 Mauny also saw affiliations with the terms for iron among several savanna-dwelling black peoples, including the Bariba, Jukun, and Kanuri.21 He might have added that Carthaginian influence on the Berbers may be attested to this day by the Tifinagh alphabet of the Tuareg, which is thought by some scholars to derive ultimately from a Punic script. There is a strong case that Africa independently invented ceramics, however there does seem to be evidence for Berber transfer of metallurgy across the Sahara, but it comes not from Niger but from Mauritania in the far west. Ancient copper artifacts began to be noticed in that region in the early twentieth century. By 1951 enough had been found for Mauny to wonder, in print, whether Mauritania had experienced a Copper Age.70 An answer came in 1968, when French archeologist Nicole Lambert began excavating what was known as the Grotte aux Chauves-souris (Bat Cave) on a hill called the Guelb Moghrein near Akjoujt in western Mauritania. It was not a cave at all, but an ancient mining gallery dug by humans following a rich vein of malachite ore. The ore was not only extracted, but locally smelted, as furnace remains and slag attest. Four other ancient exploitation sites were found later on the Guelb Moghrein. Ra-diocarbon datings, eventually calibrated, are nearly all in the range 800 to 200 cal BCE. Subsequently at least three other metallurgical centers from the same period were discovered in the Akjoujt region. The number of ancient copper objects found in the western Sahara and attributed to the Akjoujt industry exceeded 160 at last count. The great majority are weapons: arrowheads, lance points, and daggers. Tools include hatchets, pins, awls, burins, and hooks. There are the inevitable personal ornaments-rings, earrings, pendants-and some ingots. All the items are very small and very light; when the number reached about 140, the total weight barely topped two kilograms. They were produced in a Neolithic context in which stone tools vastly outnumbered the metal ones, so one can hardly speak of a Copper Age on the basis of present evidence. How did copper mining and working get started at Akjoujt? It is possible the industry was indigenous, but no one yet seems to have made a real case for that. Lambert saw a resemblance between the Akjoujt products and those of the El Argar culture in southeastern Spain, where copper was being manufactured by at least 1700 BCE and bronze some 200 years later. She thought the few ancient brass and bronze artifacts also found in Mauritania might have been imported from the western Maghreb. She noted that chariot engravings had been found on rocks in three places near Akjoujt and thought they might be road signs indicating an early traffic between Morocco and Mauritania.71 Mauny discerned Phoenician or Carthaginian initiatives behind the Akjoujt industry, with Berbers actually importing the technology, but Lamberts idea of an Iberian connection might have some merit.72 In the late 1960s and early 1970s, British archeologist Colin Renfrew, in a sweeping challenge to the then-reigning diffusionist orthodoxy, suggested that copper metallurgy was independently invented on the Iberian Peninsula long before Phoenicians or Greeks reached the western Mediterranean. 73 Since then much evidence has accumulated that he was right, and that Iberian copper metallurgy dates back at least to 3000 BCE.74 It also seems that the technology crossed from Spain to Morocco before the Phoenicians set foot on the Moroccan coast. Until the mid-twentieth century, it was thought the western Maghreb had not experienced a Copper or Bronze Age. Finds of metal objects, ancient mines, and, especially, rock engravings have undercut that notion: copper in Morocco may date all the way back to the third millennium BCE, according to some leading researchers.75 Rock art in the High Atlas shows weapons typical of the El Argar culture, especially daggers, halberds, and axes.76 Conceivably, cuprous objects reached Morocco in exchange for two North African products, ivory and ostrich eggshells, that have been found in third- and second- millennium-BCE graves in southeast Spain.77 But no certain proof of early copper smelting has yet turned up in the Maghreb. Did the Akjoujt copper industry, whatever its origins, lead to an independent invention of iron metallurgy? The malachite of Bat Cave occurred in a matrix of hematite and magnetite that was discarded in the smelting process. There is no evidence that the coppersmiths ever produced iron, although the raw material was at hand. However, proof of ironworking from the same period has recently been found some 250 miles south of Akjoujt in the middle Senegal river valley. At a site called Walalde, iron artifacts dating to somewhere between 800 and 550 cal BCE have been found, and in a second phase of occupation, from ca. 550 to 200 cal BCE, clear evidence of iron smelting has been excavated. The latter phase also yielded three copper artifacts with a telltale chemical signature of the Akjoujt ores-more than 1% of arsenic and a smaller amount of nickel. Further excavation and study are required to evaluate the find, but it is clearly an important contribution to the history of metallurgy in sub-Saharan Africa.

