December 2018

Gareth recently purchased the registered freehold title to Blackacre from Rudolf. Blackacre is a large plot of land that consists of a field, a large house on the west side of the property, and a small shed on the east side. Gareth plans to develop the land by building a hotel on the site.

Gareth comes to your office seeking advice as a number of things have transpired since the purchase was finalised.

Rahul is a neighbour who runs a bed and breakfast next door to Blackacre. He has produced a deed from last year, in which Rudolf promises, on behalf of himself and his successors in title, never to open a hotel on Blackacre.

Juraj, another neighbour, has been storing his bicycles in the shed on the east side of the property. He also claims he has the right to cross the fields of Blackacre in order to reach the cyclists path that runs along the west border of the property. He has produced a written note from Rudolf granting him these permissions.

The next day, Gareth saw Juraj crossing the field of Blackacre on his bike. He saw Juraj get off his bike in the middle of the field and pick up a golden bracelet that must have been dropped there by somebody. When Gareth confronted Juraj about this, Juraj insisted that the bracelet belonged to him as its finder.

Olympia claims that she has the right to stay in one of the rooms on the top floor of the house. She claims that a month prior to the purchase, Rudolf told her that she could have exclusive use of the room for two years at a rent of £65 per week.

Karel, Rudolf’s partner claims to have contributed half of the purchase price of Blackacre when Rudolf purchased it from the previous owners in 2005. He has been living in the ground floor flat of the house but was on holiday when Gareth inspected the property prior to the purchase.

Gareth wishes to know whether he is bound by the various third party rights. He also wishes to know whether he can claim the bracelet from Juraj.

Advise Gareth.

Question 2

“The distinction between leases and licences ought to be clear! The former is proprietary, the latter merely personal. Unfortunately, too many decisions of our courts have muddled this distinction.”

Discuss with reference to case law.

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When is conflict functional, positive, or a benefit? When is conflict dysfunctional or a negative?

We say conflict management rather than conflict resolution because sometimes we want conflict.  Sometimes conflict can be a good thing.  Conflict can be functional or dysfunctional.

Address the following questions in this forum:

1. What do you think of when you hear the word conflict?
2. When is conflict functional, positive, or a benefit?
3. When is conflict dysfunctional or a negative?

If you can provide an example of a functional conflict or a dysfunctional conflict, please do so. It always adds to our understanding when you add real-world experiences to our discussions.

B)

What aspects of the video relate to your own experiences? (AS A NURSE)

What kinds of things in an organizations’ environment (internal and external) make change necessary?

C)

President Obama was and still is strongly behind healthcare reform. Healthcare reform was proposed and passed by Congress as the Affordable Care Act (ACA). This act, often referred to as Obamacare, is not popular with many Americans.

Some of you might recall the start of the Act which experienced some major technical problems. Now many people are enrolled in the program. However, it is still facing resistance, and is about to be repealed and replaced.

In this forum, address the following questions, comparing the process to Lewin’s model for Managing Change.

1. According to Lewin’s model, what things did President Obama do well to manage the change?
2. Why do you suppose many people are strongly against the change? Please provide factual support for your point of view.
3. If he could go back as leader, is there anything that President Obama could have done differently to gain more support for the change?
4. Obamacare is still very much a major topic affecting American Health care. This is despite the fact that Congress almost repealed and replaced the ACA.
   1. However let’s go back to the implementations of ACA and learn from history. What do you think could have been done differently in the implementation of the act at the executive, national, federal, or state level?
   2. What suggestions would you make to improve the current Obama Care System?

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Explain the cellular and molecular mechanisms of the 3 cancer hallmarks; genomic instability and mutation , sustaining proliferative signalling + evading growth suppressors and finally inducing angiogenesis . Then explain how understanding of these molecular events is improving cancer therapies i.e understanding of cell signalling pathways like MAPK/MEK has led to targeted therapies for HER2 positive breast cancer like Herceptin .
Below are the three named examples to be discussed in the essay:
1. Parp inhibitors ; Olaparib (used to treat BRAC1 +BRAC2 mutated ovarian cancer ) ; genome instability
3. MAPK/MEK pathway inhibitor: Herceptin ; ( her 2 positive breast cancer treatment ) ;suppression of cell growth +proliferation ; targeted therapy .
3. Angiogenesis /VEGF inhibitor; Avastin (used to treat renal cell carcinoma) ; prevents induction of angiogenesis.

