Category: frequent questions

focus on these points:•Summarise and discuss the findings and conclusions of the review in a balanced and impartial way, in the context of previous theory, evidence and practice;
•Explicitly and intuitively link your conclusions to the evidence reviewed;
•Discuss the strengths and limitations of the literature and, by implication, the review, including
•Considering the scientific quality of included studies and methodological problems in the literature (e.g., methodological rigor or lack thereof, the amount of evidence, its consistency, and its methodological diversity). Conclusions should be tempered by the flaws and weaknesses in the evidence. Perhaps propose a new conceptualisation or theory which accounts for inconsistencies
•Establish to what extent existing research has progressed towards clarifying a particular problem/formulate general statements or an overarching conceptualization. Quantitative or qualitative reviews may conclude that the available evidence suggests one of four possibilities (see Baumeister & Leary, 1997, for a detailed discussion of these):
1) A hypothesis is correct, at least based on the present evidence
2) A hypothesis, although not proven, is currently the best guess and should be assumed to be true until contrary evidence emerges
3) It is not clear whether a hypothesis is true or false
4) A hypothesis is false
•Comment on, evaluate, extend, or develop theory;
•Draw conclusions and make recommendations for practice;
•Describe directions for future theory, evidence and practice by pointing out remaining unresolved

Using the Ashford University Library databases, locate and read peer-reviewed articles on a variety of research designs and methods. Be sure to include at least one article regarding the method used in the study you selected in Week One. Create an annotated bibliography in which you select, summarize, and evaluate at least six of these peer-reviewed sources. The sources chosen must have been published within the last 10 years. Note that the articles required for this assignment are not research studies; instead, they are articles about how to do various aspects of research.

At least three of the sources should be about qualitative research methods, and at least three of the sources should focus on quantitative research methods. Do not select any articles about both qualitative and quantitative methods or about mixed methods. For each source, identify the approach (qualitative or quantitative) and the research design category (non-experimental or experimental). Summarize each source in your own words, describing its purpose and how the information would be useful to a researcher designing a new study. Do not use quotations from references for this assignment.

Refer to the Tutorials section within the Ashford University Library for help with searching for articles. To find these tutorials, click on the “View Tutorials” button on the Library’s home page. There is also a subject guide devoted to Research Methods. In searching for articles on topics in psychology and other social sciences, it is strongly recommended that you utilize the EBSCOhost, ProQuest, and SAGE Journals Online databases. You may only select articles that are available in full-text format. To do this, limit your search criteria by selecting the Full-Text box in the search function of the database.

Your paper must be a minimum of four pages (excluding title page) and formatted according to APA style as outlined in the Ashford Writing Center. All sources must be documented in APA style, as outlined in the Ashford Writing Center. For more information about annotated bibliographies and APA style, please see the Ashford Writing Center

Create two examples (minimum) of a product (pamphlet, poster, website, facebook group) that best represent how you would market your campaign! Extra points if you develop your own logo!
Evaluation

Discuss how you will evaluate your campaign. In particular, discuss how and why you will collect and analyze data on each of the three types of evaluation components (listed below).

– Process (the campaign itself)
– Outcome (the behavior change and any secondary objectives)
– Impact (a brief evaluation of how you will assess a better community/behavior change area 3-5 years from the start of your campaign).

Spreadsheet assignmentYou are to draw up a specification and house style and then design, build and test a spreadsheet for the task described below:
Task:
A comparison website, wishes to have an excel spreadsheet which can be down-loaded from their website which will provide advice as to best mobile phone deals available. The primary purpose system is to allow comparisons of monthly contracts with each other. The spreadsheet should consider
1. The length of the contract
2. The users pattern of usage
3. The monthly cost

Your system should have a graphical display of the different contacts usage against that included in the contract.
In considering your design, you should note:
The tariffs suitable for customers will vary depending on their use of call time, text messages and data services.
The data on currently available tariffs will need to be able to be updated. The final format for tariff data has not been decided so you should suggest an appropriate one, and provide example data that demonstrates that your spreadsheet will be able to be updated as required (note the data you use should be realistic but does not need to be the current data for genuine providers).

