Final Report: Leading and Managing a Robust and Comprehensive Cybersecurity Program Objective The objective of this assignment is to prepare a comprehensive final report that integrates various aspects of cybersecurity leadership and management including cybersecurity principles, practices, and strategies in the governance of an enterprise’s cybersecurity program. Students are required to research and analyze use cases, real-world examples and existing documentation and standards to make informed recommendations and strengthen a cybersecurity program.

Assignment Details The final report should be between 8-12 pages, excluding appendices. It should use APA or MLA formatting guidelines for citations and references and include the following sections.

The report should include the following sections:

Section 1: Introduction (Recommend completing after Unit 1) Introduce your report and summarize what you will be entailing. Introduce the topics that will be covered in the report: Executive Cybersecurity Leadership, Cybersecurity Policy and Planning, Security Control Assessment, Privacy Compliance, Cybersecurity Workforce Management, Systems Security Management, Incident Response, and Secure Project Management. Section 2: Executive Cybersecurity  Leadership (Recommend completing after Unit 1) Describe the importance and role of leadership in cybersecurity. Provide specific examples of leadership's impact on organizational success. Make recommendations on how cybersecurity executives can influence organizational strategy, culture, and resilience against cyber threats. 

  Section 3: Case Studies and Analysis of Leadership (Recommend completing after Unit 2) Research and analysis of 2 case studies that demonstrate effective cybersecurity leadership. Show clear insights on leadership's impact on organizational cybersecurity Section 4: Cybersecurity Planning and Goals (Recommend completing after Unit 3) As a small business owner with a mission of supporting services for the health, energy, and finance sectors, you want to begin to create a strategic plan that aligns the National Cybersecurity Strategic Plan and the CISA FY2024-2026 Cybersecurity Strategic Plan. For the first phase of this plan, you need at least two goals with corresponding and appropriate objectives that will support your overall mission. List and describe the goals and objectives. Also, explain how they align with National and CISA cybersecurity strategic plans. Section 5: Cybersecurity Policy and Justification (Recommend completing after Unit ) Review existing policy templates from this content from this week and select at least 5 policies you would start to develop to support your business. Justify why you selected these policies and how they would help mitigate risks and possible threats. Section 6: Security Control Assessment (Recommend completing after Unit 4)  Tabletop exercises  are often included as a critical part in preparing for cybersecurity incidents. Security controls found in the NIST Special Publication 800-53r5 specifically discuss and recommend tabletop exercises to be included as part of testing incident response, contingency and other plans. For example, consider security control IR-3 INCIDENT RESPONSE TESTING: Control: Test the effectiveness of the incident response capability for the system [Assignment: organization-defined frequency] using the following tests: [Assignment: organization-defined tests]. Discussion: Organizations test incident response capabilities to determine their effectiveness and identify potential weaknesses or deficiencies. Incident response testing includes the use of checklists, walk-through or tabletop exercises, and simulations (parallel or full interrupt). Incident response testing can include a determination of the effects on organizational operations and assets and individuals due to incident response. The use of qualitative and quantitative data aids in determining the effectiveness of incident response processes. (CISA.gov) Consider the following threat scenario found in CISA’s cyber insider threat situation manual. “A disgruntled former employee takes advantage of their new position at one of your third-party vendors to exploit vulnerabilities in your systems created by a supply chain issue. An error by another employee discloses personally identifiable information (PII). “ Assume you are working as a cybersecurity manager for a medium-size company in the second year of a 50-million-dollar Department of Defense (DoD) contract award to support the Army. Your tasks are to support the growing cloud infrastructure program, but you also must support multiple off-site Windows and Linux server machines. Using resources that include cybersecurity risk management best practices, and the implementation of appropriate security and privacy controls answer the following questions. Note, since this is a fictional company, you will need to respond based on best practices and recommendations.  When responding, be sure to reference and/or justify your answer. What are the greatest cybersecurity threats to your organization? What cybersecurity threat information does your organization receive? What cyber threat information is most useful? How is information disseminated across your organization and by whom? What actions would your organization take following an alert like the one presented in the scenario? Has your organization conducted a risk assessment to identify specific cyber threats, vulnerabilities, and critical assets? What information technology (IT) systems or processes are the most critical to your organization? Describe your organization’s asset management plan and how you prioritize critical assets. What improvements have been implemented to enhance cyber resilience following recent risk assessments? Does your organization have a vulnerability management program dedicated to mitigating known exploited vulnerabilities in internet-facing systems? How does your organization mitigate insider threats? Does your organization have an insider threat management program? What are some behavioral indicators of an insider threat? What type of training do employees at your organization receive on identifying a potential insider threat? Describe your organization’s cybersecurity training program for employees. How often are employees required to complete this training? Is training required during employee onboarding before granting system/network access? What additional training is required for employees who have system administrator-level privileges? What type of training methods or approaches have you found most beneficial? How