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Assessment 2 terrorism
Please answer questions number
3, 5, 6, 10, 12.
Note
1-Please use a lot of simple wards .
2- The question NUMBERS PLUS THE QUESTIONS WRITTEN IN FULL above each answer.

Details: Short answer questions.
Students are each randomly assigned 5 questions to answer from the following 15 below.
You must answer all 5 questions, which are equally weighted. The word limit is 500 words per question.
1. What are the key characteristics of the “new terrorism”?
2. Describe the role of the Internet in Home-grown Islamist terrorism in the West.
3. How does ideology influence the way different terrorist groups approach their struggle?
4. What is the most popular terrorist tactic today and why?
5. What are some of the key elements of a comprehensive counterterrorism strategy?
6.What are the defining characteristics of ‘home-grown’ Islamist terrorism in the West?
7.Briefly describe and contrast the following types of terrorism, giving specific examples:
a) Ethno-nationalist b) Left-wing c) Religious.
7.The most important counter-terrorism strategy is to kill or capture terrorist leaders.
Discuss.
9.What are the ‘root causes’ of terrorism?
10. What are some of the different types of crime that terrorists engage in? Give examples
to support your answer.
11. What is CBRN terrorism and how likely is it?
12.What is meant by ‘de-radicalisation?’ What does this involve?
13. How has al-Qaeda changed as an organisation since 2001?
14. How can ‘terrorism’ be defined? What are some of the problems with trying to define
terrorism?
15.Is it possible to negotiate with terrorists?
• Each of the 5 questions are equally weighted for this assignment.]
• Refer to ‘Grades of Performance’ below for grading system.]
• Due date: 20/4/11. Late submissions will be penalized by 1 mark per day.
• Assignment to be submitted via email to smullins@uow.edu.au ;
• Students are responsible for submitting original work for assessment, without
plagiarising or cheating, abiding by the University’s Policy on Acknowledgment
• Practice/Plagiarism: www.uow.edu.au/handbook/courserules/plagiarism.htm

Note from lecture

In response to a query I have received: there is no fixed format for
the structure of your short answer essays (assignment 2). Because you only
have 500 words the emphasis should be upon providing information in a concise,
yet still coherent manner. Any ‘introductions’ or ‘conclusions’ should be no more
than a sentence or two at most. Remember to get straight to the point and not to
waste words or go over the limit if you can help it. Aside from this it is up to you
how you write.

Tray to find the answer in bellow link if you can :
Research Fellow
Assoc. Editor ‘Behavioral Sciences of Terrorism & Political Aggression’
http://www.tandfonline.com/toc/rirt20/current
Assoc. Editor ‘Perspectives on Terrorism’
http://www.terrorismanalysts.com/pt/index.php/pot
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MGMT421 Test Plan Assignment
Based on your requirements for your mobile application, design a test plan for each of the following steps of the SAD process (no more than 3 pages bullet points):
Requirements
Analysis
Design (assume coding done by outside group but you need to make sure it is tested)
Pre-Implementation
Immediate post-implementation
Ongoing operation
References: http://static.mob4hire.com/images/marketingdocs/Mob4Hire%20Ten%20Steps%20in%20the%20Mobile%20Development%20Life%20Cycle.pdf
http://www.mobileapptesting.com/a-quick-guide-to-mobile-app-testing/2011/04/
http://www.developer.nokia.com/Community/Wiki/Software_Test_Plan_for_a_mobile_application

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Phase I ? Identify potential weaknesses from the given scenario Aircraft Solutions.

Security weaknesses ? You must choose two from the following three areas (hardware, software, and policy ? excluding password policies) and identify an item that requires improved security.

To define the asset or policy with sufficient detail to justify your assessment, your assessment must include:
? the vulnerability associated with the asset or policy
? the possible threats against the asset or policy
? the likelihood that the threat will occur (risk)
? the consequences to mission critical business processes should the threat occur
? how the organization?s competitive edge will be affected should the threat occur

To clarify an item that requires improved security, you must identify one of these items:
? one hardware and one software weakness
? one hardware and one policy weakness
? one software and one policy weakness

Phase II: Recommend solutions for the security weaknesses you identified in the Phase I.
Definition of the solution ? Hardware solutions must include vendor, major specifications with an emphasis on the security features, and location of placement with diagram. Software solutions must include vendor and major specifications, with an emphasis on security features. Policy solutions must include the complete portion of the policy that addresses the weakness identified. Any outsourced solution must include the above details and the critical elements of the service level agreement.