Possible People Responsible for the Death of Romeo & Juliet :: Shakespeare, Romeo and Juliet

Two households, both alike in dignity? From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. From forth the fatal loins of these two foes A pair of star-cross'd lovers take their life, Whole misadventured piteous overthrows Do with their death bury their parents' strife? -Chorus As these words echoed through the hall of the Globe theatre little did William Shakespeare know that this tragedy, Romeo and Juliet, would be examined and admired by playwrights for decades to come. So does fate play a major part in this tragedy? Or does their blood stain the garments of civil hands? Could it have been the loyal Mercutio, who swore on both their houses Tybalt the hated enemy? or was it Friar Lawrence who tried to end the fighting between households. Or does the blame go on the ancestors who began it. Many would agree that the death of these lovers cannot be blamed on anyone but themselves. This question cannot be answered without looking deeply into each characters involvement in the tragedy. In many ways Mercutio can be blamed for the deaths of Romeo and Juliet. If he had not persuaded Romeo to come to the Capulet?s Ball Romeo would most likely have never fallen in love with Juliet. If Romeo hadn?t gone to the Capulets Ball, Tybalt would not have sought his life and in time forcing Romeo to be banished and Mercutio and himself dead. Or was it those few words that left Mercutios mouth when he knew he was dying? ?A plague on both your houses! I am sped. Is he gone, and hath nothing - Act 3, Scene 1, line 90. Could he have really put a curse on the Capulet and Montague households? That both families will come together at the result of death. From the very beginning of the play, Tybalt expressed how he hated peace. He would prefer to hate than to have peace with the Montagues. ?What! Drawn, and talk of peace? I hate the word, / as I hate hell, all Montagues, and thee. / Have at thee, coward! ? Act 1, Scene 1, line 67 Surely if he did not have such a hate for the Montagues he would not have gone after Romeo after seeing him at the ball. If he had held back his sword instead of smiting Mercutio, Romeo would not have been angered to murder and in turn be banished. But also when Juliet?s parents heard that there daughter?

Exploring the Dark Side of Human Nature in The Killers Essay -- Killer

Exploring the Dark Side of Human Nature in The Killers      Ã‚  Ã‚  Ã‚   Hemingway's "The Killers" illustrates that unexplained violence is an integrated part of society.   To acknowledge the cruelties of life is to come to terms with horrifying events that can not be denied.   A person may lack the maturity to cope with everyday life if they do not realize that evil can exist in any given society.      Ã‚  Ã‚  Ã‚   The story is told in the objective point-of-view.   "Hemingway's approach to his story is different; he approaches it as a journalist approaches a news story, from a focal point somewhere outside of his characters" (Jaffe, 209).   The author tells the story only as an observer.   He does not tell the reader what the characters are thinking, nor does he give the reader any insight to his personal feelings.      Ã‚  Ã‚  Ã‚   As the story progresses, the reader learns that "The Killers" intend to live up to the label Hemingway appropriately gave them.   "The Killers," however, are not the main focus of the story.   The title is symbolic only of the evil that the story revolves around, but the main focus of the story is Nick's discovery and disbelief of the true evil that lurks in everyday life.   Nick struggles with the knowledge that he can not change Ole's fate as he states, '"Don't you want to go and see the police?...Isn't there something I could do?...Maybe it was just a bluff...Couldn't you get out of town?...Couldn't you fix it in some way?'" (Hemingway, 251).   He is not mentally prepared to accept the darker side of human nature.  Ã‚  Ã‚        Ã‚  Ã‚  Ã‚   "It is a story of discovery, in which the anonymity of the observer serves to compel the reader's attention to the bare facts as they add up, one by one, to a pattern of demonstrated yet... ...rld, they will be over-burdened with the unfairness of everyday life.    