You should hand in:
1. Your system as an excel file (*.xlsm)
2. Your printout of a word document including:
a. Your specification of the system (including example customer data and tariff data).
b. Your house style (which should be informed by Tufte’s principles of Graphical Integrity and excellence.)
c. A test schedule.
d. Some detailed test results which should demonstrate the system at least works correctly on the example data (from 1 above)

Your system should demonstrate the following:
1. At least one fully working UserForm
2. Use of cell protection, data validation and conditional formatting.
3. Clear documentation of VBA code
4. Clear and uncluttered layout demonstrating graphical excellence.
5. Appropriate error messages
6. Ability to update the tariff data.
7. Good use of Excels Charts and built-in formula

The other three files here provide you with the beginnings of a spreadsheet.
You should note that they do not work together at present, because the example spreadsheet does not provide the functionality of the specification or follow the house style!

What will be tolerated, what is fair punishment, equity, and how do we reward people.

Coursework Assignment BriefSemester: C16 Summer 2016
Module Code: POG 220
Module Title: Legal Aspects of Oil & Gas Management
Programme BSc (Hons) Oil & Gas Management
Level: Level 5
Awarding Body: Plymouth University
Module Leader Vick Krishnan
Format: Essay
Presentation: No
Any special requirements:
? All work should be submitted on the Student Portal. ? Work to be submitted in a professional manner, and as directed by the Module Leader.
Word Limit: 2,000 words (with 10% plus or minus leeway)
Deadline date for submission:
TBC
Learning outcomes to be examined in this assessment
? Demonstrate a good understanding of the substantive rules of international law applicable to the oil and gas industry
? Evaluate the key principles of contract formation in international commercial transactions and key international law principles and trends in the oil and gas sector
? Assess the effectiveness of international law in addressing the environmental impact of oil exploration and exploitation

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? Demonstrate a critical understanding of the importance of oil and gas law as a distinct subject, studied in a practical and commercial context.
Percentage of marks awarded for module:
This assignment is worth 50% of the total marks for the module
Assessment criteria
Explanatory comments on the assessment criteria
Maximum marks for each section
Knowledge and Research (content, relevance, and originality)
Clear demonstration of rigorous research from recognised authoritative sources. Audience focus. Meeting the deliverables.
55%
Writing and Presentation (format, references or bibliography, and style)
Rigorous use of the Harvard Methodology for citation and referencing; page numbering; correct display of direct quotations.
10%
Argument and Analysis (critical analysis, evaluation, and application)
Constructive critical analysis, introduction, conclusion. Demonstration of a clear understanding of the issues. Use of academic models. Full articulation of ideas developed. Offering wellargued solutions and/or alternatives if and where appropriate.
35%

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Background
“Concerned of any future policy reversal measure that may put at risk the terms of investment agreements, investors in the oil sector often seek guarantee, contractual or otherwise. The need to address such fears thus saw the proliferation of stabilisation clauses in oil and gas contracts. These clauses are believed to maintain the stability of the terms that were originally agreed upon. In particular, the fiscal regime aspect of the agreement is at the heart of such clauses.”
Extracted from University of Dundee, Centre for Energy, Petroleum and Mineral Law & Policy, 2009
Assignment Task
With respect to the quotation above, evaluate the function and aims of stabilisation clauses and comment on how they seek to achieve the stability that parties’ desire.
Total Marks for Assignment: 100

