Arbitration Law Project description OSCOLA Referencing is a must. This is a UK law study, please use UK practice, Westlaw, etc. Coursework Assignment Section A Legal Problem You run a small Aberdeen-based firm of solicitors, and have recently been approached by lawyers from Warsaw acting on behalf of RosPil LLP (“RosPil”), a development company incorporated in North East England. RosPil is jointly owned by an obscure syndicate consisting of several Eastern European oligarchs. The main business idea behind RosPil is to obtain, through a variety of means, major construction contracts (mainly government contracts via public tenders) in several post-communist countries, and subsequently to hire world-famous companies from around the globe as subcontractors, to do the actual works. As a part of consultancy services to RosPil, your firm was asked to prepare the Standard Terms and Conditions to impose upon all the subcontractors, and the detailed explanatory notes thereto. Your colleagues have already done most of the job, and now it is time to draft the standard dispute resolution clause. As nobody else in your firm studied arbitration as deeply as you did, you will have to do this by yourself. RosPil’s beneficiaries expressed the preference that disputes should be resolved through arbitration (because many subcontractors will be from outside the UK), and that arbitration hearings should take place in London (because they need an excuse to visit London from time to time). This preference has to be respected, but everything else is left for the lawyers to decide. RosPil currently intends to insist on including ad hoc arbitration clauses under UNCITRAL Rules into primary construction contracts; where that would be impossible, local (Eastern European) courts will retain jurisdiction. At this stage you do not need to draft the actual clause, because lawyers from Warsaw, having demonstrated a very hands-on approach overall, want to understand the whole picture first. So they ask you to write a report explaining: (i) the issues that need to be considered in this situation, and (ii) their relevant options (including methods of dispute resolution alternative to arbitration, and various options within arbitration regime). They want a very practical, “means-to-ends” approach; they asked you to identify potential pitfalls to be avoided and advantages that can legally be gained over the counter-party by means of careful drafting of a clause. Coming from the UNCITRAL Model Law jurisdictions, they would also be interested in explanation of relevant differences with the UK law. Needless to say, as the paper is for lawyers, the appropriate style and referencing to legal authority (equivalent to that required for the coursework) must be in place. Question 1. Please write the report for foreign lawyers. (40 Marks) RosPil secured their first major contract with the government-owned company for the construction of a 100,000-seat stadium, and have distributed the first pool of works among several subcontractors. One of them in particular, the Scottish company Mueller Group Limited (“Mueller Group”), undertook to provide all the architectural engineering. The standard dispute resolution clause was renegotiated by the parties, and provided for arbitration in London according to LCIA Rules, with a single arbitrator. However, having subsequently learned that the stadium will never be used for playing football (the reason, moreover, being that the local populace generally preferred skiing) the board of directors of Mueller Group apparently lost interest in the project, and the subcontractor failed to meet several interim deadlines. RosPil initiated arbitration, seeking damages of some £5 million. At this stage, RosPil lawyers approach you again and intimate their concern that single arbitrator in these proceedings is likely to be British, and therefore is likely to biased, because of current political situation and unnatural keenness of the British for football in general. Unsatisfied with your free explanation of how ridiculous these fears are, RosPil lawyers ask you to write a formal memorandum analysing the relevance of this perceived lack of arbitrator’s impartiality, and explaining safeguards and remedies available to them under LCIA Rules and relevant law. Question 2: Please advise them appropriately. (20 Marks) Maximum word limit for Section A Legal Problem (including both Questions 1 and 2) – 2,500 words Section B Essay Topic Should there be different regimes for enforcement of domestic and international arbitral awards? Provide a reasoned opinion with particular reference to England and Wales, Scotland, and other jurisdictions of your choice. Maximum word limit for Section B Essay Topic – 2,000 words Principal resources for this module: 1. Legislation (for example Acts of Parliament- see topic materials for more details). This is available in original format on the HMSO legislation website and in its updated format on the electronic legal database available to all students – Westlaw. 2. Case law (reported cases). These are almost all available, again, on Westlaw. Where a case is not available on Westlaw, the name of the case will be preceded by an asterisk (*). In such instances, sufficient detail on the case is provided in the notes. On occasion, a summary only of the case is available on Westlaw (as opposed to the whole case report) and this is made clear in the notes. In the event of any case being unavailable on Westlaw and where a full report of the case is to be consulted by the student, a copy will be made available in the Moodle area of the module, and the students will be informed of this. Requested Sources: 1. Harris, B. et al. Arbitration Act 1996: a Commentary. (Wiley 2006) 2. Asouzu, A. A. International Commercial Arbitration and African States: Practice, Participation and Institutional Development. (Cambridge, Cambridge University Press 2001) 3. Al Tamimi, E. Practical guide to litigation and Arbitration in the United Arab Emirates. (Brill 2003) 4. Paulsson, J. et al. Freshfields Guide to Arbitration and ADR: the Clauses in International Contracts. (Wolter Kluwers Law and Business 1999) 5. Blackaby, N. et al. International Arbitration in Latin America. (Wolters Kluwer Law and Business 2002) 6. Devolve, J-L. French Arbitration Law and Practice. (Wolters Kluwer Law and Business 2003) 7. Zekos, G.I. International commercial and marine arbitration. (London, Taylor and Francis 2008) 8. R Turner, Arbitration Awards; A Practical Approach (Blackwell Publishing, 2005) Further two books among those available at Westlaw could be useful for this course: 1. Redfern & Hunter: Law and Practice of International Commercial Arbitration 5th Ed. – one of the classical treatises on international commercial arbitration reflecting mostly the English perspective.