Works Cited Benson,   Jackson J.   Hemingway...The Writer's Art of Self-Defense.   Minneapolis: University of Minnesota Press, 1969. Brooks, Cleanth and Robert Penn Warren.   Understanding Fiction. 3rd ed.   New Jersey: Prentice-Hall, Inc., 1979. Hemingway, Ernest.   "The Killers."   Great Tales of Terror and the Supernatural.   New York: The Modern Library, 1972. Jaffe, Adrian H. and Virgil Scott.   Studies in the Short Story.   5th ed. New York: The Dryden Press, 1956. Moseley, Edwin M.   Pseudonyms of Christ in the Modern Novel.   New York: University of Pittsburgh Press, 1962. Walcutt, Charles C.   Man's Changing Mask.   Minneapolis: University of Minnesota Press, 1966. West, Ray B. Jr.   The Short Story in America.   2nd ed.   New York: Books for Libraries Press, 1968.

Tort Law: Stella Liebeck Report

Hot coffee spill worth cool award McDonald's may fork over $2. 9 million Denver Post Copyright 1994 Friday, August 19, 1994 The Associated Press ALBUQUERQUE – A woman, who was scalded when her McDonald's coffee spilled won a jury award of $2. 9 million – or about two days' coffee sales for the fast-food chain. Lawyers for Stella Liebeck, 81, who suffered thirddegree burns in the 1992 incident, contended that McDonald's coffee was too hot. A state district court jury imposed $2. 7 million in punitive damages and $160,000 in compensatory damages Wednesday.Ken Wagner, one of Liebeck's attorneys, said that he had asked the jury for punitive damages equal to two days' worth of McDonald's coffee sales, which he estimated at $1. 34 million a day. Testimony indicated McDonald's coffee is served at 180 to 190 degrees, based on advice from a coffee consultant who has said it tastes best that hot, Wagner said yesterday. The lawsuit contended Liebreck's coffee was 165 to 170 degree s when it spilled. In contrast, he said, coffee brewed at home is generally 135 to 140 degrees.Defense attorney Tracy McGee said the company will appeal. Juror Richard Anglada said the jury was trying to deliver a message to the industry. â€Å"The coffee's too hot out there. This happened to be McDonald's,† Anglada said Wednesday. Liebeck's lead counsel, Reed Morgan of Houston, said there have been several lawsuits nationally over the temperature of McDonald's coffee, but that he believes the Liebeck case was the first to reach the verdict stage. A California case was settled out of court for $235,000, he said. He said the woman's medical bills totaled nearly $10,000.According to testimony, Liebeck was a passenger in a car driven by her grandson outside a McDonald's in southeast Albuquerque when she was burned by a cup of coffee purchased at a drive-through window. The jury found, among other things, that the coffee was defective and that McDonald's engaged in conduct justif ying the punitive damages. Caption: PHOTO: Associated Press/Adolph Louis THE VICTIM: Stella Liebeck, who suffered third- degree burns when a cup of McDonald's coffee spilled on her, is shown with her dog at her residence in Albuquerque. Woman burned by coffee given $2. 9 million by jury Austin American-Statesman Copyright 1994 Friday, August 19, 1994 ALBUQUERQUE, N. M. – A jury awarded $2. 9 million in damages to a woman who suffered third-degree burns after spilling a cup of McDonald's coffee. Stella Liebeck, 81, said in her lawsuit she was riding in a car in 1992 when she put a cup of the coffee between her legs while she removed the cap. The coffee spilled, scalding her. Testimony indicated McDonald's coffee is served at 180 to 190 degrees, based on a coffee consultant's advice that it tastes best that hot. In contrast, the lawsuit said, coffee brewed at home is generally 135 to 140 degrees.Juror Richard Anglada confirmed the jury was trying to deliver a message to the fas t-food industry with the large punitive damages. â€Å"The coffee's too hot out there,† Anglada said. Coffee burns result in $2. 9 million award from McDonald's †¢ The Fort Worth Star-Telegram Copyright 1994 Thursday, August 18, 1994 Associated Press ALBUQUERQUE, N. M. – A jury awarded $2. 