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Marking Criteria for Assessment at Level 5 – BSc (Hons) Programmes
Marks 0-25 (Fail) 26-39 (Fail) 40-49 (3rd) 50-59 (2.2) 60-69 (2.1) 70-85 (1st) 86-100 (1st) Assessment categories
Knowledge & Understanding of Subject
Major gaps in knowledge and understanding of material at this level. Significant inaccuracies.
Gaps in knowledge and only superficial understanding of the well-established principles of area(s) of study. Some inaccuracies.
Threshold level. Some knowledge and understanding of material, of well- established principles of area(s) of study, and of the way in which those principles have been developed.
Broad knowledge and understanding of material, of well- established principles of area(s) of study, and of the way in which those principles have been developed.
Very good knowledge and understanding of material, of well- established principles of area(s) of study, and of the way in which those principles have been developed.
Very good, detailed knowledge and understanding of material, main concepts/theories at this level. Awareness of the limitation of their knowledge, and how this influences any analyses and interpretations based on that knowledge.
Exceptional knowledge and understanding of material, main concepts/theories at this level. Awareness of the limitation of their knowledge, and how this influences any analyses and interpretations based on that knowledge
Cognitive/ Intellectual Skills
(e.g. analysis and synthesis; logic and argument; analytical reflection; organisation and communication of ideas and evidence)
Unsubstantiated generalizations, made without use of any credible evidence. Lack of logic, leading to unsupportable conclusions or missing conclusions. Lack of analysis and relevance.
Views/ findings largely irrelevant, illogical or contradictory. Generalisations/ statements made with scant evidence. Conclusions lack relevance and/or validity.
Threshold level. Awareness of main issues. Structure of argument effective, but with some gaps or weaknesses. Some evidence provided to support findings, but not always consistent. Some relevant conclusions.
Issues identified and critically analysed within given areas. An awareness of different stances and ability to use evidence to support argument. Ability to apply concepts and principles outside context of study context. Generally sound conclusions.
Good level of analysis and synthesis. An awareness of different stances and ability to use evidence convincingly to support argument. Ability to apply concepts/ principles effectively beyond context of study. Valid conclusions.
Excellent analysis and synthesis. A range of perceptive points made within given area for this level of study. Arguments logically developed, supported by a range of relevant evidence. Explicit acknowledgement of other stances. Strong conclusions.
Exceptional analysis and synthesis are consistent features. Perceptive, logically connected points made throughout the work within an eloquent, balanced argument. Evidence selected judiciously and thoroughly analysed. Persuasive conclusions.
Use of Research- informed Literature (including referencing, appropriate academic conventions and academic honesty)
No evidence of reading. Views are unsupported and non- authoritative. Academic conventions largely ignored.
Evidence of little reading appropriate for this level and/or indiscriminate use of sources. Academic conventions used weakly.
Threshold level. Evidence of reading relevant sources, with some appropriate linking to given text(s). Academic conventions evident and largely consistent, with minor weaknesses.
Knowledge and analysis of a range of literature beyond core text(s). Literature used accurately and analytically. Academic skills generally sound.
Knowledge of the field of literature used consistently to support findings. Research-informed literature integrated into the work. Very good use of academic conventions.
Critical engagement with a range of reading. Knowledge of research-informed literature embedded in the work. Consistently accurate use of academic conventions.
Exceptionally wide range of relevant literature evaluated and used critically to inform argument, balance discussion and/or inform problem-solving. Consistently accurate and assured use of academic conventions.