Arbitration Law

Project description
OSCOLA Referencing is a must. This is a UK law study, please use UK practice, Westlaw, etc.

Coursework Assignment

Section A
Legal Problem

You run a small Aberdeen-based firm of solicitors, and have recently been approached by lawyers from Warsaw acting on behalf of RosPil LLP (“RosPil”), a development company incorporated in North East England. RosPil is jointly owned by an obscure syndicate consisting of several Eastern European oligarchs. The main business idea behind RosPil is to obtain, through a variety of means, major construction contracts (mainly government contracts via public tenders) in several post-communist countries, and subsequently to hire world-famous companies from around the globe as subcontractors, to do the actual works.

As a part of consultancy services to RosPil, your firm was asked to prepare the Standard Terms and Conditions to impose upon all the subcontractors, and the detailed explanatory notes thereto. Your colleagues have already done most of the job, and now it is time to draft the standard dispute resolution clause. As nobody else in your firm studied arbitration as deeply as you did, you will have to do this by yourself. RosPil’s beneficiaries expressed the preference that disputes should be resolved through arbitration (because many subcontractors will be from outside the UK), and that arbitration hearings should take place in London (because they need an excuse to visit London from time to time). This preference has to be respected, but everything else is left for the lawyers to decide. RosPil currently intends to insist on including ad hoc arbitration clauses under UNCITRAL Rules into primary construction contracts; where that would be impossible, local (Eastern European) courts will retain jurisdiction.

At this stage you do not need to draft the actual clause, because lawyers from Warsaw, having demonstrated a very hands-on approach overall, want to understand the whole picture first. So they ask you to write a report explaining:
(i) the issues that need to be considered in this situation, and
(ii) their relevant options (including methods of dispute resolution alternative to arbitration, and various options within arbitration regime).
They want a very practical, “means-to-ends” approach; they asked you to identify potential pitfalls to be avoided and advantages that can legally be gained over the counter-party by means of careful drafting of a clause. Coming from the UNCITRAL Model Law jurisdictions, they would also be interested in explanation of relevant differences with the UK law. Needless to say, as the paper is for lawyers, the appropriate style and referencing to legal authority (equivalent to that required for the coursework) must be in place.

Question 1. Please write the report for foreign lawyers. (40 Marks)

RosPil secured their first major contract with the government-owned company for the construction of a 100,000-seat stadium, and have distributed the first pool of works among several subcontractors. One of them in particular, the Scottish company Mueller Group Limited (“Mueller Group”), undertook to provide all the architectural engineering. The standard dispute resolution clause was renegotiated by the parties, and provided for arbitration in London according to LCIA Rules, with a single arbitrator.

However, having subsequently learned that the stadium will never be used for playing football (the reason, moreover, being that the local populace generally preferred skiing) the board of directors of Mueller Group apparently lost interest in the project, and the subcontractor failed to meet several interim deadlines. RosPil initiated arbitration, seeking damages of some £5 million.

At this stage, RosPil lawyers approach you again and intimate their concern that single arbitrator in these proceedings is likely to be British, and therefore is likely to biased, because of current political situation and unnatural keenness of the British for football in general. Unsatisfied with your free explanation of how ridiculous these fears are, RosPil lawyers ask you to write a formal memorandum analysing the relevance of this perceived lack of arbitrator’s impartiality, and explaining safeguards and remedies available to them under LCIA Rules and relevant law.