Justification ? You must address the efficacy of the solution in terms of the identified threats and vulnerabilities; the cost of the solution, including its purchase (if applicable); and its implementation, including training and maintenance.

Impact on business processes ? You must discuss any potential positive or negative effects of the solution on business processes and discuss the need for a trade-off between security and business requirements using quantitative rather than simply qualitative statements.

Scenario for Aircraft Solutions
Company Overview
Aircraft Solutions (AS) is a recognized leader in the design and fabrication of component products and services for companies in the electronics, commercial, defense, and aerospace industry. Located in Southern California, AS has a dedicated, trained workforce and maintains a large capacity plant and extensive equipment to meet customer requirements. Much of the equipment is automated to increase production while reducing costs. The company’s workforce has a large skill base: design engineers, programmers, machinists, and assembly personnel to work its highly-automated production systems.
The mission of AS is to provide customer success through machined products and related services, and to meet cost, quality, and schedule requirements.
The company strategy is to offer low-cost design and computer-aided modeling packages to customers to reduce their development expenses. AS will help the customer through all phases of new product deployment, from initial prototypes through final large-volume production and assembly. By involving itself in all phases of customer product development, AS hopes to establish long-term relationships and secure repeated follow-on business with its customers. In addition, AS continues to invest heavily in workforce education and training, so as to improve capability to serve its customers.

Company Geographic Layout
Aircraft Solutions’ headquarters is in San Diego, California. The Commercial Division (CD) is 40 miles east in San Diego County. The Defense Division (DD) is located in Orange County in the city of Santa Ana, California. These geographic locations are close to intermodal transport hubs that have global reach. Products can be easily shipped anywhere in the world by combined truck, rail, ship, and air transportation methods.

The system administrators are members of an information technology (IT) group within the organization. They are responsible for selecting and installing hardware, software and related upgrades, implementing information security measures, and maintaining support to ensure the manufacturing execution system is working properly. They also are heavily involved in training the workforce to use and interact with the information systems. Their duties include planning for and responding to emergency events such as power outages, attempts at cyber-attack, and natural disasters.
The users at AS are employees, customers, suppliers, and contractors who need to access the company network. System access by users at different levels of the network is set strictly on a need-to-know basis. Controls are in place to secure confidential and proprietary information from unauthorized access. Users are responsible for entering and processing data and information, such as generating reports to be used for decision-making.
Business Process
AS uses Business Process Management (BPM) to handle end-to-end processes that span multiple systems and organizations. The BPM system is designed to connect customers, vendors, and suppliers to share information and maintain a timely business dialogue. BPM also aligns internal business operations with IT support to maintain production in support of customer requirements.
Business process effectiveness begins with the IT organization. Customer data such as project information, computer-aided design and development models are sorted and stored in designated servers. The Design Engineering department is responsible for reviewing the electronic models, interacting with the customer and making necessary modifications with customer approval, then placing them in an Engineering Release (ER) directory for programming. As soon as these electronic models are released, programmers use them to create production programs. All final programs must be thoroughly verified for accuracy before releasing to the Proof For Production (PFP) directory for manufacturing to make the production first article.
From the production floor, machinists download PFP programs directly to their DCNC (Direct Computer Numerical Control) machines for execution. After any further processing, completed products are inspected for verification to customer requirements, then they are moved to the Shipping department for delivery. A continuous improvement and feedback loop system is in used to correct any deficiencies in the production process.
The BPM system is capable of handling multiple projects simultaneously across every department of the company. BPM is set up to manage all aspects of business operations, including accounting, human resources, sales and marketing, and compliance activities concurrently.
Current IT Architecture
The figures shown below depict the current IT architecture and present network infrastructure of Aircraft Solutions.

Security Controls in Place
The current security controls include independent anti-virus software on every workstation and server, host-based intrusion detection systems on the servers in the corporate office. Security policy requires that all firewalls and router rule sets are evaluated every two years and that all local servers are backed up to network attached storage devices maintained at the server location.?

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plus a Works Cited page organized according to and explicitly follow the outline given herewith:

1) An Introduction giving movie background such as your view of being a member of a movie audience, how you choose movies to see, etc. A clearly stated claim which states which movie you will be evaluating, what rating you give it according to your rating system, the rating Roger Ebert, film critic for the Chicago Sun-Times, gives it, and whether or not your ratings agree.