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LUBS5852M01: Why are customers hesitant to purchase Tresiba? discuss (a) a company that engaged in successful repositioning and explain the type of repositioning (i.e., image, market, product, or total) it pursed and why it was successful and (b) a company that engaged in unsuccessful repositioning, explain the type of repositioning it tried to pursue, why it was unsuccessful, and what should have been done differently to succeed.

The module is assessed by a 3000-word individual assignment. This word limit includes all content in
the main body of the assignment. However the list of references at the end and any appendices are
excluded from the word limit. Full guidance on the requirements will be provided during the module
Assignment Brief:
Please respond to both Tasks 1 and 2 below.
Task 1: Read the Wall Street Journal article titled, “The New Innovator’s Dilemma: When Customers
Won’t Pay for Better.” Using any model, concept or framework we learned in class, explain and discuss
why customers are hesitant to purchase Tresiba. Do not use material outside of what we learned in the
course to defend your answer.
Task 2: In today’s business organisations, managers encounter several problems associated with
repositioning in response to changes in market dynamics. Using an example of your choice, discuss
(a) a company that engaged in successful repositioning and explain the type of repositioning (i.e.,
image, market, product, or total) it pursed and why it was successful and (b) a company that engaged
in unsuccessful repositioning, explain the type of repositioning it tried to pursue, why it was
unsuccessful, and what should have been done differently to succeed.
In both cases support your arguments through the use of appropriate analytical models and
frameworks..
 Formative Feedback
Formative feedback will take place as follows:
 Comment and individual feedback will be offered on pre-prepared work presented during the
teaching sessions.
 Group comment and feedback will be offered for group prepared and presented case study
sessions.
 If necessary a follow up surgery style session will be arranged for students to raise specific
concerns or seek specific feedback.
LUBS5852M01
2 of 4
Pass mark is 50. PASS (50-59); MERIT (60-69); DISTINCTION (70+)
Assignments should be a maximum of 3,000 words in length.
All coursework assignments that contribute to the assessment of a module are subject to a word limit,
as specified in the online module handbook in the relevant module area of the MINERVA. The word
limit is an extremely important aspect of good academic practice, and must be adhered to.
Unless stated specifically otherwise in the relevant module handbook, the word count includes
EVERYTHING (i.e. all text in the main body of the assignment including summaries, subtitles, contents
pages, tables, supportive material whether in footnotes or in-text references) except the main title,
reference list and/or bibliography and any appendices. It is not acceptable to present matters of
substance, which should be included in the main body of the text, in the appendices (“appendix
abuse”). It is not acceptable to attempt to hide words in graphs and diagrams; only text which is strictly
necessary should be included in graphs and diagrams.
You are required to adhere to the word limit specified and state an accurate word count on the cover
page of your assignment brief. Your declared word count must be accurate, and should not mislead.
Making a fraudulent statement concerning the work submitted for assessment could be considered
academic malpractice and investigated as such. If the amount of work submitted is higher than that
specified by the word limit or that declared on your word count, this may be reflected in the mark
awarded and noted through individual feedback given to you.
Element Explanation % of mark
Task 1
Identification of appropriate
model or framework
Among the many concepts and analytical models we
covered in the course, which one(s) are appropriate
to explain the phenomenon under examination
25%
Reasoning behind the
arguments
Critically discuss the reasoning/rationale behind the
arguments made
25%
Task 2
Identification of different types
of successful repositioning
strategies
Ability to explain why a repositioning strategy was
successful
25%
Identification of different types
of unsuccessful repositioning
strategies
Ability to explain why a repositioning strategy was
unsuccessful and what should have been done
otherwise to be successful
25%