Question 2: Please advise them appropriately. (20 Marks)

Maximum word limit for Section A Legal Problem (including both Questions 1 and 2) – 2,500 words

Section B

Essay Topic

Should there be different regimes for enforcement of domestic and international arbitral awards? Provide a reasoned opinion with particular reference to England and Wales, Scotland, and other jurisdictions of your choice.

Maximum word limit for Section B Essay Topic – 2,000 words
Principal resources for this module:

1. Legislation (for example Acts of Parliament- see topic materials for more details). This is available in original format on the HMSO legislation website and in its updated format on the electronic legal database available to all students – Westlaw.

2. Case law (reported cases). These are almost all available, again, on Westlaw. Where a case is not available on Westlaw, the name of the case will be preceded by an asterisk (*). In such instances, sufficient detail on the case is provided in the notes.

On occasion, a summary only of the case is available on Westlaw (as opposed to the whole case report) and this is made clear in the notes. In the event of any case being unavailable on Westlaw and where a full report of the case is to be consulted by the student, a copy will be made available in the Moodle area of the module, and the students will be informed of this.

Requested Sources:
1. Harris, B. et al. Arbitration Act 1996: a Commentary. (Wiley 2006)

2. Asouzu, A. A. International Commercial Arbitration and African States: Practice, Participation and Institutional Development. (Cambridge, Cambridge University Press 2001)

3. Al Tamimi, E. Practical guide to litigation and Arbitration in the United Arab Emirates. (Brill 2003)

4. Paulsson, J. et al. Freshfields Guide to Arbitration and ADR: the Clauses in International Contracts. (Wolter Kluwers Law and Business 1999)

5. Blackaby, N. et al. International Arbitration in Latin America. (Wolters Kluwer Law and Business 2002)

6. Devolve, J-L. French Arbitration Law and Practice. (Wolters Kluwer Law and Business 2003)

7. Zekos, G.I. International commercial and marine arbitration. (London, Taylor and Francis 2008)

8. R Turner, Arbitration Awards; A Practical Approach (Blackwell Publishing, 2005)

Further two books among those available at Westlaw could be useful for this course:

1. Redfern & Hunter: Law and Practice of International Commercial Arbitration 5th Ed. – one of the classical treatises on international commercial arbitration reflecting mostly the English perspective.

Effective technology integration Effective technology integration occurs when it can be seamlessly integrated in support of learning objectives. Technology should only be used if it will enhance the learning. It should not be used for the sake of using technology. Mary Beth Hertz states that technology integration “is not taught as a separate class, but [is] integrated into the classroom. It also means that students use technology to learn content and show their understanding of content, not just their expertise with a tool” (Boss, 2011). “Technology can and does help students develop all kinds of skills– from the basic to the higher-order critical thinking ones. However, for technology to be successful, teachers need to make informed choices relating to pedagogical approach, students’ needs, and learning objectives. Just as important as what technology is used, is how learning can be enhanced through technology” (Strommen and Lincoln, 1992, p. 473). My first reaction is that technology can be integrated into the ID process during the instructional design phase or during development of assessment instruments. However, merely incorporating technology into the instruction does not necessarily mean that it will be effective for student learning. There are many instructional models, such as the ID model, that specifically relate to effective technology integration and addresses the different phases of technology integration. “Identifying these phases will help teachers and administrators assess their utilization of technology” and help in the development of effectively integrating technology (Martinez, 2013). Incorporating one of these models alongside the ID model in order to effectively integrate technology will benefit the teachers and ultimately learners as they intentionally plan for technology integration that will best support student learning. It may seem like a lot of extra work to incorporate two different models, but some models are pretty simple and look specifically at the technology integration aspect, whereas the ID process focuses on effective instruction design. Some of the models that are suggested to use are the TIP model, SAMR, and Tiers of Technology integration, among others. I like the TIP model. It has similar phases that correspond to the ID process, but are specifically related to technology integration. During the first phase of the TIP model, the designer determines relative advantage of technology integration. “Teachers look at their current teaching problems and identify technology-based methods that offer good solutions” (Azman, 2012). This mindset can be incorporated into the ID model by having the designer think about technology early in the Instructional design process. The designer could look for specific steps in the instructional analysis that could be supported with technology. Also, as part of evaluating the learner and context, the designer could include evaluating the learners’ prior use and familiarity with technology, as well as including their ability/ comfort and access to technology. Technology-use can also be incorporated as an assessment tool and, therefore, can be included as a part of the development of assessment instruments. Technology integration within the ID process needs to be intentional and may even benefit from having its own separate step within the ID process that guides the designer to evaluate and select appropriate technology to be used in the instruction. I also think in order to promote effective and efficient use of technology in teaching and learning, it would be valuable within the ID process for the designer to provide a rationale for the use of specific technology tools within the lesson. The designer should be able to justify their use of the technology tool in order to demonstrate its effectiveness. This also guides the designer’s vision of the use of the specific technology tool with the students. Along with that, there needs to be a review/evaluation of the effectiveness of the technology-use with the lesson. It would be beneficial if there were some sort of guideline or rubric set ahead of time to evaluate the effectiveness of the technology integration in the lesson. The evaluation could also be used at the end of a lesson to determine if/how the technology that was used added to the students’ mastery of learning objectives. These steps are usually included in one of the technology integration models, so as I stated before, I think the best solution would be to use a technology integration model in conjunction with the ID model. The first step should be to think about technology integration early in the ID process. Then once a technology tool has been selected, the designer should use one of the effective technology integration models to help “deliver effective professional development for integrating technology in the classroom” alongside the ID process (Martinez, 2013). That way the technology integration model focuses on the effectiveness of the technology tool in support of students’ learning, while the ID model focuses on the instructional design as a whole including the determination of objectives from a needs analysis and evaluation of the effectiveness of instruction to meet those objectives. Azman, M. (2012). Foundations of Effective Technology Integration Models: Theory and Practice. prezi.com. Retrieved April 27, 2014, from http://prezi.com/3os_pii7-c96/foundations-of-effective-technology-integration-models-theory-and-practice/ Boss, S. (2011, September 7). Technology Integration: What Experts Say. Retrieved February 18, 2014, from http://www.edutopia.org/technology-integration-experts Martinez, M. (2013). Models for Effective Technology Integration. Education World:. Retrieved April 27, 2014, from http://www.educationworld.com/a_tech/technology-integration-classroom-school-phases-stages.shtml Strommen, Erik F. & Lincoln, Bruce. (1992, August). Constructivism, technology, and the future of classroom learning. Education and Urban Society, 24, 466-476.

