Patterns of Macroevolution

Analysis Of The Day Running And Management Of Trinity...

Report Trinity Lodge Hotel This report will look at a detailed view of the day to day running and management of Trinity Lodge . Situated in the heart of Dublin’s business district and cultural quarter , near Trinity College , this family-owned guesthouse offers luxury en-suite accommodation in an authentic Georgian townhouse Rich in character, Trinity Lodge is one of the finest examples of Georgian-period accommodation in Dublin city center and it comprised of 3 restored original Georgian houses. The Lodge is a splendid craft of Georgian elegance and contemporary style and comfort . With only 26 charming bedrooms, perfect for business and leisure travelers . My role in Trinity Lodge is that of a breakfast chef and waitress . I deal with the customers and answer any query’s they might have . Because Trinity Lodge is a family run business and employs just 10 staff it has a small tight structure. As a result of this staff are delegated more than one position . This structure comprises of , The Owner , takes care of wages and contracts . The Manager job title is that of Floor Manager , Human resource. She takes care of Hotel stock from food to bed linen to toiletries, she is in charge of the roster and making sure the Hotel runs smoothly and efficiently whilst making sure all staff are trained and up to date with all haccp and various courses . In order to keep a business competitive and successful the managers follow a process using a certain strategy to achieve its goals.Show MoreRelatedAnnual Report Fosters Beer64959 Words   |  260 Pages2011 04 From the ChAirmAN ANd ChieF exeCutive oFFiCer 82 84 13 diSCoNtiNued operAtioNS 14 propertY, plANt ANd equipmeNt 08 09 10 the Next ChApter For CuB exeCutive mANAgemeNt CorporAte goverNANCe StAtemeNt 85 86 88 89 15 AgriCulturAl ASSetS 16 iNtANgiBle ASSetS 17 pAYABleS 18 FiNANCiAl riSk mANAgemeNt oBjeCtiveS ANd poliCieS 18 24 49 59 direCtorS’ report remuNerAtioN report group FiNANCiAl review Five YeAr SummArY 94 19 derivAtive FiNANCiAl iNStrumeNtS 96 Financial