2) Explain how the film you chose is rated according to your system. Use specific examples from/about the film to support your reasoning?this means that you must include at least 2 quotes from the film as well as any descriptions of scenes that might be appropriate as examples.

3) Compare/Contrast your rating of the film with Ebert?s, using at least 4 quotes from his review. Do you agree or disagree with Ebert?s rating and his reasons for giving same?

4) Choose a minimum of three reviews of the film written by recognized/credible film critics (such as Peter Travers who writes for a nationally-known magazine, Rolling Stone or Mick LaSalle, film critic for the San Francisco Chronicle). How do these critics? reviews compare with your rating? Ebert?s rating? Use at least 2 quotes from each source. Treat one of these critics? reviews as a printed source.

NOTE: If you choose to use reviews from critics who are not connected to an obviously
credible source, such as a newspaper, you will need to prove the critics? credibility by
stating their backgrounds in the body of your paper. This will be very important if you use
reviews from the Internet. You may have to do further research in order to find out if the
critic and/or the website are credible. You will need to include your proof in the body of
your paper the first time that you refer to the critic?s review. If you do not do so, I will
not count that particular source: I will not count quotes in the paper, and I will not
count the works cited entry, so you will lose all the points associated with the
required items.

5) What conclusions do you come to about your taste in films? Ebert?s? Other reviewers? Is rating films necessary since audiences? preferences are subjective?

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PLEASE READ CAREFULLY AS I DO NOT WANT ANY MISUNDERSTANDING AGAIN.
1. This order has been done already by one of the writers from this site. Unfortunately, the careless writer have not answered a couple of the questions right and resulted in a failure paper.
2. The graded assignment is upload along this order AND the professor’s feedback on the assignment.
3. please follow the prof’s FEEDBACK and make the necessary changes. 4. Do NOT start a complete new assignment, if possible correct the current graded paper. Thanks

ADDED INFORMATION:
“The graded paper is uploaded as “HRM” along prof’s feedback and the assignment.

Please tell him/her to LOOK/READ at the feedback doc thoroughly then make the necessary changes within the ORIGINAL graded paper. I do NOT want a separate document.

ONLY task 2 AND 4 did not pass so please ONLY work on those tasks not the other tasks.”
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Uses of Epidemiology

? Answer all questions. The assignment has three (3) sections (A,B and C) on the following pages.

? Please note that you are not expected to undertake a literature review to answer these questions. Refer to the reading list provided “BELOW” with this description if you want to answer those questions or want to understand more about the subject topics, if you wish but detailed further reading is not required.

Copying someone else?s work or quoting from text without adequate attribution of the source is plagiarism and is not acceptable. All assignments will be verified by plagiarism detection software. Penalties will be applied for plagiarism.

USEFUL REFERENCE BOOKLIST FOR THIS ASSIGNEMNT

The Essential Epidemiology text is:
Webb PW, Bain CJ. Essential Epidemiology: An Introduction for Students and Health Professionals 2nd ed. Cambridge University Press; 2011.

Other recommended texts which might be of interest are:
Beaglehole R. Basic Epidemiology. World Health Organization, Geneva, 1993.

Hennekens CH, Buring J. Epidemiology in Medicine. Boston: Little, Brown and Co; 1987.

Fletcher, RH, Fletcher, SW. Clinical Epidemiology: the essentials. 4th ed. Baltimore: Lippincott Williams & Wilkins; 2005.

Rothman K, Greenland S, Lash T.L. Modern Epidemiology. 3rd Ed. Boston: Little, Brown & Co; 2008.

Kelsey JL, Thompson WD, Evans AS. Methods in Observational Epidemiology. 2nd ed. New York: Oxford University Press; 1996.

Elwood JM. Critical appraisal of epidemiological studies and clinical trials. 3rd ed. New York: Oxford University Press; 2007.

Buettner P, Muller R. Epidemiology. New York: Oxford University Press; 2012.

Bland M. An Introduction to Medical Statistics. 3rd ed. Oxford: Oxford University Press; 2000.

Woodward M. Epidemiology: Study Design & Data Analysis. 2nd ed. London: Chapman & Hall/CRC; 2004.

Friedman GD. Primer of Epidemiology. 5th ed. New York: McGraw-Hill Book Co; 2003.