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LEVEL 5 cont…
Graduate Skills for Life and Employment
(e.g. research- related skills; written, graphical and oral communication skills; group working; problem-solving; practical and professional skills)
Little or no evidence of the required skills in any of the areas identified for assessment at this level.
Limited evidence of skills in the range identified for assessment at this level. Significant weaknesses evident, which suggest that the candidate is not yet on course to gain skills necessary for graduate-level employment.
Research skills: Some evidence of ability to collect and interpret appropriate data/ information and undertake research tasks with limited external guidance. Can communicate in a range of formats, including orally, appropriate to the discipline(s), but with some weaknesses. Can work with others as a member of a group, meeting most obligations to others, modifying responses appropriately. Can identify key areas of problems and generally choose appropriate methods for their resolution. Able to recognise own strengths and weaknesses in relation to professional and practical skills, but with limited insight in some areas. .
Research skills: Can undertake research-like tasks, drawing on a range of sources, with limited external guidance. Can communicate effectively and confidently in a range of formats, including orally, appropriate to the discipline(s). Can work effectively with others as a member of a group, meeting obligations to others, modifying responses appropriately. Can identify key areas of problems and choose appropriate methods for their resolution in a considered manner. Able to evaluate own strengths and weaknesses in relation to professional and practical skills, and to develop own evaluation criteria.
Research skills: Can successfully complete research- like tasks, drawing on a range of sources, with limited external guidance. Can communicate well, confidently and consistently in a range of formats, including orally, appropriate to the discipline(s). Can work very effectively and confidently with others as a member of a group, meeting obligations to others, modifying responses appropriately. Can identify key areas of problems and choose, with autonomy, appropriate methods for their resolution in a considered manner. Able to take initiative in evaluating own strengths and weaknesses in relation to professional and practical skills identified by others and develop and effectively apply own evaluation criteria.
Research skills: Can successfully complete research- like tasks, drawing on a range of sources, with a significant degree of autonomy. Can communicate very effectively and confidently in a range of formats, including orally, appropriate to the discipline(s). Can work very effectively and confidently with others as a member of a group, showing leadership skills where appropriate, and meet all obligations to others. Can identify key areas of problems confidently and choose, with autonomy and notable effectiveness, appropriate methods for their resolution in a considered manner. Able to show insight and autonomy in evaluating own strengths and weaknesses re professional and practical skills, showing excellent judgement.
Research skills: Evidence of exceptional success in undertaking a range of research-like tasks with high degree of autonomy for the level. Can communicate highly effectively, with professionalism, in a range of formats, including orally, appropriate to the discipline(s). Can work exceptionally well with others as a key member of a group, showing leadership skills where appropriate, negotiating and meeting all obligations to others. Can identify key areas of problems confidently and choose, with autonomy and exceptional effectiveness, appropriate methods for their resolution in a considered manner. Able to show insight and autonomy in evaluating own strengths and weaknesses, showing outstanding judgement.
Marks for Level 5 0-25 (Fail) 26-39 (Fail) 40-49 (3rd) 50-59 (2.2) 60-69 (2.1) 70-85 (1st) 86-100 (1st)

Assuming you have worked as a marketing intern in a investment company for 2 months(30hours/week), now, you need to write a report about this internship and this report should include the following three point: 1) What you did 2) What you learned 3) How did it relate to the inputs covered in class.Here are the responsibilities about this marketing internship:
• Assist with business development per blueprint and marketing strategy
• May assist with performing client assessment; coordinate with the office staff to ensure client starts in a timely manner
• Assist with visits and/or arranging meetings with persons responsible for or in a position to refer clients, this includes private, public and non-profit organizations
• Assist in coordinating various marketing methods including, direct mail, print ads, networking, internet, social media, and develop new methods of marketing
• Assist with managing a (CRM) Customer Relationship Management System
Thanks.

you are a financial analyst for a Fortune 500 company and you must present an analysis of the financial data to the executives. Select a publicly traded company in the same industry as the company you work for or one that you would like to work.
Locate the company’s annual report and any other available data (e.g. units manufactured, revenue, etc.) that is available for the last 5 years.
Use one of the company’s historical data sets to calculate the standard deviation of the selected data for the last 5 years.
Discuss what the standard deviation means.
Analyze data using variance and standard deviation.
Create a 10-slide Microsoft® PowerPoint® presentation including detailed speaker notes in which you include the following:
Graph the company’s selected financial data.
Explain the role of standard deviation in financial analysis.
Explain any other uses for standard deviation in a business setting.