9 million in damages to a woman who suffered third-degree burns after spilling a cup of McDonald's coffee. Stella Liebeck, 81, said in her lawsuit that McDonald's serves coffee that is too hot.Liebeck testified she was riding in a car in February 1992 when she put the cup of coffee between her legs while she removed the cap. The coffee spilled and she suffered severe burns on her legs, groin and buttocks. Reed Morgan, her attorney, said the woman's medical bills totaled close to $10,000. Juror Richard Anglada said the jury was trying to deliver a message to the fast-food industry. â€Å"The coffee's too hot out there,† she said. â€Å"This (just) happened to be McDonald' s. † Tracy McGee, McDonald's attorney, said the company would appeal. Coffee Spill Burns Woman; Jury Awards $2. Million †¢ The Wall Street Journal Copyright (c) 1994, Dow Jones & Co. , Inc. Friday, August 19, 1994 The Business of Law ALBUQUERQUE, N. M. (AP) — A woman who was scalded when her McDonald's Corp. coffee spilled was awarded almost $2. 9 million by a jury. Lawyers for Stella Liebeck, who incurred thirddegree burns in the1992 incident, contended that McDonald's coffee was too hot. On Wednesday, a state district court jury imposed $2. 7 million in punitive damages and $160,000 in compensatory damages. Defense attorney Tracy McGee has said the company will appeal.Ms. Liebeck's medical bills totaled almost $10,000, according to one of her attorneys. Testimony indicated that McDonald's coffee is served at between 180and 190 degrees, based on advice from a coffee consultant who has said the beverage tastes best at that temperature, Ken Wagner, one of Ms. Liebec k's attorneys, said yesterday. The lawsuit contended that Ms. Liebeck's coffee was between 165 and 170 degrees when it spilled. In contrast, the complaint said, coffee brewed at home is generally between 135 and 140 degrees. Woman spills coffee, sues, wins $2. 9 million The Fort Worth Star-Telegram Copyright 1994 Friday, August 19, 1994 Jennifer Packer Star-Telegram Writer A jury in Albuquerque, N. M. , awarded nearly $2. 9 million to an81-year-old woman who was burned by a cup of coffee that she spilled on herself while riding in a car. Stella Liebeck suffered third-degree burns on her buttocks, groin and legs after she removed the top from a cup of McDonald's coffee that she had placed between her legs while riding in a car being driven by her grandson, according to testimony. The incident occurred in 1992. The jury awarded $2. 7 million in punitive damages and $160,000 in compensatory damages Wednesday.Liebeck's medical bills totaled nearly $10,000, according to court documents. â€Å"She couldn't sit. Her butt was burned, her crotch was burned -if you could see the pictures . . . it was disgusting,† Tracey Salazar, an Albuquerque civil court clerk, told the Fort Worth Star-Telegram. â€Å"She did deserve something, but $2. 9 million dollars? That's how it works in society today,† Salazar said. Testimony at the trial indicated that McDonald's coffee is served at temperatures between 180 and 190 degrees Fahrenheit under a corporate guideline based on advice from a coffee consultant.The woman's coffee was between 165 and 170 degrees when it was spilled, according to testimony. Liebeck's lawyer, Reed Morgan, told The Associated Press that Liebeck's isn't the first lawsuit filed over McDonald's coffee temperature. But it's likely the first one to reach a verdict, he said. McDonald's attorney Tracy McGee said the company will appeal the decision. â€Å"We will pursue all the appropriate remedies,† she said. Ray Waddell, a Texas Wesleyan Univ ersity law professor, said he believes that the heavy punitive damages were meant to serve as a lesson to McDonald's and other restaurants. It's their legal duty not to serve dangerously hot coffee,† Waddell said. â€Å"The $2. 