Cognitive Development and Epistemology - MyAssignmenthelp.com

Question: Discuss about the Cognitive Development and Epistemology. Answer: Introduction: There is no gain stating the fact that academic learning in school plays an integral role in the overall growth and development of a child. A child not only acquires academic knowledge through effective participation in the class activities, but his participation in the learning activities also facilitates his cognitive growth. The very way in which a child learns or what he learns plays an important role in shaping his life once he becomes an adult. In the present scenario, it is evident that Robert, the boy of 9 years is encountering learning difficulties, once he is admitted in his new school. Hence, in order to ensure his academic progress, it is important to develop an understanding of the probable issues impeding his learning development, and to explain what kind of learning activity and learning environment will help in his academic progress. From the case given, it is clearly evident that Robert is confronted with problems in adjusting with a new learning environment. While he is failing to interact with other students of his class, his response rate to the academic curriculum has also gradually diminished. Hence, it has become imperative to understand the possible issues which are impeding his smooth academic development, and the issues can be analysed in the light of learning development theory. As far as Roberts case is concerned, he comes to a new school, and for obvious reasons, he is unable to adapt to the changed environment. While friendship is one of the basic needs of a child of his age, he has been unable to make friends, and even strike conversation with his peers and teachers. According to the Psychosocial Theory of Erikson, the children aged between 5 to 12 years, experience the existential question if they can make it in the strange world of people and things, and consequently the need to establish connect ions, to share and cooperate, and to seek support, is high at this age group. This is the time when a child establishes connection with his peers, and becomes aware of his own identity more fully, and hence this stage is crucial for the development of self-confidence in the child. However, in case of Robert, the sudden change of environment is likely to affect his soft skills, as he feels ill at ease in the new environment. His inability to adjust in the new environment can end up discouraging all his academic efforts, and in case he is being ridiculed and punished for his failure, he might grow up to be an unconfident and insecure individual. It is a good thing that he has been encouraged to participate in sport activities, considering his passion for the same, and his accomplishments need to be praised for the same. Again, at the same time, Roberts problem can also be explained with the help of Jean Piagets Cognitive Development Theory, as per which, the cognitive development of a child occurs over a period of 4 distinct stages- Sensorimotor Stage, Preoperational Stage, Concrete Operational Stage and Formal Operational Stage. Since Robert belongs to the Concrete Operational Stage (7 to 11 years), it is important to mention here that at this stage, a child tries conceptualize the external world he is coming in contact with, and creates logical structures that can explain his physical experience (Mischel et al., 2013). Since Robert has been exposed to a new world of education, comprising of a new academic curriculum, different teaching practice, and new friends, he is unable to develop his knowledge in a coherent pattern. However, as characteristic feature of his age, he still is able to understand the steps involved in the process, explaining the reason why he has been able to classify the objects in proper coherent order. Seriation and classification are the two important skills that he has been able to acquire. However, owing to the shift in school, he has not been able to develop the necessary numerical skills. However, his difficulty with writing and reading at this age, might be owing to his inability to grapple the new educational techniques, and hence to make things easier for him, he might be asked to make a list of words in the story that he does not know, find and write down their definitions, and finally get a friend to test him on your list. Considering the problem Robert is encountered with, it is important to offer comprehensive solutions to his academic problems. While there is a variety of learning theories that can solve his problem, this development issue can be linked to the relevant learning theory, to understand how the practical application of the learning theory within the classroom can help in solving the problems. The Constructivist Learning Theory as propounded by Piaget is expected to be largely beneficial in the situation. According to this theory, a child constructs knowledge as well as meaning through social interaction, and human experience. The student embraces the role of an active learner, while the teacher acts as a mentor, supervising his performance, and guiding him as and when required (Siemens, 2014). Since Robert is feeling ill at ease in the new school environment, and cannot comprehend the teaching practices as followed in the school, it is better to opt out of the strict teacher-student lea rning practices followed traditionally in most of the schools. His inability to respond clearly shows his lack of interest and enthusiasm in class, which can de-motivate him. To arouse his interest in academic activities, Robert should be encouraged to participate in, open, activity-based classroom practices. The chief problem, Robert is facing currently, is that he is unable to adjust in the new learning environment, and in absence of many friends, is unable to find any intrinsic motivation to participate in the learning activities. The constructive approach, which relies on the use of real-world based, activity-oriented teaching practice, will help in generating confidence and enhancing self-esteem in the student, which in turn will motivate the child to engage in new learning activities (Duffy Jonassen, 2013). This will help in reducing the role of the teacher, and will render greater power to the student, through the introduction of student-centric learning practice. This will help in eliminating a sense of discomfort and social awkwardness, Robert is encountering in the new learning environment. This will also facilitate his active involvement in class. At the same time, it should be remembered, that one of the reasons why this learning approach has been recommended for this case, is Roberts poor numerical skills. Experimental research has clearly shown that the students in classes using the constructivist approach developed better number sense and at the same time they were able to come up with several representations of arithmetic values and expressions, leading to significantly better performance on numerical operations, compared to their age-mates using traditional teaching approaches. With the help of this approach, Robert would be able to represent the same numbers with several terms and at least two operations. For the implementation of the teaching practice, Robert will be asked to join hands with the students of class 4 grade, and solve the mathematical problems, in presence of the teacher. The inquiry-based teaching method will be followed, so as to arouse academic curiosity within Robert, and keeping him motivated. Instead of presenting pre-established facts and lessons before the student, the student will be asked to have a look at a scenario, and be given the autonomy to interpret the scenario as per his own cognitive ability and shared knowledge (Kiraly, 2014). Further, the teacher can arrange the desks in groups of four and each team of 4 students will be asked to work on an individual writing assignment, over the course of a class period. Throughout the class, the students including Robert, will be asked to write whatever they can understand seeing a picture, hung on the board, and they will share their work and provide suggestions to each other about each perception. While this wi ll help in encouraging Robert to form social connection with his new friends, and develop familiarity with the classroom environment, it will also improve his comprehension and writing skills (Thomas et al., 2014). Again, the students after having completed reading a short story can be asked to narrate and complete a group story outline with each others assistance. This will help to improve Roberts understanding of the story plot while also negotiating the language for the plot summary. The teacher will supervise the activities, and will assist only when asked. The constructivist learning approach will be the most effective learning approach, suitable for the case at hand. The inclusion of an activity-based, learner-centric teaching practice will undoubtedly help in improving Roberts concentration in class, arousing his interest in academic matters, even more intense. However, at the same time, it should be remembered that there can also be possible barriers with the implementation of this approach as well. For instance, the minimized role of the teacher may become doubly problematic since Robert himself might hesitate to assume the role of an active learner in the beginning. The absence of any form of positive or negative reinforcement may leave no scope for academic motivation for Robert. Hence, it is recommended that the teacher motivates Robert at every step, and if necessary, rewards him and his team for exhibiting an improved understanding of the lessons. Reference List: Duffy, T. M., Jonassen, D. H. (Eds.). (2013).Constructivism and the technology of instruction: A conversation. Routledge. Kiraly, D. (2014).A social constructivist approach to translator education: Empowerment from theory to practice. Routledge. Mischel, T. (Ed.). (2013).Cognitive development and epistemology. Academic Press. Siemens, G. (2014). Connectivism: A learning theory for the digital age. Thomas, A., Menon, A., Boruff, J., Rodriguez, A. M., Ahmed, S. (2014). Applications of social constructivist learning theories in knowledge translation for healthcare professionals: a scoping review.Implementation Science,9(1), 54.