Lilienfeld AM, Lilienfeld DE, Stolley P. Foundations of Epidemiology. 3rd ed. New York: Oxford University Press; 1994.

Hebel JR, McCarter RJ. A Study Guide to Epidemiology and Biostatistics. 7th ed. Baltimore: University Park Press; 2011.

Gordis L. Epidemiology. 4th ed. Philadelphia : Elsevier/Saunders; 2009.

Friis RH, Sellers. Epidemiology for public health practice / Robert H. Friis, Thomas A. Sellers. 4th ed., Mass. : Jones and Bartlett Publishers; 2009.
THE ASSIGNMENT QUESTIONS:
SECTION A (30 marks)
There are 10 separate questions in (Section A). Each question is worth “three marks”.
Part 1: The following questions all relate to studies designed to assess the effectiveness of a new water filtration method. This method consisted of activated charcoal impregnated with chemicals, sitting in a small package similar to a tea-bag through which water could be poured. The aim of the new method was to filter out infectious agents and thus decrease the likelihood of suffering gastroenteritis (nausea, vomiting and/or diarrhoea).

For each study, state what type of study it is and briefly (one or two sentences should be enough) justify your choice:

1) All people in the village were randomised to either receive the filters, or use their usual method of water purification. Over the following six months the cases of gastroenteritis in the two groups were determined and the rates compared between the groups.
2) A random sample of villagers was selected and the subjects asked whether they had used the filters in the last two months and whether they had suffered gastroenteritis-like symptoms.
3) A random sample of villagers was selected and the subjects asked whether or not they wanted to use the new filters. Those who said they would were provided with filters. The subjects who did not want to use filters used their usual method of water purification. The rate of gastroenteritis-like symptoms was compared between the two groups.
4) Persons with gastroenteritis who reported to the local hospital were asked about whether or not they had used the new filters over the previous four weeks. A comparison group was chosen from people presenting to the hospital with an injury. These injured people were also asked whether they had used the new filters in the previous four weeks. The proportions of people in the two groups who had used the filters were compared.
5) The rates of gastroenteritis in towns where the filters had been made available were compared to the rates in towns where the filters had not yet been used.
6) A random sample of villagers who had previously been diagnosed with gastroenteritis was chosen. The subjects were then randomly assigned to either receive the new filter or not. The rate of gastroenteritis in the two groups over the next four weeks was compared.

7) People using the new filters were asked to complete a daily diary recording any symptoms of gastroenteritis. After six months the proportion that had developed gastroenteritis was determined.

8) People using the new filters were asked to complete a daily diary for six months recording any symptoms of gastroenteritis. The proportion of people with symptoms in the filter group was compared to the proportion of people with symptoms who did not use the new filters over the same period.

Part 2. Answer the following question:
9) Players suffering a ruptured anterior cruciate ligament in their knee were asked what type of studs were on the sole of the boots they were wearing at the time of the injury. A random sample of their team-mates who had not injured their knees were asked what type of studs were on the boots they were wearing in the same game. The type of studs were compared between the two groups. What type of study is this?