does your organization prevent the disclosure of PII? What are your organization’s processes and procedures to revoke system access when an employee resigns or is terminated? Are there any additional processes implemented if the employee’s termination is contentious? Does your organization retrieve all information system-related property (e.g., authentication key, system administration's handbook/manual, keys, identification cards, etc.) during the employment termination/off boarding process? How often are your cybersecurity plans, policies, and procedures externally reviewed or audited? What were the most recent results and action items that followed? What training does your cybersecurity incident response team undergo to detect, analyze, and report malicious activity? As a leader in your organization what cybersecurity resilience goals have you set? Section 7: Privacy Compliance (Complete during Unit 5) According to the Department of Defense, A Privacy Impact Assessment (PIA) , “is an analysis of how personally identifiable information is collected, used, shared, and maintained. The purpose of a PIA is to demonstrate that program managers and system owners consciously incorporated privacy protections throughout the development life cycle of a system or program. PIAs are required by the E-Government Act of 2002, which was enacted by Congress in order to improve the management and promotion of Federal electronic government services and processes. PIAs allow us to communicate more clearly with the public about how we handle information, including how we address privacy concerns and safeguard information.” (Defense.gov) A template from the Department of Homeland Security and DD Form 2930 is used to document the impact on privacy for a given system. Assuming the role of a privacy compliance officer, you have been tasked to complete some of the sections of DD Form 2930. Specifically, you need to complete section II – PII Risk Review. Complete the DD Form 2930, Section II, with thorough, detailed responses, including appropriate and effective controls to mitigate PII risks, justified with best practices. Section 8: Privacy Compliance and Best Practice (Complete during Unit 5) Cybersecurity best practices must be complemented by strong privacy compliance to ensure data protection and legal accountability. As part of your PIA documentation, you are also responsible for demonstrating awareness of major privacy frameworks and recommending measures to maintain compliance. Explain how cybersecurity best practices integrate with privacy compliance to protect user data within the Privacy Awareness Training Application. Summarize the importance of GDPR, U.S. federal privacy laws, and other applicable industry compliance frameworks (e.g., Privacy Act of 1974, HIPAA, or state-level privacy laws). Section 9: COOP Best Practices (Recommend completing after Unit 6) Continuity of operations plans (COOPs) include technical aspects of dealing with impactful business disruptions such as natural disasters, war, cyber-attacks and more. Planning for a major disruption in service minimizes the impact and overall downtime of Enterprise IT assets. In this section you will provide best practices for a COOP specifically aimed at a ransomware attack for a large federal organization in the Energy sector. Using the CISA Best Practices for COOP (Handling Destructive Malware) and other internet and library resources dedicated to preventing and restoring ransomware attacks, list and describe the best practices. Section 10: Training and Cyber Awareness Justification (Recommend completing after Unit 6) To align the task with workforce management, recommend responsible parties (e.g. CISO, Cybersecurity Analyst, Software Developer, System Administrator…) that would lead and be a part of the COOP efforts. Explain the training activities that each job role would need to fulfill their duties.  Discuss cyber awareness and role-specific training options and recommended frequency for completing the training.  Highlight the importance of regular and updated cybersecurity training to retain both technical and maintain an excellent cyber hygiene for a company or organization. Section 11: Systems Security Management Methodologies (Recommend completing after Unit 6) Discuss methodologies for managing systems security throughout their lifecycle. Research and analyze lifecycle models such as the Microsoft Security Development Lifecyle, Agile, DevOps and others to illustrate effective system security management strategies. Recommend an approach or model to adopt for your company that integrates security into system development and maintenance processes. Consider selecting tasks and examples listed in the Secure Software Development Framework (SSDF) Version 1.1 and SDL practices listed in the Security Development Lifecycle (SDL) Practices document. Section 12: Incident Response Plan Components (Complete during Unit 7) Draft the major components of an incident response plan for a public organization of your choice. The mission, strategies, goals, leadership structure and other details about most public organizations can be revealed by searching for this information. The incident response plan should be 3-5 pages and include the following sections: Organization Mission Organization Strategies and goals Incident Response Leadership – structure and organization of the incident response capability Organizational approach to incident response – Best practices the organization will implement as part of the incident response program. Defines reportable incidents – A list and brief description of incidents that will be reported and their severity (High, moderate, Low) Internal and External communication overview – How the incident response team will communicate with the rest of the organization and with other organizations Key Performance Indicators (KPI) – Metrics for measuring the incident response capability and its effectiveness Section 13: Conclusion (Complete during Unit 7) Summarize key findings and recommendations across all topics studied for this course. Reinforce the significance of continuous improvement and adaptation in cybersecurity practices. Be sure to include the importance of effective leadership in managing and governing an enterprise cybersecurity program at a company or organization Appendices and Reference  All references used to be listed on the last page in your preferred pedagogical format. Appendices should be included under each section as required. Include supplementary materials such as detailed case studies, additional analyses, or supporting data.