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DATA ANALYSIS EXERCISE 2018-19 Investigators have been interested in high blood pressure of middle aged men and women. They were particularly interested in the association between education and systolic blood pressure. They decided to use continuous measure of systolic blood pressure and binary measure of hypertension (expressed as SBP>=140mmHg) as two study outcomes. The data available for this exercise were drawn from a large cross-sectional screening study conducted among men and women aged 50-65 years. The dataset assessment2018.dta ——————————————————————————- age age in years sex 1=Male, 2=Female mi diagnosed or hospitalised for myocardial infarction SBP systolic blood pressure alco annual alcohol intake; 0=no,1<500g ethanol/year, 2<2000g/year, 3<6000g/year, 4=6000g and more binge binge drinking >60g eth at least 1x a week; 0=no,1=yes material material conditions;1=worst,4=best ht hypertension;SBP>=140; yes=1 no=0 educ 1=primary or less, 2=vocational,3=secondary,4=university marital 1=married,2=single,3=divorced,4=widowed sports sport activities in a week:0=no,1=yes up to 4h/week,2=up to 7h/week,3=more smoke smoking; 1=current smoker,2=past smoker, 3=never smoker econact economic activity:1=working,2=houesewife,3=pensioner still employed,4=pensioner not employed, 5=unemployed bmi body mass index The aim and hypothesis: The investigators aimed to study the relationship between education and systolic blood pressure. It has been hypothesized that less educated people have higher systolic blood pressure and higher prevalence of hypertension. Q1. Summarise the study sample Before looking at relationships between the exposure of interest and study outcomes it is important to know the characteristics of the study sample. Describe the sample in terms of available variables. Use no more than two tables for this part. Q2. Evaluate the association between the binary measure of hypertension and possible risk factors other than education. Q3. Next, evaluate the association between binary measure of hypertension and education. Use classical MH analysis to identify possible confounders and effect modifiers (if any). Moreover, would you confirm the original hypothesis saying that less educated people have higher prevalence of hypertension than those with higher education? Q4. Evaluate the association between education and systolic blood pressure (SBP; on a continuous scale) using classical (non-regression) analysis. Q5. Next, look at the association between education and systolic blood pressure using linear regression. Identify possible confounders and effect modifiers (if any). Give an interpretation of these results. Q6. Please discuss whether results from two types of analysis (using binary outcome in Q3 and using continuous outcome in Q5) agree or disagree. Make brief conclusions in response to the aim and hypothesis of the study. For you assessment: a) Introduce the study (in maximum 5 sentences) b) Describe methodological aspects of your analysis (focus on description of the data, statistical methods used, assumptions) c) Carry out the necessary analyses to enable you to draw conclusions about whether any variables do confound or modify the relationship between education and blood pressure/hypertension. d) Present tables summarising your results in an appropriate way (please do not use tables directly copy-pasted from STATA; create your own tables directly in MS Word) e) Briefly state your conclusions about the relationship between education and blood pressure/hypertension. Your report: The maximum length is 2000 words (excluding all the tables). Use maximum of 6 tables. Tables should be included after the main text. All tables should have their own titles and be clearly linked to the main text of your report. Course administrator will check your word count – please do submit your report as a single document in MS Word format (not in Adobe Acrobat!) Please add list of commands used in the analysis as the appendix in your document (your “do” file) – this appendix will not be included in your word count. Please do not include output from STATA (do not include your log file), just commands! Include all commands necessary to get all the results reported in your submission and do not include commands with errors in the syntax. Your work will be marked between 0 and 100 points. For work that exceed a specified word limit by 1-199 words the mark will be reduced by 5 percentage marks but the penalised mark will not be reduced below the pass mark assuming the work merited a Pass. For work that exceed a specified word limit by 200 words or more the mark will be reduced by 10 percentage marks but the penalised mark will not be reduced below the pass mark assuming the work merited a Pass. See https://www.ucl.ac.uk/academic-manual/chapters/chapter-4-assessment-frameworktaught-programmes/section-3-module-assessment#3.13 for further regulations. The deadline is on 14 January 2019 at 09:00am. You need to submit electronically to Moodle (there is a submission link via Turnitin on Moodle). Submission after the deadline will be penalised using standard UCL regulations for late submissions of modules at level 7 (https://www.ucl.ac.uk/academicmanual/chapters/chapter-4-assessment-framework-taught-programmes/section-3-moduleassessment#3.12). Use examination code provided by the College.