Effective technology integration

Effective technology integration occurs when it can be seamlessly integrated in support of learning objectives. Technology should only be used if it will enhance the learning. It should not be used for the sake of using technology. Mary Beth Hertz states that technology integration “is not taught as a separate class, but [is] integrated into the classroom. It also means that students use technology to learn content and show their understanding of content, not just their expertise with a tool” (Boss, 2011). “Technology can and does help students develop all kinds of skills– from the basic to the higher-order critical thinking ones. However, for technology to be successful, teachers need to make informed choices relating to pedagogical approach, students’ needs, and learning objectives. Just as important as what technology is used, is how learning can be enhanced through technology” (Strommen and Lincoln, 1992, p. 473).

My first reaction is that technology can be integrated into the ID process during the instructional design phase or during development of assessment instruments. However, merely incorporating technology into the instruction does not necessarily mean that it will be effective for student learning. There are many instructional models, such as the ID model, that specifically relate to effective technology integration and addresses the different phases of technology integration. “Identifying these phases will help teachers and administrators assess their utilization of technology” and help in the development of effectively integrating technology (Martinez, 2013).

Incorporating one of these models alongside the ID model in order to effectively integrate technology will benefit the teachers and ultimately learners as they intentionally plan for technology integration that will best support student learning. It may seem like a lot of extra work to incorporate two different models, but some models are pretty simple and look specifically at the technology integration aspect, whereas the ID process focuses on effective instruction design. Some of the models that are suggested to use are the TIP model, SAMR, and Tiers of Technology integration, among others. I like the TIP model. It has similar phases that correspond to the ID process, but are specifically related to technology integration.

During the first phase of the TIP model, the designer determines relative advantage of technology integration. “Teachers look at their current teaching problems and identify technology-based methods that offer good solutions” (Azman, 2012). This mindset can be incorporated into the ID model by having the designer think about technology early in the Instructional design process. The designer could look for specific steps in the instructional analysis that could be supported with technology. Also, as part of evaluating the learner and context, the designer could include evaluating the learners’ prior use and familiarity with technology, as well as including their ability/ comfort and access to technology. Technology-use can also be incorporated as an assessment tool and, therefore, can be included as a part of the development of assessment instruments. Technology integration within the ID process needs to be intentional and may even benefit from having its own separate step within the ID process that guides the designer to evaluate and select appropriate technology to be used in the instruction.