Leadership Research Paper Instructions

Part 1 – Literature Review

·       In this portion of the paper, you will conduct a literature review of the major studies of servant leadership. Note that every line in a literature review must be properly cited.

·       You must cite 15 scholarly, peer-reviewed journal articles in your literature review section.

·       Based upon this literature review, you must develop the major criteria of servant leadership behavior.

·       You may include as part of your criteria a brief summary from your individual Biblical Integration Project.

·       This part is to be 3 pages, 12 pt. Times New Roman font, double-spaced, and in the APA current edition.

o   Levels of Achievements (Review grading rubric for additional clarity.)

§  Advanced: 3 pages

§  Proficient: 2 pages

§  Developing: More than 3 pages or more or less than 1 page

 

Part 2 – Leadership Interview

·       You will interview an established servant leader.

·       Interview your chosen leader based upon the following criteria:

o   The leader must be from a large organization (e.g. Fortune 1000 company, national non-profit organization, branch of the armed services, or a mega-church with membership over 10,000).

• The selected leaders must have both rank (e.g. business: a division head or vice president; military: full colonel or navy captain (O-6 or above); ministry: executive or senior pastor of a mega-church) and command (e.g., he must have managerial authority. A high-ranking accountant does not qualify. However, the director of the accounting department for the whole company may qualify).
• The selected interviewee may be active or retired.
• NOTE: for the purpose of diversity, Liberty University and Thomas Road Baptist Church leaders are not eligible.

·       You will develop your own set of questions for the interviewee based upon the literature review and whatever else you feel is appropriate from what you have learned in this course.

·       Tips for the interview process:

o   Identify yourself as a graduate student doing research and make it clear that you will take no more than 30 minutes of the executive’s time.

o   Explain that you are in a leadership class and that you are learning about servant leadership.

o   Tell your interviewee that you have identified him/her as a servant leader and that you want to find out a real executive’s perspective of servant leadership. Have a good reason (e.g. personal knowledge, an article you have read, testimony of subordinates, etc.).

o   Be sure that you can contact your interviewee again if you need to ask follow-up questions or to thank the interviewee for his or her time.

·       Provide a summary of the leader’s answers.

·       Develop criteria which describe the leader’s perspective on servant leadership behavior.

·       This part is to be 2 pages, 12 pt. Times New Roman font, and double-spaced.

o   Levels of Achievements (Review grading rubric for additional clarity.)

§  Advanced: 2 pages

§  Proficient: 1 page

§  Developing: More than 4 pages or more or less than 1 page

 

Part 3 – Comparison/Contrast

·       How does the leader’s criteria for servant leadership behavior compare to the criteria you discovered from the servant leadership academic research?

·       How does it compare to the things you have learned about servant leadership from the group discussions?

·       Please integrate some of your scholarly sources and the required course content readings.

·       This part is to be 4 pages, 12 pt. Times New Roman font, and double-spaced.

o   Levels of Achievements (Review grading rubric for additional clarity.)

§  Advanced: 4 pages

§  Proficient: 3 pages

§  Developing: More than 4 pages or more or less than 2 pages

 

Completed Paper

·       Length of Assignment: A total of nine (9) pages, not including the title page, abstract page, and reference page.

·       Format of Assignment: APA current edition and use of scholarly tone.

o   APA/scholarly style is a set of guidelines to help you write clear and specific scholarly communication.

§  APA style refers to all aspect’s areas of writing and style and is more than the format of citations, references, and headings.

§  Avoid writing in the first person in all scholarly writing. The third-person format is the required style unless unavoidable.

§  Always include citations and references as a minimum from the module required readings to corroborate your work.

§  Font is 12 pt. Times New Roman, double-spaced.

·       Number of Citations: Use of 15 scholarly, peer-reviewed journal articles and the required course reading and presentations.

o   Appropriate use of citations to avoid plagiarism.

o   Acceptable sources: Scholarly articles published within the last five years, course textbooks, course lectures and presentations, and biblical scriptures from the Bible.

·       Acceptable sources: Scholarly articles published within the last five years, course textbooks, course lectures and presentations, and biblical scriptures from the Bible

·       Minimum requirements: Instructions highlight minimum requirements which do not automatically earn the student an A grade.