Political Parties Essays - Habits, Smoking In The United States

Political Parties Rarely does a day pass where some form of power struggle does not occur within our government. The importance of the role of American government in the lives of its constituents has continuously grown in conjunction with a corresponding increase in governmental economic and social obligations. As the American state assumes greater power and responsibility in its actions, so must the citizens of the United States. With this increase in modern government participation, private interest groups have emerged as powerful influences in the American political scheme, particularly in the decision-making process. These highly effective organizations exist for several reasons, but especially for one in particular. The principal duty of such an interest group is the preservation of favorable circumstances that allow for that specific group to ideally exist. These interest groups effectively mobilize their efforts through lobbying, political clout, litigation and through sheer nepotism to gain favorable public opinion. Two such groups, the National Rifle Association and the tobacco industry interest parties, have been strong in voicing their beliefs. By a thorough study in their respective actions and political convictions, we can begin to see clearly the influence and role that these groups possess in our government. The National Rifle Association has actively represented a strong political opinion concerning gun control and the implementation of related laws. Representing virtually every gun owner and gun manufacturer in America, the NRA carries with it the burden of preserving basically the second amendment right to bear arms. Although the Second Amendment to the Constitution states, "a well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed," to what extent can these gun lobbyists argue for reductions in gun laws. Using the well known Brady Bill as an example, we are able to see what a formidable task these interest groups become with respect to the passage of legislature. A seven-year battle. After a long and arduous seven-year struggle, Congress finally was able to implement the Brady Bill as law. Approved as the "first major gun control legislation...since 1968," it permitted limitations to gun purchasing in answer "urban violence and the assassinations of Robert F. Kennedy and the Rev. Dr. Martin Luther King Jr." The passed bill called for a five-day waiting period upon the purchase of a hand gun. During this five-day span, information would be sent to the police who would, in turn, run background checks. This was all in hopes that convicted felons, fugitives, drug addicts or the mentally ill, would be prevented from purchasing guns. Despite this historic passage of legislation concerning gun control, the Brady Bill is often described as a"modest measure that at best will only make a small dent in crime." The National Rifle Association and other powerful gun interest groups were able to apply great political pressure in order to cause serious alterations from the original bill proposed back in the late 1980's. The NRA argued two points in their rebuttal to the bill. Firstly, they emphasized the Second Amendment right to arms. Secondly, the National Rifle Association stressed that this particular bill would not be effective in the limiting the access criminals would have to guns. Through their efforts, particularly in influencing members of Congress, the gun interest groups were able to get something "acceptable" passed. Whether it was through campaign contributions or by pressure exerted in the congressperson's constituency, the NRA and its fellow counterparts were able to sway legislators to filibuster during a time immediately preceding a period of Congressional adjournment. By influencing congressional members in such a way, the NRA pressured supporters of the bill to drastically compromise, resulting in passing a bill which was greatly different from the one originally proposed. In analyzing a second interest group, the tobacco industry's lobby organizations, a trend similar to that found in regards to gun control is noticeable. Historically, the government has called for the regulation of various facets in the tobacco industry for three distinct reasons: "risk to the public health or safety, risk assumed by consenting adults, and risk assumed by children and adolescents." Basically, the government's stance is founded upon the issue of to which extent consumers are able to reasonably make uncoerced decisions about smoking and purchasing tobacco products. Furthermore, government has repeatedly held the constitutional power to "protect the health and safety of children and adolescents" through the powers of parens patriae. From the beginning of the twentieth century, a pattern of successful avoidance of tobacco regulation is prevalent. The American government began its anti-tobacco campaign

