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Briefly define the concepts of self-awareness and self-leadership, leadership, values, professional behaviours, professional responsibility and accountability

What is the relationship between social class and schooling & its impacts on education ?

If and to what extent is there a relationship between knowledge of security policy and attitude toward cybersecurity?

The problem that will be addressed in this study is the that it is not known if and to what extent a relationship exists between knowledge of security policy and attitude towards cybersecurity, between attitude towards cybersecurity and behavior compliance, and between knowledge of security policy
and behavior compliance (Li, et al, 2019; Barlow & Levy Bencheton, 2018). More research is needed to better understand the human user as the weakest link in the cybersecurity chain.

Research Question 1
If and to what extent is there a relationship between knowledge of security policy and attitude toward cybersecurity?
Research Question 2
If and to what extent is there a relationship between attitude towards cybersecurity and behavior compliance?
Research Question 3
If and to what extent is there a relationship between knowledge of security policy and behavior compliance?

Create a visual model that shows and explains the connections between an understanding of buyer behaviour and the rest of the marketing management process

Critically discuss the rules on passing of property in specific or ascertained goods and unascertained goods.

prepare a short law reform proposal on Nationality and Borders Bill;

You are undertaking a work placement at the Law Commission. To test your knowledge thus far, your supervisor has asked that you prepare a short law reform proposal on either:
– Nationality and Borders Bill;
– Covert Human Intelligence Sources (Criminal Conduct) Act 2021; or
– Police, Crime, Sentencing and Courts Bill.

Aanalyse where and how people buy furniture in the UK, provide recent data or evidence about the market for second-hand furniture. This should include insights based on current social, environmental and economic factors which could affect the second-hand furniture market sector favourably or adversely

Assignment Title: Research and Analysis Report for Emmaus

There are 2 assignments for 6BUS1081 Managing Media and Communications, both are based on the issues facing Emmaus Cambridge. Assignment one should be completed individually in semester A.
Assignment two will be completed in semester B by groups with some individual and peer assessed components. The assignments in each semester are worth 50% of the marks for this double module.
Client background :
Emmaus Cambridge is part of the Emmaus federation of charities. Originally set up in France in 1949, Emmaus has now helped improve the lives of formerly homeless people since 1991 in the UK. Emmaus is both a charity and social enterprise providing accommodation, support and meaningful work, which consists of work experience and extensive training in a variety of areas. Emmaus Cambridge is based in Landbeach away from Cambridge city centre and fairly inaccessible by public transport.
In early 2021, Emmaus Cambridge launched a new online furniture (and white goods eg washing machines) website to expand on their already established furniture donations/ collections and physical shop. Dependent on the skills of the companions, refurbishment or upcycling of some furniture items is sometimes possible.
The following assignment briefs are based on this part of the social enterprise ( see https://www.emmauscambridgeonline.co.uk/): assignment one aims to identify the potential market, the competitors and also to establish if this is/ how this can be a sustainable venture for Emmaus Cambridge. In assignment 2 you will be asked to identify the target audience(s) and to produce a marketing communications proposal to raise the profile of Emmaus Cambridge online furniture, reach more consumers and persuade them to buy.
Description of the assignment, task, content and structure:
Assignment 1 Research and Analysis report (individual)

(i) Market insights (30 marks) – use secondary research to
• analyse where and how people buy furniture in the UK ( 5 marks)
• provide recent data or evidence about the market for second-hand furniture. This should include insights based on current social, environmental and economic factors which could affect the second-hand furniture market sector favourably or adversely, including current trends which may offer opportunities to Emmaus. (10 marks)
• select 2 (direct or indirect) competitors of Emmaus which sell second-hand furniture. Provide an analysis of the marketing communications, messages and online media they use to reach second-hand furniture buyers (Either one or both should be ethical suppliers e.g. another charity or social enterprise and both should provide useful insights for Emmaus Cambridge i.e. avoid very large competitors) ( 15 marks)

(ii) Consumer attitudes & behaviour (20 marks) – use secondary research to
• analyse the demographics and at least one psychographic or behavioural aspect ( eg types of buyer, triggers to buy, etc ) of furniture buyers.
• analyse the demographics and at least one other aspect (eg attitudes, motivations) of the consumers who buy from social enterprises or charity shops
• analyse current needs/wants/ attitudes of potential buyers which are relevant to this project ( customers for Emmaus Cambridge). Your analysis in this section could be product focused or focused more on the attitudes and wants of the second-hand furniture buyer (or you could analyse a specific segment of second-hand furniture buyers).