·       Course Content: Review all course content each week for detailed requirements, which includes the syllabus. Since every course is different, please avoid assuming weekly requirements, including deadlines, word length, and interactions are the same. 

·       Communication: Announcements, Faculty Emails, and Feedback:

o   Please review all announcements and emails to ensure you are not missing pertinent information relative to assignments and continuous improvement.

o   Please review all professor’s general and individual feedback for continuous improvement on future assignments.

o   Always be courteous to your classmates and professor in all communications

 

Note 1: Requests for assignment extension are unlikely to be granted. Please note that deadlines differ from those in other courses.

Note 2: Submitting a request for an extension on Sunday (i.e., at 11:50 pm) does not mean it will be granted automatically. Even if the extension is granted, the institution’s late penalty may apply. 

Note 3: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Case scenario

The TJ. family consists of two parents and three children:

Mother: 40, works full-time as a Caregiver

Father: 43, commercial Uber driver with irregular hours

Children: ages 15, 11, and 7

The family reports increasing stress as the father’s long work hours limit his involvement at home. The mother reports feeling overwhelmed by household responsibilities, and the 15-year-old has recently begun isolating, skipping meals, and complaining of “constant pressure.” The 11-year-old has asthma that has led to several ER visits in the past year, and the 7-year-old has frequent behavioral outbursts at school.

Social history reveals limited extended-family support, a tight financial situation, and high fast-food consumption due to time constraints. They have no established mental-health provider but are open to seeking help.

A PMHNP is consulted to evaluate stress, child behavior concerns, and overall family functioning.

Using the TJ. family case:

A. Identify one primary prevention intervention appropriate for this family. 

B. Identify one secondary prevention intervention appropriate for this family. 

C. Identify one tertiary prevention intervention appropriate for this family. 

D. Using Family systems theory, explain how this would guide the PMHNP’s approach to meeting the health and mental-health needs of the TJ. Family.

Document this assignment in a 2 paged word document. Include a minimum of 4 references published in last 5 years.

Imagine you are a communications manager at a major corporation. One of your new team members has sent out an email to a diverse group of project managers before you could review it. The email did not blind copy the recipients and advised them of their digital noncompliance. However, the topic of the email was not clear to the recipients and caused confusion. There were several spelling and grammar errors, and they used technical jargon. They also failed to include an email footer.

Project managers are upset and pushing back against any help offered. To make matters worse, one of the project managers has contacted your supervisor to alert them of the miscommunication. As a result, your supervisor has asked for a Corrective Action Plan to ensure an error like this does not happen in the future. You need to develop the plan and meet with the employee who sent the email to ensure an issue like this does not happen again.

Review the Corrective Action Plan handout to learn about the components and how to create one.

Part 1 Record a mock 4- to 5-minute meeting with the employee who sent the email. Record the meeting on your own as a 1-way communication to the employee. In your meeting with them, you need to do the following:

Identify the purpose of the meeting. Define the problem. Explain the root cause of the problem. Identify a minimum of 2 action items that should prevent the recurrence of the problem. Identify any risks associated with not correcting the problem. Describe how you will measure progress toward and completion of the action items. Identify how you will follow up to ensure progress is being made. Part 2 Write a 175- to 350-word reflection, noting the ways you used interpersonal communication in your Part 1 recording.

Cite at least 4 sources to support your assignment.

Format the sources according to APA guidelines.

Week 8 Assignment: Family Disaster Plan – Tornado Scenario

Week 8 Assignment: Family Disaster Plan – Tornado Scenario 

•        For this paper you must cite and reference at least two (2) scholarly resources. The paper should be 2–3 pages and written using the current 7^th ed. APA student format (must have a title page and reference page).  List word count as the last line of your Reflec on/Conclusion.  (word count #    ).

 

See Rubric for additional details.  Your paper should address the following:

 

Title Page

 

Introduction – Family Disaster Plan Scenario

A. You must include research on the dangers and explain the recommended safety measures in a tornado emergency.

How would you prepare for the following situa on?  

(Scenario) At this moment, you are sitting at home working on your WCU class. Suddenly, the National Weather Bureau sends an alert across your cell phone—a tornado is headed your way. You have 15 minutes before touchdown in your neighborhood. 

 

A.    What is your plan? This is a 'shelter in place' scenario, you cannot outrun the tornado.  Identify a safe place in your home (residence) to take shelter.

B.     Provide realistic examples and explain how you would apply the safety and survival measures you learned in your research of a tornado emergency to your specific living arrangements.  

 

Example: “I will turn off my utilities before I shelter in place to mitigate damage to my residence.” Example: “I will take by “go-bags” with me to my shelter in place.