The SF Writers Grotto Collective †Interviewing Julia Scheeres

The SF Writers Grotto Collective - Interviewing Julia Scheeres The San Francisco Writers' Grotto - An Interview with Julia Scheeres Last updated: 07/31/2017In the past few weeks, we’ve been exploring different subjects around the writing craft on the Reedsy blog, giving a place for our exceptional editors’ experience and knowledge to be shared with writers. Today, we want to delve deeper into the subjects of creativity and craft, and interview Julia Scheeres. On top of being a bestselling author and a Reedsy editor, she teaches writing at a fantastic storytellers’ collective in San Francisco.This collective, The Grotto, is actually what we focus on most during our chat. Its founding story is an inspiring one. But we also discuss the narrative non-fiction genre (and in particular memoir), approaching agents, and the benefits of traditional publishing. We hope you enjoy the interview! As usual, the transcript is provided below. I’m really pleased to welcome Julia Scheeres to the Reedsy podcast. So, Julia, you’re an NYT bestselling memoir author, as well as an editor on Reedsy and a teacher at the San Francisco Grotto. Why don’t you give us a bit of background on that?Sure! My first book is a memoir called Jesus Land, that was published in 2005 by a very small independent publisher here in the US. And for whatever reason, it became an NYT bestseller and also a London Times bestseller. My second book, published in 2012, was about the Jonestown massacre. So they’re both narrative non-fiction. The first one is of course very personal because it’s a memoir - it’s my story - and the other one is more a work of literary journalism.And you’re also an editor specializing in narrative non-fiction, right?That’s right. I teach memoir and narrative non-fiction, locally here in San Francisco at the writers’ collective I belong to. I also teach through Stanf ord University and I’ve been a visiting writer at different other universities, but I also work with private clients, more and more.Sometimes someone will give me their entire manuscript, and I will do an entire in-depth structural edit; and other times I work as a writing coach, helping the writer develop the story that they’re trying to tell,   and meet with them on a regular basis to go over the work.So tell us a bit about this writing collective that you belong to: The SF Writers Grotto. How did it get started?I joined the Grotto in 2004 when I was writing my first book. It’s a collective of writers that was started by 3 friends, who were kind of lonely writing alone in their apartments, and decided to start a â€Å"collective†. So they rented an apartment in San Francisco, and they worked there together, and had a lot of fun - they were young and unmarried at the time. They would go out for drinks after work - it was kind of a little boys club!Bu t today, after many iterations - we just celebrated our 20th anniversary  - , we’re a collective of over 100 people, who are either members (who have an office at The SF Writers' Grotto), or freelance there, or are fellows. And it’s just a great space! It’s a great space to be with other writers and network. I have my little office there that I share with a fiction writer and it’s wonderful to have a place that you can go into where there’s no messy house, no dishes piled up, no baby clothes strewn about; it’s just purely professional writing. And we all eat lunch together and talk about writing, about agents, we run pitch ideas by each other: it’s a fantastically supportive environment.Yes, I can definitely relate to that. It’s a bit like us startups and our co-working spaces, where we get to work alongside other startups and founders and exchange introductions, talk about our challenges, etc. So when I came across the Grot to, I thought â€Å"that’s a fantastic initiative for writers†! Do you find that being alongside other creative people (not necessarily all authors) also fosters creativity?We’re all writers, or rather storytellers of some sort at The San Francisco Writers' Grotto. And â€Å"telling stories† is what really matters in the end, so often at lunch we’ll discuss the best way to approach a story, possible sources for a story, and more creative points like that. It’s a very rewarding and kind of high-minded place to belong to because these people are obsessed with telling great stories just as much as I am.And the networking is amazing as well. I can write an essay or an op-ed piece and I’ll send out an email to the mailing list: â€Å"who’s got a contact at the NYT op-ed pages?† and I’ll usually get an introduction. It’s that type of thing, personal introductions to career-changing contacts.Now, since the Writers ’ Grotto began in 1994 it’s grown up a lot, where do you see the working space going in the next few years?Right now, it’s a little precarious for us in San Francisco, because where we are, in the south of Market District, there’s a lot of startups and technology companies. So our rent keeps going up, it went up by a third last year.So we’re trying to find ways to support ourselves, and to support the fiction writers, who maybe don’t make as much as, say, the magazine writers or the big name writers. So one way that we help support each other is that we offer classes through The Grotto. All classes are taught by working writers who specialize in the area that they’re teaching, who are actually published in the area that they’re teaching.So yes, we’re currently feeling the squeeze of being creative types in a city like San Francisco that’s going through a huge metamorphosis right now. But we’re going to make it work, we’re really determined, because it’s too good a community to let it die.Now let’s talk a little bit about what you teach: memoir and narrative non-fiction. We recently had a blog post on our blog by one of our editors about memoirs, and how it is a very competitive genre where it is hard for first-time authors with a small following to rise. Would you agree with that?No. I think that in the United States it’s easier to be published in memoir. Publishers love memoir because there is a true story behind it. You are a product that they can then get on television or radio interviews: there’s something there, it’s not just made up. That is the appeal of memoir. Of course, it is a crowded market and it’s not easy to get published but if you have an amazing story to tell, or if you are a born storyteller with something insightful to say in memoir, by all means, that would be the route to getting published. It’d be much easi er than fictionalizing your first story into a novel.That makes sense. And it’s the difference of opinions I love to see among professional editors, because, of course, if you specialize in fiction you’re going to think differently and see the market differently from someone who specializes in memoir. Now my last question would be about self-publishing: is it a path you recommend to the memoir authors you work with?I would always try a traditional publisher first. I still see self-publishing as a little bit of a second-class vehicle, because you don’t have the support of a traditional publisher, you don’t have the marketing department, the contacts, the distribution channels, etc.In the US there’s all kinds of independent publishers - not vanity publishers or self-publishing companies - which are great! They do a fantastic job editing and packaging your book. I also tell my students and clients to make sure they’re getting some kind of fee dback. You don’t just write your book and submit it, you first need to get feedback from beta readers and from a professional.That’s an excellent point. A lot of the requests that we receive are from authors looking to go the traditional route, but wanting to strengthen their manuscript before querying agents. Do you think that makes sense?Of course. I mean, you want to submit your best book to an agent, otherwise they’ll turn you down. You really want someone who can critique you and give you constructive criticism. This is what I do with my clients: I read through the manuscript and I see what the narrative arc is, what the character arc is. If it’s memoir, I look at what the larger theme is, and how to best start the book. The first 10 pages I usually spend a lot of time working on, because they’re crucial on grabbing a reader’s attention.Thank you so much for this advice, Julia, and for the presentation of The Grotto!Have you tried writi ng in a writers' collective space? What do you think about the SF Grotto? Let us know your thoughts, or any questions for Julia, in the comments below!