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The principal drivers and business benefits of having an engaged workforce and a signposting of some of the steps an organisation can take to create a culture of employee engagement e.g. through job design, discretionary behaviour etc,

Brief:

Your Chief Executive is committed to having a more engaged workforce and has asked you to brief the executive team on how this could be accomplished. She has informed you that not all of the executive team understand what it means, what the benefits are and what is involved. You have been asked to develop and deliver an informative and persuasive presentation which includes:

 An analysis of the meaning, principal dimensions and components of employee engagement and how it differs, if at all, from related concepts such as organisational commitment, employer involvement, job satisfaction.

• A brief explanation of the need for aligning engagement practices with other corporate components.
• An evaluation of suitable diagnostic tools for measuring employee attitudes and levels of employee engagement.
• An example of an employee value proposition (EVP) to promote levels of employee engagement making reference to what makes a ‘good’ EVP.

Examples of relevant HR strategies to raise levels of employee engagement and address barrier

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The development and value of sustainability as a concept in business. Evaluate examples from real organisations in a comparative approach with evidences from their sustainability policies reports

Sustainability in Theory and Practice Part 2: Individual Report

Sustainability in Theory and Practice

Part 2 Assignment Brief: 3000 words

As part of the formal assessment for the programme you are required to submit a Sustainability in Theory and Practice assignment.

Learning Outcomes: After completing the module, you should be able to:

1. Critically analyse the concept of sustainability and its theoretical development.
2. Critically examine how sustainability is managed by a range of organisations and its value and appropriateness to a range of new scenarios.
3. Critically analyse and evaluate how the process of sustainability is applied within a range of organisations.
4. Critically evaluate the relationship between sustainability challenges, sustainability theory and sustainability practice.
5. Apply a reflective, ethical and professional approach to the application of sustainability strategy, the development of principles and implementation.

Maximum word count: An Individual Report of 3,000 words.

Please note that exceeding the word count by over 10% will result in a reduction in grade by the same percentage that the word count is exceeded.

Task

This assignment is worth 60% of the total marks for the module. You should prepare an individual report of a maximum word count of 3,000 words. As discussed within the module materials, organisations are expected to take responsibility for the way in which their operations impact societies and the natural environment. Corporate Social Responsibility (CSR) can be seen as either an integral part of the business strategy and corporate identity, or as a defensive policy. Please read the following academic article and complete the tasks noted below:

Herzog, L., 2017. No Company is an Island. Sector-Related Responsibilities as Elements of Corporate Social Responsibility.

Journal of Business Ethics. [online]. 146,135–148 (Please see the article attached in pdf file)

Section 1: Produce a literature review which critically evaluates the development and value of sustainability as a concept in business. Evaluate examples from real organisations in a comparative approach with evidences from their sustainability policies reports (examples: Willmott Dixon UK against leaders in the field, Tesco PLC against IKEA ) including the organisation (IKEA) you used for the Group Task, to support your discussions. (1,000 words) (LO: 1 & 2)