 

How prepared are you in the event of a disaster?

A. Describe your level of disaster preparedness using specific examples and references to:

1.      Potential disasters in your area. 

2.      Your 72 hour "go-bag" assignment. 

3.      Family Disaster Plan Checklist.

 

Example: “I am more prepared for a water-related disaster than a fire-related disaster even though I live in a highly secluded, forested area. I have a boat as transportation in the event of flooding, but I do not have rain barrels or fire barrier supplies on hand.”

Example:  "There were many missing items on my preparedness checklist. I realized that I do not own a flashlight. If I had to use my phone as a light it would drain the battery very quickly. 

 

Reflec on/Conclusion

A. Reflect on how prepared you were before this class and compare it with how prepared you are now.  

•        Have you acquired any new emergency items?

•        Do you plan to take any additional training or certification courses?         Have you shared your knowledge with friends and family?  

B.  How does what you have learned in this course impact you as a future nurse?

Reference Page

A. Cite and reference at least two (2) scholarly resources using 7^th ed APA format.  Need help with APA Style?  Visit the Student Resources page.

1

CJ 406 Project Three Guidelines and Rubric

Competency

In this project, you will demonstrate your mastery of the following competency:

• Analyze the influence of the media on the field of criminal justice

Scenario

Responsible reporting and fact checking are at the heart of being a journalist. However, understanding key concepts of criminal cases provides insights that can assist to enhance reporting. To cultivate fundamental knowledge about an array of professions that intersect with various media platforms, a local school of journalism created a 2-day professional workshop for licensed and aspiring journalists. As the Public Information Officer (PIO) for a large police department, you have been invited to present this workshop to the journalists. Your presentation will incorporate a review of a court case that was covered by the media. You will review how the media covered key concepts in the case and if the media’s reporting had an impact on the roles of the criminal justice professionals involved and practices related to the case. The goal of this workshop is to provide journalists with an example of how their role in the media can impact the criminal justice field.

Directions

In this assignment, you will choose a criminal case and analyze how the media impacted it. You will then create a presentation that describes the case, the main issue in the case that was sensationalized by the media, and how the media may have had an impact on criminal justice professionals and practices, along with the public’s perception. Choose one of the following criminal cases to focus on:

• William R. Horton
• Pamela Smart
• Dominic Cinelli

The following required elements should be included:

1. In 75-100 words, craft a brief summary of a criminal case in which the media had an impact.
   1. Describe the pertinent facts and legal points of the case.
   2. Describe who was involved and where the case took place.
2. In 100-150 words, describe at least one main issue in the case that the media focused on. Consider the following in your description:
   1. Is it a discretion issue or a societal issue?
   2. Why was this the main issue?
3. In 100-150 words, describe how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified. Consider the following in your description:
   1. Whose roles and actions were questioned by the media?
   2. How were the roles and actions directly related to the issue identified?
4. In 100-150 words, explain if and how criminal justice practices have adapted as a result of the media’s involvement in the case. Consider the following in your explanation:
   1. If they have adapted, how?
   2. If they have not adapted, why do you think this is?
5. In 100-150 words, explain how the media may have influenced the public’s perception.
   1. Describe any actions by the public that may have been a result of the media’s influence.
   2. Explain the role the media may have played in the public’s perception of the criminal justice professionals involved in the case and/or practices related to the case.

What to Submit

To complete this project, you must submit the following:

Media Influence on a Criminal Case Presentation
For this assignment, create a presentation on the media’s impact on the criminal case chosen. Sources should be cited according to APA style.

An optional template (linked in the Supporting Materials section) has been created to aid you in completing this project.

Supporting Materials

The following resource(s) may help support your work on the project:

Document: Project Three Template Word Document (optional)
Although this template is not required to complete your project, you may find it helpful.

Document: Case Resources PDF
This document will provide resources for the case you choose for this project. You may need to conduct additional research to address all required elements.