I also think in order to promote effective and efficient use of technology in teaching and learning, it would be valuable within the ID process for the designer to provide a rationale for the use of specific technology tools within the lesson. The designer should be able to justify their use of the technology tool in order to demonstrate its effectiveness. This also guides the designer’s vision of the use of the specific technology tool with the students. Along with that, there needs to be a review/evaluation of the effectiveness of the technology-use with the lesson. It would be beneficial if there were some sort of guideline or rubric set ahead of time to evaluate the effectiveness of the technology integration in the lesson. The evaluation could also be used at the end of a lesson to determine if/how the technology that was used added to the students’ mastery of learning objectives. These steps are usually included in one of the technology integration models, so as I stated before, I think the best solution would be to use a technology integration model in conjunction with the ID model. The first step should be to think about technology integration early in the ID process. Then once a technology tool has been selected, the designer should use one of the effective technology integration models to help “deliver effective professional development for integrating technology in the classroom” alongside the ID process (Martinez, 2013). That way the technology integration model focuses on the effectiveness of the technology tool in support of students’ learning, while the ID model focuses on the instructional design as a whole including the determination of objectives from a needs analysis and evaluation of the effectiveness of instruction to meet those objectives.

Azman, M. (2012). Foundations of Effective Technology Integration Models: Theory and Practice. prezi.com. Retrieved April 27, 2014, from http://prezi.com/3os_pii7-c96/foundations-of-effective-technology-integration-models-theory-and-practice/

Boss, S. (2011, September 7). Technology Integration: What Experts Say. Retrieved February 18, 2014, from http://www.edutopia.org/technology-integration-experts

Martinez, M. (2013). Models for Effective Technology Integration. Education World:. Retrieved April 27, 2014, from http://www.educationworld.com/a_tech/technology-integration-classroom-school-phases-stages.shtml

Strommen, Erik F. & Lincoln, Bruce. (1992, August). Constructivism, technology, and the future of classroom learning. Education and Urban Society, 24, 466-476.

Critically Evaluate The role of reflective practice in the professional development of a sports coach. Project description what is reflective practice? you must incorporate an overview at the start of the essay explaining how you have approached the title and thus how /why the essay is consequently structured as it is. Main Body – critically evaluate the literature behind reflective practice in the development of a sports coach.

Critically Evaluate The role of reflective practice in the professional development of a sports coach.

Project description

what is reflective practice? you must incorporate an overview at the start of the essay explaining how you have approached the title and thus how /why the essay is consequently structured as it is.

Main Body – critically evaluate the literature behind reflective practice in the development of a sports coach.

Environmental studies Legislative History RCRA Developed From Love Canal Incident Project description 1. In a PowerPoint presentation, show how the legislative history of RCRA developed from the Love Canal incident (2 slides). List the key regulations that EPA passed between 1975 and 1990 that related to hazardous waste (2 slides). Use the graphic tools in PowerPoint to show the relationship of what each of the regulation covers with respect to hazardous waste (2 slides).

Environmental studies Legislative History RCRA Developed From Love Canal Incident
Project description
1. In a PowerPoint presentation, show how the legislative history of RCRA developed from the Love Canal incident

(2 slides). List the key regulations that EPA passed between 1975 and 1990 that related to hazardous waste

(2 slides). Use the graphic tools in PowerPoint to show the relationship of what each of the regulation covers with

respect to hazardous waste (2 slides).

Management Comprehensive Examination – Organizational Leadership Project description COMPREHENSIVE EXAM FOR ORGANIZATIONAL LEADERSHIP. Make sure you read every attachment before proceeding to the questions. Follow every instruction given about the exam. Make sure to use only primary and GREAT sources. APA STYLE, 6TH EDITION My Dissertation Topic and question are in the attachments, you will need it. The instructions in how to answer the questions will be attached, but i just want to make sure you answer each question and sub question in a separate page, as requested. READ BEFORE PROCEEDING TO THE QUESTIONS. Completing the Examination 1. Create a title page for your exam. This title page should include the following: Area of Concentration (mine is ORGANIZATIONAL LEADERSHIP) Ed.D. Comprehensive Examination Student Examination ID Number (mine is OL32) 2. You MUST include the questions in your paper. 3. Remember: DO NOT PUT YOUR NAME ANYWHERE ON THE EXAM. 4. Save your exam with a title reflecting your assigned exam ID. Ex: OL243 Submitting the Examination 1. Submit your completed exam as a Word document attachment to the designated dropbox within the comprehensive examination toolbox. 2. Submission to the dropbox will automatically generate a plagiarism evaluation by www.turnitin.com. The report will be viewable only by your comprehensive exam administrator. 3. Exams submitted to the dropbox that contain plagiarism will not be forwarded for scoring. Instead, those exams will be referred by the Online Assistant Dean for review and appropriate action or sanctions. 4. Do not submit your exam, or any portion of your exam, to any other turnitin account! If you do, the exam you submit to the dropbox will match your submission to a different turnitin account and will show up as 100% plagiarized in the dropbox. In such cases, the exam will not be forwarded for scoring.