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• In the United States it is illegal to pay a person for non-replenishable organs. The fear is that money will influence the poor to harm their bodies for the benefit of the rich.
• Do you see a parallel between this case and this law?
• Can allowing surrogate mothers to be paid for their troubles allow poorer women to be oppressed?
• Does paying the surrogate harm her and/or the child’s dignity?
• Is it selfish/conceited for this couple to want children of their own genetic make-up?
• If yes, does this change if you can “easily” have a child? (Note: Over 100,000 children in the U.S. are waiting to be adopted. However, most are older, have several siblings, or have special needs.)
• On their website, the American Medical Association says “that surrogacy contracts [when the surrogate uses her own egg], while permissible, should grant the birth mother the right to void the contract within a reasonable period of time after the birth of the child. If the contract is voided, custody of the child should be determined according to the child’s best interests.”
• Do you see any problems with this? (What’s a reasonable time? In a way can you steal the surrogate’s child?)
• One of the main arguments against the use of surrogate mothers is that carrying and giving birth to a child is such an emotional event that it is impossible to determine if the surrogate will be able to give up the child. Though adults enter into the contract, the child could ultimately suffer if a long custody battle ensues (as it could in states where surrogacy contracts hold no legal value, such as Virginia).
• With the possibility of such battles, do you think it is acceptable for parents to use a surrogate mother?
• Do you think that if the surrogate is awarded the baby, this could cause emotional harm to the child?
• Who do you think should receive the child, and why?

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Read the research literature related to your chosen victim population. Consider the specific aspects that you will cover in your final paper (i.e., trauma, demographics, interaction with criminal justice system, victims’ rights, assessment, evaluation, and treatment). Using the research literature and specifically empirical studies, write a 12- to 14-page paper addressing the following:

Describe the theoretical and empirical knowledge about psychological trauma and the impact of victimization within this population.
Identify and evaluate commonalities and differences in demographic variables and psychological profiles between subtypes of victims that may present in this population.
Compare and contrast empirical research findings related to the assessment and evaluation of victims in this population.
Compare and contrast empirical research findings related to treatment for victims in this population.
Define and analyze the role and impact of the criminal justice system on victims within this population.
Define and analyze the role and impact of past and current legal rights on victims within this population.
Cite the references appropriately.
Your paper should rely upon scholarly resources from the professional literature. The literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, and .gov).

All written assignments and responses should follow APA rules for attributing sources.

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Antimicrobial resistance in community acquired infections • Antimuscarine drugs in therapy • Bare below the elbow • Bariatric surgery • Breastfeeding as a protective factor for chronic health problems • Chemotherapy for atrial flutter and atrial fibrillation • Childhood asthma • Childhood diet and adult health outcomes • Childhood obesity and society-level interventions • Clinicians and evidence-based medicine • Controlling Ebola • CPR and rescue breaths • Diagnosis and management of community-acquired pneumonia • Diarrhoeal disease in developing countries • Dietary supplements to improve cardiac health • Drug treatment for hypertension • E-cigarettes: benefits and harms • Emotion and the perception of pain • Epigenetic vs genetic inheritance • Exosomes as therapeutics • Exosomes as markers of disease • FODMAPs and Irritable Bowel Syndrome • Food-borne illness in the UK • Glycolysis and cancer • Hair cycle pathologies • HLA-B27
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• Hypertension and obstructive sleep apnoea • Initiatives to reduce excessive seasonal mortality • Intermittent fasting and disease risk • Junk DNA’ • Liver function tests in primary care • Low density and high density lipoproteins • Measles in Europe • Medically unexplained symptoms • Medication adherence in adolescents with Type 2 Diabetes • Mitochondria and metabolism: targeting in cancer • Motivational interviewing for smoking cessation • Neck of femur fractures • NHS weight management programmes • Non-medical interventions for stroke rehabilitation • Non-medical patient rehabilitation for sciatica • Optimism, longevity and mortality • Physical activity and cognitive function in older adults • Polypharmacy in an ageing population • Preventing heavy alcohol use in the UK • Prevention and treatment of cirrhosis of the liver • Psychosocial risk factors for cancer • Reducing medication errors • Regulation of excess fatty acid synthesis • Risk taking behaviour in adolescence • Sarcopenia • Short-term and long-term treatments for sciatica • Smoking and socioeconomic status
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• Social exclusion and health outcomes
• Stem cells and regenerative therapies
• Stress and the immune system
• Targeting glycolytic pathways for therapy
• The NHS Health Check programme
• The UK vaccination schedule
• Treatment for bacterial conjunctivitis
• Treatments for depression
• Treatments for neural tube defects
• Ultrasound scanning in Primary Care
• Uterine abnormalities and fertility
• Zika virus during pregnancy

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