Project Three Rubric

Criteria	Exceeds Expectations (100%)	Meets Expectations (85%)	Partially Meets Expectations (55%)	Does Not Meet Expectations (0%)	Value
Clear Communication	Exceeds expectations with an intentional use of language that promotes a thorough understanding	Consistently and effectively communicates in an organized way to a specific audience	Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding	Shows no evidence of consistent, effective, or organized communication	15
Description of Case	Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner	Crafts a brief summary of a criminal case in which the media had an impact	Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification crafting a brief summary of a criminal case in which the media had an impact	Does not attempt criterion	10
Main Issue in Case	Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner	Describes at least one main issue in case that the media focused on	Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification describing at least one main issue in case that the media focused on	Does not attempt criterion	18
Media and Criminal Justice Professionals	Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner	Describes how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified	Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification describing how the media questioned the roles and actions of criminal justice professionals in the case regarding the issue identified	Does not attempt criterion	18
Media and Criminal Justice Practices	Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner	Explains if and how criminal justice practices related to the case have adapted as a result of the media’s involvement in the case	Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification explaining if and how criminal justice practices related to the case have adapted as a result of the media’s involvement in the case	Does not attempt criterion	18
Media and the Public	Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner	Explains how the media may have impacted the public’s perception of the case	Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification explaining how the media may have impacted the public’s perception of the case	Does not attempt criterion	16
Citations and Attributions	Uses citations for ideas requiring attribution, with few or no minor errors	Uses citations for ideas requiring attribution, with consistent minor errors	Uses citations for ideas requiring attribution, with major errors	Does not use citations for ideas requiring attribution	5
Total:					100%

CJ 315 Project Three Guidelines and Rubric

Competency

In this project, you will demonstrate your mastery of the following competency:

• Describe the role that empathy plays in the decision-making processes used across criminal justice professions

Scenario

You are a correctional counselor for a youthful offender program. You are to create a written report to your supervisor about the case you are working on and the role empathy may play in the decisions made by criminal justice professionals regarding the offender and victim. Using the case details linked in the Supporting Materials section, create a written report that focuses on an explanation of empathy, empathy and interactions, responses to the victim, empathy and the restorative justice process, and media and empathy.

Directions

Using the provided case details, create a written report to your supervisor regarding the role that empathy played in the decision-making processes across criminal justice professions specific to this case. Include the following required elements:

1. Explain what empathy is and how it can be applied in the criminal justice system (50–100 words). Include the following in your explanation:
   1. What is empathy?
   2. In which areas of criminal justice can empathy be applied?
   3. How can it be applied?
2. Describe how empathy influenced interactions between the victim of the robbery and criminal justice professionals (100–150 words). Include the following in your description:
   1. Which criminal justice professional(s) interacted with the victim?
   2. How did empathy (or lack thereof) affect the interactions between criminal justice professional(s) and the victim?
3. Analyze responses to a victim of robbery (100–150 words). Include the following in your analysis:
   1. What were the responses to the victim?
   2. How did the responses affect the victim?
   3. Were the responses appropriate or not? If not, how could they be changed to be appropriate?
4. Explain how empathy influenced the restorative justice process (50–100 words). Include the following in your explanation:
   1. Which criminal justice professional(s) displayed empathy to the offender?
   2. How did empathy affect the offender and the restorative justice process?
5. Analyze how the media influenced empathy in the criminal justice process (100–150 words). Include the following in your analysis:
   1. What was the role of the media in the case?
   2. Who did the media affect and how?

What to Submit

To complete this project, you must submit the following:

For this assignment, create a 400- to 650-word written report to your supervisor regarding the role that empathy played in the decision-making processes used across criminal justice professions specific to this case. Use double spacing, 12-point Times New Roman, and one-inch margins. Any sources should be cited according to APA style.

Supporting Materials

The following resource(s) may help support your work on the project:

Document: Project Three Case Details PDF
Base your work on this case.

Project Three Rubric

Criteria	Exceeds Expectations (100%)	Meets Expectations (85%)	Partially Meets Expectations (55%)	Does Not Meet Expectations (0%)	Value
Clear Communication	Exceeds expectations with an intentional use of language that promotes a thorough understanding	Consistently and effectively communicates in an organized way to a specific audience	Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding	Shows no evidence of consistent, effective, or organized communication	15
Explanation of Empathy	Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner	Explains what empathy is and how it can be applied in the criminal justice system	Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification in explanation of what empathy is and how it can be applied in the criminal justice system	Does not attempt criterion	10
Empathy and Interactions	Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner	Describes how empathy influences interactions between a victim of robbery and criminal justice professionals	Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification in description of how empathy influences interactions between a victim of robbery and criminal justice professionals	Does not attempt criterion	20
Responses to the Victim	Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner	Analyzes responses to a victim of robbery	Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification in analysis of responses to a victim of robbery	Does not attempt criterion	20
Empathy and the Restorative Justice Process	Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner	Explains how empathy influenced the restorative justice process	Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification in explanation of how empathy influenced the restorative justice process	Does not attempt criterion	20
Media and Empathy	Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner	Analyzes how the media influenced empathy in the criminal justice process	Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details or clarification in analysis of how the media influenced empathy in the criminal justice process	Does not attempt criterion	10
Citations and Attributions	Uses citations for ideas requiring attribution, with few or no minor errors	Uses citations for ideas requiring attribution, with consistent minor errors	Uses citations for ideas requiring attribution, with major errors	Does not use citations for ideas requiring attribution	5
Total:					100%