Management Comprehensive Examination – Organizational Leadership
Project description

COMPREHENSIVE EXAM FOR ORGANIZATIONAL LEADERSHIP.
Make sure you read every attachment before proceeding to the questions.

Follow every instruction given about the exam.
Make sure to use only primary and GREAT sources. APA STYLE, 6TH EDITION

My Dissertation Topic and question are in the attachments, you will need it.

The instructions in how to answer the questions will be attached, but i just want to make sure you answer each question and sub question in a separate page, as requested. READ BEFORE PROCEEDING TO THE QUESTIONS.
Completing the Examination
1. Create a title page for your exam. This title page should include the following:
Area of Concentration (mine is ORGANIZATIONAL LEADERSHIP)
Ed.D. Comprehensive Examination
Student Examination ID Number (mine is OL32)
2. You MUST include the questions in your paper.
3. Remember: DO NOT PUT YOUR NAME ANYWHERE ON THE EXAM.
4. Save your exam with a title reflecting your assigned exam ID. Ex: OL243
Submitting the Examination
1. Submit your completed exam as a Word document attachment to the designated dropbox within the comprehensive examination toolbox.
2. Submission to the dropbox will automatically generate a plagiarism evaluation by www.turnitin.com. The report will be viewable only by your comprehensive exam administrator.
3. Exams submitted to the dropbox that contain plagiarism will not be forwarded for scoring. Instead, those exams will be referred by the Online Assistant Dean for review and appropriate action or sanctions.
4. Do not submit your exam, or any portion of your exam, to any other turnitin account! If you do, the exam you submit to the dropbox will match your submission to a different turnitin account and will show up as 100% plagiarized in the dropbox. In such cases, the exam will not be forwarded for scoring.

Business Business Intelligance Project description This course work in for the subject Business Intelligence, the course work is devided in three main part that i will show you now: 1. Propose and justify the use of relevant frameworks, models, methods and/or processes of Web mining, Web analytics, decision support, and/or software agents in dealing with the problem identified in your coursework#1. The theoretical rationale, procedures, and supporting techniques and technologies should be well presented and argued, with evidence of using properly acknowledged sources and referring to appropriate theory, research and practice. Critical review and synthesis of the literature, in-depth analysis of findings, and logical reasoning should be made. (30%) 2. Select and justify your choice of Web mining software tools, Web analytics software tools, decision support tools, and/or software agent tools for your framework or model proposed and specified in your coursework #1. The business, management and technical criteria or factors affecting your selection of the BI software tools should be addressed and discussed. The explanation for selecting your tools should be given, with comparison to other alternative BI software tools available in the market. (30%) 3. Analyse and discuss the potential value, effectiveness and efficiency of your proposed solutions and associated software tools for improving business processes, business performance, and better informed decision making, and creating competitive advantage. (30%) 4. Provide good structure, professional presentation and correct referencing for your answers. (10%) Your report should be approximately 1,500 words (± 10%) in length (excluding references, illustrations such as diagrams, charts and pictures, and appendices) and should be presented in a report format including title page, executive summary, content page, main body of your report, acknowledgement if applicable, references, and appendices. There was a previous coursework that i will upload once the order is confirmed and there you will find a case study from hat case study there is a problem that must be figured and solved with the business intelligent tools and methods that are stated in the brief i posted above. also, please can make the structure similar to my old one. with everything in the old course work just with different tools and methods that are stated above. I would like to try to get a very good grade for this course work please. one more thing the three methods above are enough to use to solve the problem in the course work and please add diagrams for each method it could be found in the internet any relevant diagram. executive summary and recommendations are needed as well

Business Business Intelligance
Project description
This course work in for the subject Business Intelligence, the course work is devided in three main part that i will show you now:

1. Propose and justify the use of relevant frameworks, models, methods and/or processes of Web mining, Web analytics, decision support, and/or software agents in dealing with the problem identified in your coursework#1. The theoretical rationale, procedures, and supporting techniques and technologies should be well presented and argued, with evidence of using properly acknowledged sources and referring to appropriate theory, research and practice. Critical review and synthesis of the literature, in-depth analysis of findings, and logical reasoning should be made. (30%)