1. The word count of the body of the report shall be 3000 words excluding the cover page, diagrams, pestles and reference page. And the course work to be fulfilled by your top ten writers as earlier promised as my benefit.2. The writer shall also ensure that the following books are used and referenced in the report.
i. Kenneth Lysons and Brian Farrington, (2012), “Purchasing and Supply Chain Management”, Eighth Edition, Prentice Hall: Chapters 1-4.
ii. Donald Waters, (2009), “Supply Chain Management: an Introduction to Logistics”, Second Edition, Palgrave. Chapters 1, 5 and 6 .
3. I will attach the other documents to be referenced in addition to the research of the writer.
4. I will like to request that the writer focus on the crox of the question to ensure proper response to what is being requested by the question.
5. These two sites are very helpful for relevant books and it is an added value/ advantage to my assessment on the report if the books referenced are sourced from the sites:
www.emeraldinsight.com and www.sciencedirect.com
6. Please, I want to request strongly that the writer gives a high concentration on the content of my attachments especially the attachment that contains the question. It has got several instructions in it.
• Quality of executive summary (does it give a brief complete summary of your paper for an executive to read?)
• Establishment of relevant theory (e.g. how supply chain environments are differentiated from region to region?)
• Allocation of credit and sources used (have I included references and citations to the material I have used?)
• Clarity of argument
• Overall report presentation including spelling and grammar
• Adherence to nominated word limit (+/- 10%)
• Word processed (letter size 12, times new roman, 1.5 space)
• Fully referenced (Harvard Referencing System). Please refer to the reading list and academic sources issued in Blackboard

NR-505 Advanced Research Method: Evidenced Based Practice
Research Summaries (graded)
Read the box above about Mr. Lowell and his facility. As an advanced practice nurse, you need to help the staff understand the differences between various translation documents. Therefore, in this discussion, compare and contrast two of these five types of research summaries: meta-analysis, meta-synthesis, systematic research reviews, clinical practice guidelines, and care protocols. What are the differences in their purposes, audiences, and authors?

Reference
Melnyk, B. M., & Fineout-Overholt, E. (2015). Evidence-based practice in nursing and healthcare: A guide to best practice (3rd ed.). Retrieved from http://bookshelf.vitalsource.com
•Chapter 9: Implementing Evidence in Clinical Settings
•Chapter 10: The Role of Outcomes and Quality Improvement in Enhancing and Evaluating Practice Changes
•Chapter 13: Models to Guide Implementation and Sustainability of Evidence-Based Practice
•Chapter 14: Creating a Vision and Motivating a Change to Evidence-Based Practice in Individuals, Teams, and Organizations
•Chapter 17: ARCC Evidence-Based Practice Mentors: The Key to Sustaining Evidence-Based Practice
Melnyk, B. M., & Fineout-Overholt, E. (2011). Evidence-based practice in nursing and healthcare: A guide to best practice (2nd ed.). Philadelphia, PA: Wolters Kluwer/Lippincott, Williams, & Wilkins.
Pearson, A. (2010). The Joanna Briggs Institute model of evidence-based health care as a framework for implementing evidence (2010). In Rycroft-Malone, J. & Bucknall, T. (Eds.), Models and frameworks for implementing evidence-based practice: Linking evidence to action (pp. 185–206). Malden, MA: Wiley-Blackwell.
Polit, D. F., & Beck, C. T. (2012). Nursing research: Generating and assessing evidence for nursing practice (8th ed.). Philadelphia, PA: Lippincott, Williams, & Wilkins.