Vietnam history - Rules of Engagement as seen through the different Essay

Vietnam history - Rules of Engagement as seen through the different levels of command - Essay Example There are certain rules of engagement that the Army has to consider during its operation, and while fighting the war it has to take care not to go against any of the international laws or the conditions laid down by their commanders. They are only allowed to use force and power to win the war if they use it within the set discipline and rules. In Vietnam the individual soldiers totally understood the rules of engagement. However, the problem was with them accepting those rules. The ROE led to restrictions on the military because of which their morale went down. The reason behind this was that, metaphorically speaking, one of the hands of the military was tied back and they were fighting in such a position. This was of course difficult for them and was like asking them to waste their lives without any reason since they could not defend themselves freely just due to certain rules. It is difficult for a battalion commander to come to a conclusion as to when his side should win the battl e, and what they would lose in order for that to happen. The rules of engagement, from the point of view the battalion commanders were pretty realistic. The soldiers would totally disagree since they are fighting and anything that hinders them in defending themselves or others would be disagreeable to them. Coming back to battalion commanders, they feel that it is their right to protect the innocent civilians. And that is where the ROE come into play. These rules prevent the soldiers from attacking under certain circumstances as, although they might only be retaliating to the attack they received, they might also hurt some other people around which is just not done (Lt. Col. Douglas Smith). Same was the case with the division commanders. They also felt the same and outlined the rules of engagement that the army was supposed to follow. It is clear that it was the first priority of these commanders to prevent unnecessary casualties and destruction (Holdorf, 1975). General William West moreland was the permanent commander of MACV and all the US forces in Vietnam were under him. His foresight told him that there was going to be a rise in conflict. The plan that he approached was aggressive and can be called â€Å"search and destroy†. What Westmoreland did was make the forces of Viet Cong come out in order that his men could kill them. According to this man, defeating Viet Cong only required great use of weaponry. Westmoreland was pretty optimistic regarding the war and in his speeches he used to report about the success of the American forces in pulling down the Vietnamese Army. It was during the First World War that in Vietnam President Lyndon Johnson decided against mobilizing the National Guards as, from what he thought, doing such a thing would lead to the Soviets and Chinese getting hints which would definitely cause certain effects upon their direct involvement in the war (Doubler, 2008). Secretary of Defense Robert McNamara was responsible for recomme nding to President Johnson to mobilize the National Guards as well as the reserves. This was in the July of 1965. However, according to the President the ground war was going to end soon and there was a requirement of forces to be present in case there was a war in Korea. The reason that McNamara gives for them failing was that they did not take seriously the obstacles and problems they had to face. Also, according to him they had supported the wrong government

Is killing animals , or making them suffer, for human ends morally Essay

Is killing animals , or making them suffer, for human ends morally defensible - Essay Example My opinion extends to other human activities that put harm animal which are not necessary, such as poaching or game hunting or animal fights. There is a fundamental moral principle which permits us to share a kind of equal treatment that concerns all human beings and with every kind of differences that exist between and every one of us. I believe that this moral code is not only limited to human beings, but also to other living sentient beings in our environment. I believe that respect for life even extends to non-human living organisms and that animals have every right to be treated with much care and equanimity as we do with a fellow human being. Even if non-human animals are lacking superior and complex rational faculties and capabilities compared to humans, their existence is something to be valued and not to be brushed aside so brusquely. If one were to look at it, an average person would rather dismiss the issue of animal rights while not being able to sit down and swallow the problems of racial discrimination. The reason behind this is that people in general, most of the time ignorantly or unintentionally, have speciesism as part of their mindset. Speciesism could be defined as the belief that one kind of species among all other members of the group is more superior to the rest, therefore the rationale for dominance, subjugation or annihilation of the superior specie against the more inferior. In this case, humanity has seen itself at the highest pedestal of the food chain. Singer made this observation on speciesism in this manner: This attitude reflects a popular prejudice against taking the interests of animals seriously - a prejudice no better founded than the prejudice of white slaveowners against taking the interests of their African slaves seriously. It is easy for us to criticise the prejudices of our grandfathers, from which our fathers freed themselves. It is more difficult to distance ourselves from our own views, so that we can dispassionately search for prejudices among the beliefs and values we hold. What is needed now is a willingness to follow the arguments where they lead, without a prior assumption that the issue is not worth our attention (55-56). I would now come to think that if animals were in the same level as human beings, perhaps in the eyes of a Higher Being such as God, animals were and are still the most abused group of organisms on the Earth. Yet, most of us human beings are not too concerned about this because there is either lack of care or concern. It can be said then that the lack of compassion is what kills animals by human hands. I think there is more to that than just a lack of care for life, something that is more logical. For example, If a person were to be asked whether it is better to put a human being or an animal as a test subject for a scientific experiment that could find a cure for a deadly disease and save millions of lives, would it be certain to say that the person would choose another human being to be put under the knife than an animal? Even if the person being asked was an animal lover or animal rights advocate, I most certainly doubt that any psychologically normal person would choose another human being in a heartbeat. People would rather have an animal go under the experimentation instead since it human beings have more attachment and concern for another human being than an animal. I will not be a hypocrite to say that I know any better about this matter. If being asked the same question, I would