2. Select and justify your choice of Web mining software tools, Web analytics software tools, decision support tools, and/or software agent tools for your framework or model proposed and specified in your coursework #1. The business, management and technical criteria or factors affecting your selection of the BI software tools should be addressed and discussed. The explanation for selecting your tools should be given, with comparison to other alternative BI software tools available in the market. (30%)

3. Analyse and discuss the potential value, effectiveness and efficiency of your proposed solutions and associated software tools for improving business processes, business performance, and better informed decision making, and creating competitive advantage. (30%)

4. Provide good structure, professional presentation and correct referencing for your answers. (10%)

Your report should be approximately 1,500 words (± 10%) in length (excluding references, illustrations such as diagrams, charts and pictures, and appendices) and should be presented in a report format including title page, executive summary, content page, main body of your report, acknowledgement if applicable, references, and appendices.

There was a previous coursework that i will upload once the order is confirmed and there you will find a case study from hat case study there is a problem that must be figured and solved with the business intelligent tools and methods that are stated in the brief i posted above. also, please can make the structure similar to my old one. with everything in the old course work just with different tools and methods that are stated above. I would like to try to get a very good grade for this course work please. one more thing the three methods above are enough to use to solve the problem in the course work and please add diagrams for each method it could be found in the internet any relevant diagram.

executive summary and recommendations are needed as well

Visual Arts and Film Studies What characterises the development of portraiture at the Rajput courts in the 17 th and 18 th centuries? what were the implications of change from Mughal painting to Rajput portraiture) Some points you should include: I. Mughal influence II. reintepretaion of ideas of kingship and subjects III. distinction of style from previous court paintings and portraits.

Visual Arts and Film Studies
What characterises the development of portraiture at the Rajput courts in the 17 th and 18 th centuries?

what were the implications of change from Mughal painting to Rajput portraiture)

Some points you should include:
I. Mughal influence
II. reintepretaion of ideas of kingship and subjects
III. distinction of style from previous court paintings and portraits.

Movie Comparison Paper instructions: 2. Production information. Please provide name of director, studio, cinematographer, screenwriter and major actors. You can find this on-line; imdb.com. Provide this information at the beginning of the paper; list or paragraph format. 3. Summary of plot. (short; to the point; no more than 2 paragraphs following the production information). 4. Guide to thinking through and organizing the final paper IMPORTANT: Remember…none of the characters in any film is a real person. For the purposes of our study, the narrative and each character are constructed by the organization of the film in order to (1) create an image of femininity; (2) illustrate some claim about femininity (problems, possibilities, boundaries, obligations, etc.) and/or (3) to make an argument that enforces norms, tests boundaries, transgresses them. Your objective is not to assess which behaviors seem “real” or “true-to-life” but to analyze the definition of femininity offered by a particular film and evaluate the position it takes on the “success/rewards” or “failure/punishment” of that particular formulation using material from one of the assigned readings to support your interpretation. As an aid to begin thinking about the paper, you may find the following questions useful. (These questions are only suggestions to start you thinking, or to help you form a thesis for your paper. They are not meant to be an outline for your paper). What problem does the narrative propose? What is the conflict? How is at least one female character positioned in respect to the narrative problem? (Perhaps she is the problem? Holds the key to the solution? Is the “prize” at resolution?) How does the construction of the narrative itself (linear, non-linear, fragmented, etc.) reflect the problem femininity proposes as the filmmaker sees it? How is the problem presented visually? How do the processes of cinematic construction (editing, lighting, shot/counter-shot, sound, costume, character behavior, performance) create a desirable femininity or marginalize an undesirable femininity? What does In whose “gaze” is the female character’s image held? Is there any space for her to “look back?” Analysis/interpretation of the “meaning” of the film. What understanding of “woman” and of women’s roles does the film give? How does the narrative work to make sure that, no matter how many different “femininities” are explored, the film’s “ideal” (no matter what it is) prevails at the end? Is there any room for resistance to the film’s message by reading “against the grain?” Research resources (IMPORTANT): Please rely only on the assigned texts in writing your paper. The only web resources you should consult are imdb.com for production information. Do not use websites to research or support any part of your paper. !! Movies for the paper are Charulata, Vertigo, Real Women Have Curves, To Die For, and Winter’s Bone.

Movie Comparison

Paper instructions:
2. Production information. Please provide name of director, studio, cinematographer, screenwriter and major actors. You can find this on-line; imdb.com. Provide this information at the beginning of the paper; list or paragraph format.