(iii) Stakeholder analysis (20 marks) – using Emmaus site and the Emmaus talk,
• identify Emmaus Cambridge’s key stakeholders and plot these on a stakeholder map, using an appropriate mapping technique. (your map should show between 8 and 12 stakeholders)
• then, comment on how 2 specific stakeholders (of your choice) could influence or help raise the profile of Emmaus Cambridge’s online furniture business

(iv) Key insights for the client (20 marks)– use your findings to provide:
• A summary of the key findings and insights of relevance to growing the Emmaus online furniture (and white goods*) sales business ( 5 marks)
• An outline of what needs further investigation by primary research ( 5 marks) and
• A draft of a questionnaire for an electronic survey to do this ( 10 marks)
Presentation, structure and referencing (10 marks)

(Note that you will be producing a marketing communications proposal in assignment 2 and this assignment is designed to enable you to support the decision making for that)
* Emmaus Cambridge also resell donated white goods. This assignment has focused on second-hand furniture but you may come across data on white goods at the same time. It is not a requirement to include white goods in this assignment.

Which particular structural and/or infrastructural aspects of the supply chain contribute significantly to the good (or bad) business performance of the supply chain and why?

You are to write an individual 1500 word analysis in which you consider a supply chain of your choice from the 3 angles – inline with the first 3 lectures of the module (excluding the Intro).
Your chosen supply chains will need to be in line with guidance from the teaching team.
There are three questions you must answer on your selected supply chain. It is recommended that each question is answered separately within your report and that you give approximately 400 words to each answer, leaving 300 to be split between the introduction and conclusion.

Questions to answer:

Which particular structural and/or infrastructural aspects of the supply chain contribute significantly to the good (or bad) business performance of the supply chain and why?
Identify key areas where value is added within the supply chain. Give specific examples of how value could be improved within this supply chain.
Which is the dominant order fulfillment strategy and are there any current or emerging market, product or production factors that could cause the strategy to change?

Critically evaluate global health issues in terms of social, environmental and political determinants and the role of key national and international organisations and initiatives;

Summary of module

Global health is a broad discipline that attracts multidisciplinary involvement.
This module aims to enhance students’ understanding of global health challenges and public health responses with an ability to critically evaluate these issues from political, social, and epidemiological perspectives.

You will be able to identify the major causes of global morbidity and mortality and the underlying determinants of those causes including social determinants.
The module will provide a comparative view across the globe, along with depth case studies for a within-setting historical view, to highlight key determinants, approaches to analysis, possible interventions and metrics for evaluation.

By the end of this module you will be able to critique the role of the Millennium Development Goals and the Sustainable Development Goals in driving health systems and the global health agenda in High income, middle and low income countries.

Module Aims

This module aims :
– To enhance student understanding of global health challenges and public health responses with an ability to critically evaluate these issues from political, social, and epidemiological perspectives.
– To gain in-depth understanding of health protection and public health improvement in the context of economic development, governance, and human rights.
– To provide a comparative view across low, middle- and high-income settings, along with depth case studies for a within-setting historical view.
– To highlight key determinants, approaches to analysis, possible interventions and metrics for evaluation.
–
What should I start to think about?

At its core, global health is concerned with policy and practice that aim to understand global challenges. In this module, you will be able to draw upon success and failure in addressing communicable and non-communicable public health issues globally. The COVID-19 outbreak currently is a global challenge; try to think what are global health and data-driven policies for emergency responses in a pandemic?

Learning Outcomes
On successful completion of the module students will be able to:
Knowledge
1. Critically evaluate global health issues in terms of social, environmental and political determinants and the role of key national and international organisations and initiatives;

2. Judge relevance of evidence-based solutions for addressing population health needs and the differences in low, middle and high-income countries.