10) Players were assigned (based on their date of birth) to one of four groups, with each group having to wear a different type of football boot. The groups wore the same type of boot for the whole season. The rate of leg injury was recorded for all players during the year and summarised in a detailed end of season report. At the end of the season the rate of leg injury was compared between the players in each of the four groups. What type of study is this?
SECTION B (30 marks)
A new researcher, Associate Lecturer Macaskill, was interested in studying the relationship between occupational exposure to a new chemical (Substance Red) and the risk of developing chronic renal failure (a disease of the kidney). Ms Macaskill had heard that some of the workers had previously been exposed to another substance, Hirdite. She thought that exposure to Hirdite might also cause chronic renal failure (but this was not known for sure) or might change the effect of Substance Red.
Six thousand workers were enrolled in the study – 4,000 had been exposed to Substance Red and 2,000 had not been exposed. None of these workers had chronic renal failure at the beginning of the study. After 10 years of follow-up, 190 of the workers had been diagnosed with chronic renal failure. Of the 4,000 exposed workers, 140 had developed chronic renal failure.
1) Draw a table that summarises this information. (4 marks)
2) Calculate the crude relative risk. Interpret this in words suitable to explain this result to a lay audience. (6 marks)
Of the 2,000 unexposed workers, 1,000 had also been exposed to Hirdite and 40 of these had been diagnosed with chronic renal failure. Of the 4,000 exposed workers, 1,000 had also been exposed to Hirdite and 80 of these had been diagnosed with chronic renal failure
3) Show that Hirdite is an independent risk factor for chronic renal failure. (3 marks)
4) Do you think Hirdite has confounded the crude RR of Substance Red? Justify your answer, both in terms of the relative risk estimates and the criteria for confounding. Show any relevant working. (14 marks)
5) Do you think Hirdite is an effect modifier of the relationship between Substance Red and chronic renal failure? Justify your answer, showing all necessary working (if any). (3 marks)
SECTION C (40 marks)
For the study below……
1) Draw a flow diagram that summarises what happened in the study. (10 marks)
2) For each relevant stage of the study identify whether you think this may have introduced important selection bias. Justify your opinion. (30 marks)
Based on relatively flimsy evidence, Professor McGeechan hypothesised that eating two macaroons each day would improve the academic performance of Masters level University students. He invited the entire in-coming cohort of the School of Public Health to take part in a study to test this hypothesis. Students who agreed to take part in the study we assigned to one of three groups – pink macaroons, green macaroons or normal diet. The students were allowed to say which group they would like to be in but the final allocation was undertaken by the Professor. He made the allocation based on the student’s surname, with A-G allocated to eat pink macaroons (Group 1), H-Q allocated to eat green macaroons (Group 2) and R-Z allocated to eat their normal diet (Group 3). Students completed a general aptitude test at the beginning of the study and again at the end of semester. The average test score, the proportion of students with scores above 80%, and the mean difference between scores at the beginning and at the end of semester, for each student were compared.
300 students were enrolled in the School of Public Health at the beginning of the year. 270 of these agreed to participate in the study ? 90 students were allocated to each of the three groups.
Of the 90 students allocated to Group 1, 30 did not finish the study because they withdrew from their course (10 students), they were worried about putting on weight (five students) or they wanted to concentrate on their studies because they had failed their first two assignments (15 students). Due to a computer error there was no other information available about the students who dropped out of Group 1.
All 90 Group 2 students completed the study. However, the same computer error resulted in the final test results of 20 students being lost. It was known that the computer error had resulted in the loss of a random sample of the original 90 Group 2 students.
Of the 90 students allocated to Group 3, 30 did not finish the study. The reasons for this were not known. The average baseline tests results of the students who dropped out of Group 3 were the same as those who remained in Group 3 and completed the study. Also, it was known that those who dropped out were of similar age and sex to those who remained.
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please use only australian references, please read instructions and provide a summary for a mining company,i will sent a copy of the assignment through to support for you to read

Business Arts and Information Technology
Management

BSBOHS507B
Facilitate the application of principles of occupational health to control OHS risk

Elements to be Assessed

Element
Performance criteria

1 Identify the potential for adverse effects on health from agents in the workplace 1 Access external sources of information and data to assist in identifying agents in the workplace with a potential to adversely affect health
2 Review workplace sources of information and data to access information to assist in identifying agents in the workplace with a potential to adversely affect health
3 Consider the role of individual difference in susceptibility to occupational disease or injury in identifying adverse effects on health
4 Identify situations where health professionals may be required

2 Identify the potential for adverse effects on health related to the interaction of the work environment, work systems and people 1 Apply knowledge of sources of occupational disease and injury to analyse job characteristics, nature of work and the context of work to help identify situations with potential for physical or psychological harm to employees
2 Access workplace and internal sources of information and data, taking account of privacy requirements, to assist in identifying situations with a potential for physical or psychological harm to employees

3 Facilitate the control of risks to health in the workplace 1 Apply the hierarchy of control to control risks to occupational health
2 Examine workplace policies, procedures and schedules to minimise situations with a potential to cause physical or psychological harm to employees
3 Examine organisational communication processes to maximise clarity of roles and employee involvement in these processes

4 Participate in the development of strategies to communicate occupational health information and data 1 Research and identify characteristics of target groups
2 Interpret and discuss health effects with stakeholders that may result from work and the working environment
3 Implement communication strategies in accordance with legal and ethical requirements
4 Evaluate and monitor the effectiveness of health communication processes