7 million is to . . . get McDonald's attention so they won't make boiling hot coffee anymore. It's more than likely the jury just got mad at McDonald's and decided to punish them. † Waddell said the publicity surrounding the case could provoke copycat coffee-inspired lawsuits. â€Å"You can suppose that people all over the country will go around buying big cups of coffee and spilling it on themselves,† he said. Fort Worth Fire Department Lt. G. D. Wilder said any liquid hotter than 110 degrees can cause a burn.Water boils at 212 degrees Fahrenheit. â€Å"The hotter it is, the less time it takes to burn,† Wilder said. The depth of the burn, he said, depends on how long the skin has been exposed to the hot substance. A small, unscient ific survey yesterday by the StarTelegram showed that coffee temperatures at Tarrant County restaurants ranged from 155to 175 degrees. The hottest coffee, at 175 degrees, came from a Dunkin' Donuts store. A 7-Eleven store served it at 170 degrees. A Whataburger restaurant's coffee was 160 degrees, and a cup of Texaco coffee registered 155degrees.One McDonald's manager in Fort Worth, who would not give her name, said company policy mandates that coffee be prepared at a temperature of about 195 degrees. But another Fort Worth McDonald's manager, who also declined to give her name, gave the official temperature as 170 degrees and said she has never had any complaints. â€Å"It's not a problem,† she said. â€Å"They always come back for more. † A Fort Worth Jack in The Box manager said company policy dictates that coffee be made with water that's about 195 degrees. â€Å"It's supposed to come out at 191 or better.We just want to make sure there's a minimum temperature,â⠂¬  manager Bobby Woodard said, adding that the staff checks water temperature daily with digital thermometer. â€Å"I've never had anybody saying that it was too hot. † At Grady's American Grill, a nationwide franchise whose parent company owns Chili's and several other chain restaurants, the only coffee temperature policy is an informal one: â€Å"As long as it's steaming, it's hot enough to serve,† said David Lalas, general manager of the chain's Helen Street restaurant. But Lalas said that he thinks the McDonald's verdict will change that soon. I'm sure there'll be some kind of stipulation on how hot it's supposed to be and to calibrate it,† Lalas said. â€Å"For true coffee drinkers,† Lalas said, â€Å"it's never going to be too hot for them. † Law Professor Waddell said he wouldn't be surprised if the verdict against McDonald's opens the door to a new era of food servers who will poke their fingers into cups of coffee before offering them to customers- all in the name of protecting their restaurants against legal complaints. â€Å"It would cost them millions of dollars a day to check their coffee,† Waddell said. The cheapest way to test it is to stick a finger in it. † Staff writer Chris Vaughn contributed to this report, which contains material from The Associated Press. LETTERS †¢ Austin American-Statesman Copyright 1994Friday, September 2, 1994 Take responsibility When are we going to make people responsible for their own actions? To blame McDonald's for serving hot coffee, let alone awarding $2. 9million for damages as reported Aug. 19, is ludicrous. It was Stella Liebeck who spilled the coffee, not McDonald's! McDonald's should not be held responsible for her bad judgment.I'm no fan of McDonald's but I am a senior citizen myself, and in good conscience I could not sue McDonald's for personal injury caused by mown carelessness. What's happened to our legal and jury systems? Is there no commonsense left in America? ROSE M. DONOVAN Austin, 78731-3918 Hot topic And lawyers wonder why so many view them as liars, cheats and corrupters of our legal system. Just look at the $2. 9 million given to an Albuquerque, N. M. , woman by a jury that was somehow convinced that McDonald's makes their coffee too hot!Stella Liebeck, 81, was riding in a car in 1992, and spilled coffee between her legs when she removed the cup's lid and burned herself. Testimony indicated that McDonald's serves coffee at between 180 and190 degrees Fahrenheit, while home brewed coffee is between 135 to 140 degrees. Just for fun, I checked the temperature of our two noncommercial coffee pots – a Freeware percolator and a Militia drip. The perc serves its brew at 190 and the drip at 185. I'll bet by the Laws of Chemistry that if I served boiled coffee it would be