Thinking skills
3. Demonstrate a critical understanding of relevant global health issues through research from primary and secondary sources.

Subject-based practical skills
4. Provide a critical review of a public health issue and response within a global context using an appropriate political, social, and epidemiological lens.

Skills for life and work (general skills)
5. Integrate concepts from the epidemiological and social context for a given global health challenge to inform policy debates when working with variable levels of data, resources and political commitments.

Reading and Resources List
Core
• Born A, Pulley Y, Holtz THE. (2017) Textbook of Global Health (Fourth Edition). New York: Oxford University Press

• Jacobsen, Kathryn H. (2018). Introduction To Global Health

• ISBN 10: 1284123898, EAN: 9781284123890. Jones and Bartlett Publishers, Inc

• Warwick-Booth, Louise, Cross, Ruth (2018). Global Health Studies. ISBN 10: 1509504176. EAN: 9781509504176. Polity Press. UK

• Anne-Emanuelle Birn, Yogan Pillay, Timothy H. Holtz (2017).

• Textbook of Global Health (4th ed.). Oxford University Press; January 2017. ISBN: 9780199392292. Edition: 4. Oxford University Press

• Jones AND Bartlett Publishers, INC International Concepts (2016). Rev. ed. of: Essentials of global health. ISBN-10-0763797510, ISBN-13-9780763797515. United States

• Detels, R Gulliford, M Karim, Q Tan C (2017) Oxford Textbook of Global Public Health (Sixth edition). Oxford University Press.

Recommended

• Paper collection from The Lancet Global Health Commission on High-Quality Health Systems in the SDG Era: https://www.thelancet.com/journals/langlo/article/PIIS2214-109X(17)30101-8/fulltext

• Michael T. Osterholm and Mark Olshaker (2017) Deadliest Enemy: Our War Against Killer Germs. Little, Brown and Company.

Please check the Moodle site for specific readings, which relate to the scheduled seminars.

Other resources which will be useful for reference purposes are:
• Freedman, L.P., W.J. Graham, E. Brazier et al (2007). Practical lessons from global safe motherhood initiatives: time for a new focus on implementation. Lancet, 370(9595): 1383-91.
• Janes, C. (2009). Anthropology of Global Health, Ann Rev Anthr, 38:167-83.
• Lawn, J.E., J. Rohde, S. Rifkin et al (2008). Alma-Ata: Rebirth and revision 1 – Alma-Ata 30 years on: revolutionary, relevant, and time to revitalise. Lancet, 372(9642): 917-27.
• Fillinger, U. and S. Lindsay (2011). Larval source management for malaria control in Africa: myths and reality. Malaria Journal, 10:353.
• Parker, M., T. Allen and J. Hastings (2007). Resisting the control of neglected tropical diseases: dilemmas in the mass treatment of schistosomiasis and soil-transmitted helminths in north-west Uganda. Journal of Biosocial Science 40(2):161-181.
• Molyneux, David H.; Malecela, Mwele N. (2011). Neglected Tropical Diseases and the Millennium Development Goals-why the “other diseases” matter: reality versus rhetoric. Parasites & Vectors, 4: 234.
• Anon (2010). Editorial: Gender equity is the key to maternal and child health. The Lancet 375(9730): 1939.
• Abdool Karim, S.S., G.J. Churchyard, Q. Abdool Karim and S.D. Lawn (2009). HIV infection and tuberculosis in South Africa: an urgent need to escalate the public health response. The Lancet 374 (9693): 921-933.
• Castro, A. and P. Farmer, (2003). Infectious disease in Haiti: HIV/AIDS, tuberculosis and social inequalities. EMBO Reports, 4:S20-S23.
• Prince, R., & Geissler, P.W. (2001). Becoming “one who treats”: a case study of a Luo healer and her grandson in Western Kenya. Anthropology and Education Quarterly, 32(4), 447-471.