5 Monitor and facilitate occupational health education and training 1 Identify the need for health information and data, and training in consultation with workplace stakeholders
2 Identify personnel including health professionals and resources to deliver occupational health training
3 Identify and allocate roles and responsibilities for the delivery of training
4 Provide health information and data, and education to managers and workers in a manner that facilitates understanding and uptake
5 Apply training, evaluation and monitoring processes
6 Review and evaluate the occupational health program 1 Evaluate outcomes and document the overall impact of occupational health education programs through an evaluation plan
2 Evaluate and document the overall impact of the occupational health program
3 Make recommendations for future programs as a result of the evaluation

Performance Measurement

Results will be reported as Achieved Competency or Not Competent

Instructions
• Please provide a synopsis (summary) of the workplace you are referring to in your assignment. The synopsis provides the facilitator with the overview of the type, size, culture and any other pertinent information of the organisation.
• Collate your assignment, clearly indicate your name on each page and present to your facilitator.

Part 1: Health Risk Report
(Weighting 50%)

Based on workplace records (statistics/audits) and internal and external information sources (e.g. incident/injury reports, hazard/audit documentation), you are required to identify the main health risks in an organisation, within a specific work environment.

Include in your report, brief investigation of the following:

• How is OHS monitored/assessed in the workplace?
• What type of OHS health program exists, the strategy, structure, scope, and target?
• Who is responsible for and involved in the planning, initial identification and control of risks to health, and what are the environmental issues?
• The organisations accident/incident registers of injuries/near misses?
• Communication processes – are they effective?
• What type of OHS training, coaching, mentoring carried out?
• Who has the authority to take action and made decisions (do they?)?
• What roles does the OHS Committee/representative play?
• What are the main health risks in the organisation?
• Include ABS, WorkCover Workers Compensation Statistics and other statistical data to substantiate your findings and compare your statistics to industry trends.
• In your report analyse and critique your findings and summarise.

Approximately 1,000-1,500 words.

Part 2: Health Program Project
(Weighting 50%)

a. For students in a workplace

You are required to evaluate and revise a specific workplace’s Health Program (policies and procedures) to ensure there is no risk to employees’ health and well-being. You can use the same workplace as in Part 1, or another organisation.

As you will be revising an already existing Health Program (Program def: “a set of detailed steps that explain how OHS is to be implemented”, CCH, 2006:78), you will need to cover:

• OHS policy and procedure, codes of practice, standards, guidelines.
• Legislative compliance (all States, if applicable).
• Consultation and communication, to promote Health Program.
• Target groups and stakeholders.
• OHS change management program.
• Privacy, confidentiality and ethical issues.
• OHS training and development, coaching, mentoring.

b. For students with no workplace

Choose a particular industrial health hazard (your facilitator/teacher should confirm you have made an appropriate choice). You are required to develop a workplace Health Program (policies and procedures) to ensure there is no risk to employees’ health and well-being from this hazard. (Program def: “a set of detailed steps that explain how OHS is to be implemented”, CCH, 2006:78).

You will need to cover:

• OHS policy and procedure, codes of practice, standards, guidelines.
• Legislative compliance (all States, if applicable).
• Consultation and communication, to promote Health Program.
• Target groups and stakeholders.
• OHS change management program.
• Privacy, confidentiality and ethical issues.
• OHS training and development, coaching, mentoring.

Report approximately 1,500-2,000 words.

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The victim is a rich, heartless, & miserly old men who according to John, ‘deserves to die.’ John is not so much interested in getting his money as he is in righting the fact that the old man possesses enormous wealth while many go hungry. He even decides to give money to charity once he gets the old man out of the way. John knows that murder is morally wrong but he feels that since the old man had made his money thru his political dealings in order to get to the top, he did not deserve the protection of the law. Therefore, John feels that there would be general agreement that everyone would benefit form his demise. he proceeds to do the act & keeps his promise to himself to distribute the old man’s money to the poor. While he fears being found out, when he is, the people not only forgive him but elect him their new political leader for having freed them from a tyrant. Within a few years, however, he realizes that unless he has absolute power, he won’t be able to put into place a just political system. he convinces the people to give him the power for life since in order to change the people’s consciousness in favor of justice, it might take several generations. Once in power, he governs so wisely & justly that at his death, every citizen felt as if he/she lost a parent. (sovereignty is a crucial point for Rousseu)

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1. u04d1 DISC Self-Assessment
Socrates observed that knowledge of self is the most essential of all wisdom. Discuss potential benefits of the DISC self-assessment with regard to leadership effectiveness. Refer to the assigned readings this week.