Health and safety issues in Ironridge community
The primary health and protection issues in the Ironridge community include; the presence of a burger restaurant near an open- constructed place with an open ground fire pit and the trash that is on fire near the sidewalk. There are also some health issues like; trash surrounds an open tented bed that is that, and a rodent was walking across the street. The presence of rodents on the walkway is a sign of unhealthy environment for human habitation. There is also a man sitting in front of a trash can on fire. Three trash bags are sitting on the sidewalk that is near a car with no tires on fire.
The homeless individual lying on a bench and an open Biohazard with a red sign are not healthy for this person. Biohazards cause health problems human beings. A biohazard is a risk to human health or the environment arising from vital work. Microorganisms have mainly caused the main biological work that usually the origin of biohazard
Health and safety issues in Summerville community
The security issues that I identified in the Summerville community were a loose K-9 dog and a government dog without an owner or leash. Such dogs can cause harm to humans. These may be through biting which causes injuries to victims. The dogs can bite the two women outside a store near both dogs and cause damage. Rodents walking in the middle of the road is a sign of dirty environment. Dirty environment causes health problems in humans inhabiting the area. The presence of a bike underneath the car at a residential home in this community shows how children have exposed to ill-health factors, kids riding the bike without helmet.
Mr. Lowell, the nursing executive at St. Louis Hospital in Summerville, hears about your consultant work for the cities of Ironridge and Summerville, and he asks you to help him evaluate the hospital’s evidence-based practice program and recommend an EBP model. He strengthened the staff education department a few years ago with a new MSN-prepared director who could use a consultant to get the evidence-based practice program off of the ground.
Recall that systematic reviews and meta-analyses of randomized controlled trials (RCTs) are considered the best evidence when clinicians search for information on a clinical problem. Meta-analyses are reviews of literature related to a particular intervention, culminating in the calculation of the effect size of an intervention. The effect size is a measure of how well an intervention works based on the results of several studies.
Systematic reviews of research (SRRs) are either summaries of the research on an intervention or summaries of what is known about a phenomenon. A rigorous process is used to identify appropriate studies based on criteria developed by the researcher. The results of studies are synthesized, but no statistics are calculated.
Meta-syntheses are systematic reviews of qualitative studies, often resulting in theoretical propositions that can later be tested in practice. Meta-analyses, SRRs, RCTs, and even meta-syntheses are used to develop clinical practice guidelines (CPGs). Clinical practice guidelines are translated into care protocols, care maps, procedure manuals, and algorithms that are then implemented within institutions (see Figure 1). The developers of CPGs consider all of the studies related to a clinical problem.
Clinical Practice Guidelines
Clinical practice guidelines, or CPGs, are documents developed by multidisciplinary committees or professional organizations to provide guidance for clinicians about treatments supported by research. These committees examine all levels of research and typically include an analysis of the levels of evidence in their guidelines. Meta-analyses and systematic reviews of research based on RCTs are especially valued because they are considered the most credible research, but other types of studies are also included.
CPGs are available online on several websites. Here are a few.
•The Cochrane Collaboration is an international effort established in 1993 to provide CPGs or reviews related to healthcare research. Accessing the Cochrane Collaboration is possible through many libraries.
•The National Guideline Clearinghouse, which is maintained by the United States Agency for Healthcare Research and Quality (AHRQ), has provided guidelines since 1992. Guidelines are submitted by professional organizations, governmental committees, and clinicians.
•The Veterans Administration (VA)/Department of Defense Clinical Practice Guidelines website provides guidelines developed by VA and military clinicians.
Clinical practice guidelines are also compiled or collected by professional organizations, many federal agencies, and organizations dedicated to evidence-based practice, such as the Joanna Briggs Institute in Australia. More than one guideline, therefore, may be available for any clinical problem.
Learning to read and critique CPGs is important. The following criteria are useful for critiquing CPGs.
•Scope and purpose—Why was this guideline or best practice document developed?
•Stakeholders—Who has developed this CPG? Was the CPG developed for physicians, nurses, other health professionals, or a multidisciplinary team?
•Rigor of evidence—What were the criteria for inclusion or exclusion of articles in the CPG? Were the levels of evidence for the articles in the CPG described? Were the articles recently published?
•Recommendations and expected consequences—What is the intended audience for the CPG? Is the CPG appropriate and practical for nursing practice or multidisciplinary practice?
•Practicality and application—How will this practice summary be applied?
The following activity asks you to match the CPG criteria with additional questions that may be asked when critiquing them.
In advanced practice, within a nursing-practice committee, or as part of a multidisciplinary team, nurses use CPGs to design protocols of care, care maps, algorithms, procedure manuals, or other documents that translate the research in the CPG into practical bedside plans of care. Nursing specialty organizations, such as the American Association of Critical-Care Nurses, also provide care protocols for their members.

Page or paragraph numbers must be included with quotes per APA. See APA re how to format references and in-text citations i.e. capitalization issues and use of the ampersand versus the word (“and”).
Including at least one in-text citation and matching reference.
Check for grammar and spellings