CIPD level 3CO04 Foundation Certificate in People Practice Assessment Brief

Category	Assignment	Subject	Education
University	Chartered Institute of Personnel and Development (CIPD)	Module Title	CIPD 3CO04 Foundation Certificate in People Practice

Unit code:	3CO04
Unit title:	Essentials of people practice
Assessment ID:	CIPD_3CO04_25_01
Assessment start date:
Assessment submission date:
First resubmission date for centre marking – if applicable:
Second resubmission date for centre marking – if applicable:
Declared word count:
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3CO04 Essentials of people practice

This unit introduces the fundamentals of people practice, ranging from the employee lifecycle to policies, regulation, and law. It further explores a diverse array of specialist subjects such as recruitment, talent management, reward and learning and development, essential to a career in people practice. Importantly, this unit enables practitioners to apply their knowledge and skills, building their confidence and ability to practise progressively. 

CIPD’s insight

We provide you with this information from our website to connect you with our research and insights on the topic, so you can explore our latest thinking.  It is not intended to replace the learning and formative assessment provided by your Study Centre.

Performance management: an introduction (January 2025)

Helping employees perform well is a central role of line managers and people professionals. People are the greatest creators of organisational value, so effectively managing their performance is critical for success. Employees need to understand what’s expected of them, and must be managed so that they are motivated, have the skills, resources and support they need to succeed, and are accountable for their work. This factsheet describes core aspects to get right in performance management and recent shifts in thinking. It summarises the main tools used, including objective setting, performance ratings, appraisals (or reviews), feedback, learning and development, and performance-related pay.

https://www.cipd.org/uk/knowledge/factsheets/performance-factsheet/

Recruitment: An introduction (November 2024)

Good recruitment is vital, especially when labour markets are tight. It ensures that the workforce has the relevant skills and abilities for the organisation's current and future needs. Effective resourcing is not just about filling an immediate vacancy but about impacting the long-term success of the business, using workforce planning data to understand the skills needed for organisational performance. This factsheet looks at what recruitment and resourcing involves and outlines the UK law affecting recruitment activities. 
https://www.cipd.org/uk/knowledge/factsheets/recruitment-factsheet/

Selection methods (November 2024)

Selecting staff has two main stages: shortlisting and assessment. In both stages employers should ensure that their selection methods treat candidates fairly, without discrimination or bias, and that selections are made based on the candidate’s ability to perform the role, contribute to the organisation and their potential for development. This factsheet focuses on the assessment stage of the selection process for the employer and candidate, including the methods of interviewing, psychometric testing, skill-based assessment tasks and assessment centres.

https://www.cipd.org/uk/knowledge/factsheets/selection-factsheet/

Talent management (October 2024)

Talent management means implementing processes to attract, identify, develop, engage, and retain individuals valuable to an organisation. To be effective, these processes need to align with strategic business objectives. Strategic talent management has several benefits: it creates a high-performing workplace; it fosters a learning climate; it adds value to the employer brand, and it improves diversity.  For these reasons, people professionals consider talent management to be a key priority. The CIPD Profession Map recognises talent management as one of the specialist knowledge areas within the people profession and sets out the expected standards to follow. This factsheet looks at the context of talent management and its compelling benefits.
https://www.cipd.org/uk/knowledge/factsheets/talent-factsheet/

Preparation for the Tasks: 

• make sure you understand your Study Centre's instructions on how to complete and submit your assessment.
• watch the supporting video for this unit: Link to follow.
• read the CIPD’s word count policy which your Study Centre will provide for you. Remember that your work will be referred if you go over the unit word count.

Task one – Written answers (recruitment and selection)

Q1. Create a diagram that shows stages in the employee lifecycle. After reading all the tasks in the assessment brief, annotate each stage to explain how people professionals at Jemijo could contribute to the stages in your diagram. (AC 1.1)
Q2. Explain how job analysis can help to create an accurate job description and person specification, for the role of a claims handler, at Jemijo’s call centre (AC 1.2)
Q3. Jemijo advertise vacancies though their website and on commercial jobs boards. Explain each of these recruitment methods and explain why these methods are appropriate for advertising call centre vacancies. (AC 1.3)
Q4. Explain why the content of the copy used in the job adverts on Jemijo’s website could vary compared to the content of copy on commercial jobs boards. (AC 1.4)
Q5. Explain why structured interviews and assessment centres are appropriate selection methods for call centre roles at Jemijo. (AC 2.1)
Q6. Explain what records from the structured interviews and assessment centres at Jemijo should be retained. (AC 2.4)
Q7. Using an AI tool of your choice, create templates for a letter of appointment and a letter of non-appointment for the call centre customer service role. Once you have created the templates, critically review each template, and explain which elements you would keep and why, and which elements you would remove or change and why. (AC 2.5) 