2. u04d2 Personality and Leadership
Look at the broad benefits of personality assessment with regard to understanding leadership styles. Consider the potential relationship between specific personality types and leader efficacy, focusing on:
?Is there a single leadership style that supports effective leadership in all settings?

3. The Role of Charismatic Leadership

Consider the leader you chose to write about in this unit?s assignment. Draw upon the Collins article to evaluate the role of charisma in leadership:
?Would you consider the leader you chose to be charismatic? Explain what aspects of this person lead you to this conclusion.
?To what extent is the presence of charisma a factor in this leader?s effectiveness?
?Do you believe charisma is an element of effective leadership? Why or why not?
?What are potential limitations of charismatic leadership?

PLEASE PROVIDE TWO REFERENCES FOR EACH QUESTIONS

READING RESOURCES
Unit 4 ? The Role of Personality in Leader Efficacy

Introduction

If you know others and know yourself, you need not fear the result of a hundred battles;

If you know yourself but not others, for every victory, you will also suffer a defeat;

If you know neither yourself nor others, you will succumb in every battle.

? Sun Tzu,
The Art of War

Launch Presentation | Transcript

We began our journey in this course with an exploration of the power of personal and organizational paradigms and the tremendous inferences they present to the study of leadership. We progressed to an evaluation of leadership theory and contextual implications with regard to public safety organizations. This unit continues the journey by assessing our personality or behavioral tendencies. From this self-awareness, we are able to move into other-awareness?both of which are at the heart of improving our leadership.

DISC Model

Personality is influenced by both inherent characteristics and learned experiences. While innate characteristics of personality generally do not significantly change over time, personality can be reshaped as a result of life experiences. The DISC model acknowledges the innate and learned elements of personality. The power of the DISC model is its ability to assess behavioral tendencies in self and others, which provides the requisite information needed to improve leadership effectiveness. Attempting to resolve the effect of personality on leader efficacy may have significant implications for improving our leadership capacities (Zigarmi, Blanchard, Edeburn, & O’Conner, 2005).

Reference

Zigarmi, D., Blanchard, K., Edeburn, C., & O’Connor, M. (2005). The leader within: Learning enough about yourself to lead others. Upper Saddle River, NJ: Prentice Hall.

The Role of Personality in Leader Efficacy

——————————————————————————–

Dominant.
Inspirational.
Cautious.
Steady

Reading resources-Unit 5 ? Leadership Style and Effectiveness
Introduction
Learning to lead is about discovering what you care about and value. About what inspires you. About what challenges you. About what gives you power and competence. About what encourages you. When you discover these things about yourself, you’ll know what it takes to lead those qualities out of others.

? James M. Kouzes & Barry Z. Posner,
The Leadership Challenge
In Unit 4, we explored behavioral preferences of self and others and the associated leadership implications within our organizations. Unit 5 expands this conversation to an evaluation of different leadership styles.

Leadership Style
Leadership style is the pattern of behaviors leaders use over time as perceived by their followers (Zigarmi, Blanchard, Edeburn, & O’Conner, 2005). It is the sum of the techniques leaders use to convey their intensity and sincerity to motivate others to accomplish the mission (Bucciarelli, 1997).
A leader’s behavior has two main components:

Directive behavior.
Supportive behavior.

Launch Presentation | Transcript
Directive behavior is characterized by telling rather than selling, providing detailed guidance and instruction, and strictly supervising performance. Supportive behavior is characterized by open communication, listening, recognition, and encouragement. Effective leaders use some blending of these two behaviors depending on the context and needs of the situation.

References
Bucciarelli, J. (1997). Leaders are made: a building block approach to effective leadership. Cape Canaveral, FL: Blue Note Books.

Kouzes, J. M., & Posner, B. Z. (2003). The leadership challenge (3rd ed., p. 391). San Francisco: Jossey-Bass.

Zigarmi, D., Blanchard, K., Edeburn, C., & O’Connor, M. (2005). The leader within: Learning enough about yourself to lead others. Upper Saddle River, NJ: Prentice Hall.

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DUE SUNDAY, 04/22/12. 11:59PM CST. ALWAYS USE THE COURSE TEXT AS ONE OF THE REFERENCES.

Crisis and Risk Communication Strategies

As was evident in this week’s Grand Rounds video, SARS: When a Global Outbreak Hits Home, the abilities of public health leaders are particularly put to the test in crisis situations. In this Application, you are asked to identify and analyze the effectiveness of communication strategies demonstrated by leaders in public health crisis situations.