• Tylee, A., Haller, D. M., Graham, T., Churchill, R., & Sanci, L. A. (2007). Adolescent health 6: youth-friendly primary-care services: how we are doing and what more needs to be done. Lancet, 369(9572), 1565-1573.
• WHO. (2003). Adolescent friendly health services: An agenda for change. http://whqlibdoc.who.int/hq/2003/WHO_FCH_CAH_02.14.pdf

• Barimah, K., and E. Van Teijlingen (2008). The use of traditional medicine by Ghanaians in Canada. BMC Complementary and Alternative Medicine 8:30.
• Nichter, M. (2008). Global health: why cultural perceptions, social representation and biopolitics matter. Tuscon: Univ Arizona Press.
• Nichter, M. (2008). Global health: why cultural perceptions, social representation and biopolitics matter. Tuscon: Univ Arizona Press.

Journals:
You should access the library databases for journals. Try Science Direct, Pub Med or EBSCO (there are others). Paper versions of journals as also kept in the library. There are plenty of other journals in the library that would be useful to you. Please make sure you obtain an Athens account in the library, which will enable you to search a variety of databases when you are not on campus.

Useful websites:

These websites may contain useful information, although most of your references should come from recent journals and books.

• The PH England https://www.gov.uk/government/organisations/public-health-england
• The Stationary Office www.official-documents.co.uk
• Office of Public Health Information www.opsi.gov.uk
• Department of Health www.dh.gov.uk
• The Guardian www.guardian.co.uk
• London Health Observatory www.lho.org.uk
• World Health Organization www.who.int/en
• Health Development Agency/National Institute for Health www.nice.org.uk
• Spiked (online debates and articles designed to provoke!) www.spiked-online.com
• Office of National Statistics www.statistics.gov.uk
• UCL Institute of Health Equity: ………….. www.instituteofhealthequity.org
• WHO – list of all the up-to-date information on the COVID-19 outbreak https://www.who.int/emergencies/diseases/novel-coronavirus-2019

Discuss the strengths, skills, and other positives that were revealed in the assessments that you took. Do these strengths surprise you or reinforce what you already thought? How do you use these strengths currently?

Prepare a 2-3 page business report in which you analyze your leadership strengths and develop a statement of who you are as a leader.
Introduction
This portfolio work project helps you define who you are as a leader. It is something that would be useful to you in annual performance reviews or to use as a reminder of your strengths and best qualities.
Scenario
Your leader is interested in your development as a leader in your organization. You have recently taken a variety of self-assessments designed to better understand your strengths, areas of improvement, communication ability, and values. Your leader would like you to spend some time reflecting on the results of your assessments and gathering some additional information from those who know you best.
Your Role
Your role is to prepare a report in which you review and reflect on your strengths; collect additional information from 3–5 colleagues, friends, or others who know you well; and create a portrait of yourself as a leader.
Preparation
This assessment requires you to collect feedback from 3–5 people who know you best.
Because not everyone is likely to respond, you should identify at least 10 people to ask. Choose a variety of people who have had extended contact with you, such as:
• Colleagues (former or current), such as vendors, customers, or board members.
• Friends (old or recent), neighbors, or fellow volunteers.
• Family members.
• Others who know you well. Be creative in your choices.
Try to give your respondents sufficient time to respond. You can create a feedback form or keep it simpler.
The questions you should ask are:
• Who am I when I am at my best?
• Can you provide a specific example of a time when I was at my best?
You can reach out by phone, e-mail, text, or in person. Analyze your leadership strengths.
Requirements
For this paper:
• Discuss the strengths, skills, and other positives that were revealed in the assessments that you took. Do these strengths surprise you or reinforce what you already thought? How do you use these strengths currently? Be sure to clearly explain which assessment gave you the information and cite the assessments in APA format.
• Discuss your strengths further by summarizing the responses you received and relating how what you learned from the people you talked to and the assessments fits in with what you already knew about yourself, and with the work you currently do or hope to do in the future.
• Develop a statement of who you are as a leader, based on your analysis. This statement should include your values, strengths, goals, and more. You should include in your statement who you want to be as a leader—what you aspire to become. This way, your statement becomes your own vision of who you want to be and an affirmation to help you grow.
• Describe some of the areas that you learned are growth opportunities (where you did not perform so strongly). How did you feel about this? What areas do you feel are most important to strengthen? What steps might you take to do so?