Tag: write my paper

Should be 600 words + referencingWrite fully referenced bullet point summaries of the Learning Materials in weeks 1-4 (learning materials attached as PDF’s ignore the activities in the learning materials), in order to demonstrate understanding of the key events covered.
Assessment details
1. Read closely each of the following weeks’ Learning materials (the content located in the Learning materials I have saved and uploaded all these as PDF’s), being sure to also include a thorough reading of the links to external sources throughout the text.(also been PDF)

The weeks covered the following topics
Week 1: Global history and the birth of modern international relations

Week 2: Colonialism and imperialism

Week 3: WWI and the end of the multinational empires

Week 4: The Soviet Revolution and the Great Depression

2.Write a bullet point summary for each week, with full Harvard referencing. Each week should be summarised into about 10 bullet points of approximately 150 words (in total). Please use as many references as required.

Assessment criteria
1.Comprehension and interpretation.
2.Clarity of summaries.
3.Referencing.

Comprehension of reading evident, with a solid interpretation of the text allowing for focus on suitable points across all weeks, indicating that the text was well read and consistently engaged with.

Bullet point summaries were consistent in quality and concise, with no spelling or grammatical issues, which resulted in coherent notes that could be used to assist in other academic requirements such as essay preparation.

Harvard referencing has been used to an excellent standard, with consistent style and details according to Harvard referencing conventions, both in-text and in the reference list.

Any remaining errors are inconsequential.

Learning outcomes:
a) Describe and discuss the nature of social policy and the theoretical underpinning of social policy development
b) Identify the elements and stages of policy development and the policy process
d) Describe the relationships of government agencies and public advocacy groups in the development of social policy

Research and write a report on a policy that has been implemented in a workplace of your choice. Utilizing your knowledge of the policy process and stages of policy formulation and implementation, critically discuss how the policy was formulated and implemented within the workplace. You should pay particular attention to issues of empowerment and participation, and to practical considerations such as timeframe, funding, research, allocation of resources, and arrangements made for evaluation of the policy etc.

Write about how and why the policy came into being, how it was implemented, within what timeframe, what challenges were encountered, the empowerment effects of the policy, and what how regularly and effectively the policy is evaluated.

Marking Criteria
Word count, readability, and structure
10/100

In-text references and reference list, accuracy and use of correct referencing style
10/100

Clear and well-structured discussion of the key stages of the policy process
40/100
Critical assessment of the policy process including issues of empowerment, participation and evaluation

a substitute for Discussion Forum 4: You only need one initial response to either Discussion Forum 4 or 4a but not both, and 2 other responses to your classmates in Discussion Forum 4 and/or 4acombined (not individually).In this more technical discussion post, you either need to ask a technical question on the following topic or answer a question raised by another person. If you ask a question, then your question has to be specific. For example, you will not get any credit if you simply ask: how to calculate the EMV. However, you will receive credit if you explain that “I did this and this and could not get the EMV in Excel, and then ask for help.” Also, there is NO word limit for both questions and answers in this type of forum. The content counts more than the words in such technical forums.
The most popular method used in decision making is an application of the Criterion of Realism (Hurwicz), that is to choose the alternative with the highest expected monetary value (EMV). This decision rule is explained in this week’s PowerPoint Slides 3-21 to 3-30 and 3-37. Please discuss one of the following in this discussion Forum : (1) how you would use the Decision Trees explained in Slides 3-38 to 3-47 to help you to apply this decision rule? (2) If you will use Excel or QM instead, then how would you apply this decision rule using the software?

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

Page 4 of 5
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.

Page 5 of 5
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)