In a 2- to 3-page paper, address the following:

Analyze the public health communication during SARS crisis as depicted in the Grand Rounds video. What are five communication strategies you noticed? How well were they implemented? Do you think the communication could have been done better? Explain your answers.

Discuss an event you have seen in the news some time during the past several years in which leaders were asked questions and had to respond with crisis communication strategies. These are often weather related (e.g., floods, fires, other disasters) but can also be crime- or corruption-related stories that are in the media. If necessary, do Internet searches to refresh your memory or find out more about the ways in which the leader(s) communicated during your selected event.
Describe the crisis situation.
Assess the use of crisis communication strategies by the leaders. Which strategies were implemented? How well were these implemented? What strategies do you think they could have adopted to handle this situation better?

I WANT THE HURRICANE KATRINA & THE SITUATION THAT HAPPENED IN NEW ORLEANS & MISSISSIPPI TO BE MY CRISIS SUBJECT. YOU CAN ACCESS THE VIDEO ON THE SITE I’M POSTING

Prior Knowledge

In Week 5, you were introduced to several articles written by Dr. Claudia Fernandez concerning how to develop, motivate, engage, and manage personnel. Many of these strategies require a foundation of effective communication skills. Reflect on the strategies provided in these articles. Consider your own communication strengths and areas for growth. Also reflect on how communication influences the outcome of a public health campaign or project. What communication skills do you think are most important for leaders?

Video Program

“A Leadership Perspective on Communication” (Dr. Vicki Freimuth and Dr. Fernando Guerra)

To be effective in their roles, public health leaders must be responsive not only to the needs of their external stakeholders but also to their staff. In this program you will hear Dr. Vicki Freimuth describe how she responded during a crisis that seriously taxed the resources of her communications department at the CDC. You will also hear from Dr. Fernando Guerra as he shares insights on how to speak effectively with the media and emphasizes the important role that public health leaders play by communicating directly with various community groups and stakeholders.

Access this video from the main menu of the course DVD.
Readings

Course Text: Influencer: The Power to Change Anything
Chapter 6, “Harness Peer Pressure”

Peer pressure has many negative connotations. However, Chapter 6 introduces the positive side of peer pressure and examines strategies leaders can use to harness this power and form of influence. This is similar to social marketing. Many excellent public health campaigns have been successful because of the influence of social pressure. Anit-smoking, anti-drug, and seat belt campaigns are all good examples of the effective use of peer pressure for positive public health outcomes.

Course Text: Public Health Administration: Principles for Population-Based Management
Chapter 20, “Communication and Media Relations”

Chapter 20 begins by reviewing the importance of communication in public health. It also examines communicating with the media and notes how health communcation requires clear, succinct, and honest messages. This chapter discusses the importance of establishing good relationships with the media. With those relationships in place, when a public health crisis does occur leaders are better able to communication with the media.

Chapter 22, “Using Marketing in Public Health”

Public health marketing emphasizes the concepts of exchange, self-interest, behavior change, competition, consumer orientation, and marketing’s “four Ps”: product, price, place, and promotion. This chapter explains these concepts and describes how to plan, implement, and assess a marketing effort for a particular public health issue.

Websites

Centers for Disease Control. (2008.). CDC: Crisis and emergency risk communication. Retrieved August 5, 2008, from https://emergency.cdc.gov/cerc/
This Web site explains crisis and emergency risk communication, including pandemic influenza.

Online Video

University of North Carolina at Chapel Hill Gillings School of Global Public Health. (2009). SARS: When a global outbreak hits home. Retrieved November 15, 2011, from https://www.publichealthgrandrounds.unc.edu/sars/ondemand/index.php?webcast=2003-10-23_sars&action=view.

Notes: For optimal viewing, use Internet Explorer version 8 or Mozilla Firefox to watch the Video.
This video explains how public health officials first become aware of Severe Acute Respiratory Syndrome (SARS). This video describes how Ontario, a province of Canada that was most affected by this disease, planned for battle, learned from their actions, and enacted vital public health plans encompassing surveillance, communication, and preparedness to protect their citizens well into the future.

PATTERSON, K., GRENNY, J., MAXFIELD, D., McMILLAN, R., & SWITZLER, A. (2008). INFLUENCER: THE POWER TO CHANGE ANYTHING. NEW YORK, NY. McGRAW-HILL

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