around 212, egg shells included.When Ford Motor Co. purposely chose to let people die in Pintos and face injury in models with a C-4 transmission ins tead of spending pennies on prevention, that was criminal. When McDonald's or any restaurant serves you hot coffee you should get exactly what you order -hot coffee. I guess I want to ask the lawyers and plaintiffs what's next -insulated cups, Tabasco, the famous cry in Mexican restaurants â€Å"Hot Plate,† melted cheese on pizza? Maybe that woman was too old to be served hot coffee and we should withhold dangerous food and beverages from anyone over 65.I'll be real disappointed the next time I order Hot and Sour soup and can only get Vichyssoise instead. ROBERT D. ATKINSON Austin, 78753 THE COFFEE'S HOT, STUPID! A proud nation of pioneers has become a land of whining plaintiffs †¢ Atlanta Journal Copyright 1994 The Atlanta Journal-Constitution Tuesday, September 13, 1994EDITORIALDebra Saunders San Francisco – Is it the job of the courts to protect Americans from themselves? Recent court cases suggest that many plaintiffs and jurors believe so. Last month's jury a ward in Albuquerque of $2. million in punitive damages to a woman scalded by McDonald's coffee is the first case. Stella Liebeck, 79, was a passenger in a car driven by her grandson whence bought her megabucks cup of coffee at a McDonald's drive-through in1992. She spilled the coffee on her lap after she pried the lid from the cup, which she had placed between her legs. It shouldn't take an Einstein to figure out that you don't open a full cup of coffee anywhere near your legs – never mind between them in a moving car. But in America, we reward such thoughtlessness and punish entities that don't treat people like mindless boobs.Juror Richard Anglada explained that the jury wanted to send the restaurant industry a message: â€Å"The coffee's too hot out there. This happened to be McDonald's. † It's true, restaurant coffee tends to be served at temperatures hotter than java brewed at home. So make McDonald's pay for Liebeck's medical bills. But reward her with $2. 7 mill ion for being careless wither coffee? Now some restaurants are considering putting warning labels on their coffee. Let them read: â€Å"Hot! Stupid. † Because in this litigious age, it's not enough to be hot, and everybody knows it, you have to shout â€Å"hot! † so that no one forgets it.In Sacramento and San Luis Obispo counties, separate lawsuits have been filed against authors Laura Davis and Ellen Bass, whose book â€Å"The Courage to Heal,† has become a self-help bible for incest survivors. Or, perhaps I should say, people who believe they are incest survivors. The book encourages readers to explore for retrieved memories of incest thus: â€Å"Even if you are unable to remember any specific instances of childhood sexual abuse but you have a feeling that something happened in your childhood, it probably did. † No doubt the book has prompted some desperate people to conjure up false memories, with tragic consequences.Last week, a Sacramento Superior C ourt judge dismissed the suit against the authors but let stay Deborah David's suit against her therapists, minister and health-care provider. As Neil Shapiro, who represents authors Davis and Bass, told the San Francisco Chronicle: â€Å"These are ideas, and you can't have liability for ideas. † While the court ruled correctly, it is disturbing that David asked the courts to shield her from the power of an idea. Her therapists and the authors through their books â€Å"convinced† David, the$4million-plus complaint argued, that â€Å"she was abused as a child, and that she had multiple personalities. The suit complained that while the book promised healing, it â€Å"failed to heal† David. She â€Å"relied on such representations and, in reliance thereon, purchased the book and the workbook and read them as directed. † There is an irony in this suit: Two priestesses in the cult of victimology have faced two suits based on the assumption that the plaintiffs were helpless before their rhetoric. Victimology has gone full circle. America has devolved from a country of pioneers to a nation of plaintiffs.