3. Summary of plot. (short; to the point; no more than 2 paragraphs following the production information).

4. Guide to thinking through and organizing the final paper
IMPORTANT: Remember…none of the characters in any film is a real person. For the purposes of our study, the narrative and each character are constructed by the organization of the film in order to (1) create an image of femininity; (2) illustrate some claim about femininity (problems, possibilities, boundaries, obligations, etc.) and/or (3) to make an argument that enforces norms, tests boundaries, transgresses them.

Your objective is not to assess which behaviors seem “real” or “true-to-life” but to analyze the definition of femininity offered by a particular film and evaluate the position it takes on the “success/rewards” or “failure/punishment” of that particular formulation using material from one of the assigned readings to support your interpretation.

As an aid to begin thinking about the paper, you may find the following questions useful. (These questions are only suggestions to start you thinking, or to help you form a thesis for your paper. They are not meant to be an outline for your paper).

What problem does the narrative propose? What is the conflict? How is at least one female character positioned in respect to the narrative problem? (Perhaps she is the problem? Holds the key to the solution? Is the “prize” at resolution?) How does the construction of the narrative itself (linear, non-linear, fragmented, etc.) reflect the problem femininity proposes as the filmmaker sees it?

How is the problem presented visually? How do the processes of cinematic construction (editing, lighting, shot/counter-shot, sound, costume, character behavior, performance) create a desirable femininity or marginalize an undesirable femininity? What does In whose “gaze” is the female character’s image held? Is there any space for her to “look back?”

Analysis/interpretation of the “meaning” of the film. What understanding of “woman” and of women’s roles does the film give? How does the narrative work to make sure that, no matter how many different “femininities” are explored, the film’s “ideal” (no matter what it is) prevails at the end? Is there any room for resistance to the film’s message by reading “against the grain?”

Research resources (IMPORTANT): Please rely only on the assigned texts in writing your paper. The only web resources you should consult are imdb.com for production information. Do not use websites to research or support any part of your paper.

!! Movies for the paper are Charulata, Vertigo, Real Women Have Curves, To Die For, and Winter’s Bone.

Civilization and its Discontents In chapter 4 of “Civilization and its Discontents” Freud makes some fascinating, plausible, and implausible claims about love. Take three of his claims and then summarize, discuss and critically evaluate them. Be sure to provide supporting quotations Topic: In chapter 4 of “Civilization and its Discontents” Freud makes some fascinating, plausible, and implausible claims about love. Take three of his claims and then summarize, discuss and critically evaluate them. Be sure to provide supporting quotations Paper instructions: In chapter 4 of “Civilization and its Discontents” Freud makes some fascinating, plausible, and implausible claims about love. Take three of his claims and then summarize, discuss and critically evaluate them. Be sure to provide supporting quotations: be specific! MUST BE 6 PAGES.

Civilization and its Discontents

In chapter 4 of “Civilization and its Discontents” Freud makes some fascinating, plausible, and implausible claims about love. Take three of his claims and then summarize, discuss and critically evaluate them. Be sure to provide supporting quotations

Topic:

In chapter 4 of “Civilization and its Discontents” Freud makes some fascinating, plausible, and implausible claims about love. Take three of his claims and then summarize, discuss and critically evaluate them. Be sure to provide supporting quotations
Paper instructions:
In chapter 4 of “Civilization and its Discontents” Freud makes some fascinating, plausible, and implausible claims about love. Take three of his claims and then summarize, discuss and critically evaluate them. Be sure to provide supporting quotations: be specific! MUST BE 6 PAGES.

reducing crime rates in our campus Paper instructions: Costs/Benifits and qualifications and two resources : The costs of expanding the security in the campus which includes equipment of cameras, DVR’s and etc. (be precise on every single cost of installation).also, the its benifits. use anytype of benifit that we can advantage. such as being cost effective. The qualifications is what is in the attachment of instructions, and it is our resources, the people who we interveiw, and the experts, experts, i’d like to have an one resource of an expert. use headings and bullets as much as you can. and it should be single spaced only.

reducing crime rates in our campus

Paper instructions:

Costs/Benifits and qualifications and two resources : The costs of expanding the security in the campus which includes equipment of cameras, DVR’s and etc. (be precise on every single cost of installation).also, the its benifits. use anytype of benifit that we can advantage. such as being cost effective. The qualifications is what is in the attachment of instructions, and it is our resources, the people who we interveiw, and the experts, experts, i’d like to have an one resource of an expert. use headings and bullets as much as you can. and it should be single spaced only.