Your evidence must consist of:

Written answers for questions 1-6 – with reference to the case study, approximately 1500 words, (+/- 10%), refer to CIPD word count policy.
The AI generated letter templates and written critique. (Not included in word count)

Task two – Simulated interview 

You work in the People team at Jemijo as a People Advisor. One of the People Assistants has recently resigned and will be replaced. Your task is to: 
Q8.  Devise selection criteria for the post of People Assistant using the job description already written (Appendix A). Use the selection shortlisting matrix (Appendix B) to shortlist applications against the selection criteria to determine candidates to be interviewed.  You must use the completed, sample application forms provided in Appendix C (AC 2.2) 
Q9.  Interview one applicant and decide whether they meet the criteria for the post. The interview could be a panel of no more than three learners from the same centre, or one-to-one interview (as determined by your centre). The interview could be conducted face-to-face or by web conferencing (as determined by your centre). (AC 2.3) 
[If working as a panel, it is essential that each member of the team actively takes part in devising the criteria, shortlisting, interviewing and decision-making.

A copy of CIPD STARR Model Interview Questions (Appendix D) has been included, that can be used when developing interview questions.]

Your evidence must consist of:

• The selection criteria that you devised, individually or as part of a panel. (Not included in word count).
• Your notes from the shortlisting process or a skills observation feedback form completed by your assessor as to your part in shortlisting. (Not included in word count).
• A video recording of the interview (minimum 20 minutes). Each interviewer must state their name and CIPD learner number before the interview starts. Each learner must be clearly visible throughout the video recording. 
• A skills observation feedback form completed by your assessor about your role in the interview (Not included in word count).
• Either a video of the subsequent decision-making process or your notes from the decision-making process. (Not included in word count).

Note to assessors

Please ensure that all video recordings are retained and, if selected for moderation, uploaded to ROGO along with other materials for 3CO04. Please ensure that each learner is identified by name and CIPD learner number in the recording.

Please ensure that an individual skills observation feedback form (Appendix E) is completed for each learner regardless of whether an individual or panel interview is carried out. If a panel interview is conducted, individual contributions must be clearly and uniquely identified through comments on the skills observation feedback form. Each panel should comprise no more than 3 panel members.

Task three – Written answers (legislation and employment relations)

Q10. Explain, with reference to legislation, why it is important that call centre staff at Jemijo, working on the 24/7 claims hotline, have adequate periods of rest between periods of work and do not work excessive hours. (AC 3.1) 
Q11. Briefly explain what is meant by the term wellbeing and explain why wellbeing is important in Jemijo’s call centre. (AC 3.2) 
Q12. Henry, a call centre manager at Jemijo, is keen to attract and select young people to work in the call centre and suggests advertising vacancies for 18- to 21-year-olds. With reference to discrimination legislation, summarise why this approach presents a legal risk. (AC 3.3)
Q13. Explain how the terms diversity and inclusion differ and why diversity and inclusion are important in Jemijo’s call centres. (AC 3.4)
Q14. Henry advises you that Megan, a Jemijo employee with five years’ continuous service, swore at a customer who was frustrated about the time taken to deal with their insurance claim. Henry informs you that he has not taken any action yet but will dismiss Megan in a meeting today and asks whether there is a form that they need to fill out for this to ensure Megan is not overpaid. You are relieved that Henry has contacted you, but you are concerned about his proposal and the legal risk of his approach.  

Explain why Henry’s approach is likely to be viewed as an unfair dismissal and how the approach differs to the approach needed for a fair dismissal. (AC 3.5)

Your evidence must consist of:

Written answers to questions 10-14 (approximately 1250 words, (+/- 10%), refer to CIPD word count policy). 

Task four – Written answers (performance management and reward)

Q15. The CIPD factsheet, ‘Performance management: an introduction’, states that performance management includes the following activities:  

• Establish objectives
• Improve performance
• Hold people to account 

Explain how these activities could assist in the performance management of call centre staff at Jemijo. (AC 4.1) 

Q16. Explain how the level of skill and level of motivation of call centre staff at Jemijo could impact their performance. (AC 4.2)
Q17. At present, call centre staff at Jemijo have annual appraisals with their manager. Explain whether continuous reviews could be more beneficial than annual reviews (AC 4.3)
Q18. The CIPD factsheet, ‘Strategic reward and total reward’ (February 2025) sets out a range of elements that could form part of total reward. Explain why, ‘Access to professional and personal development’ and ‘meaningful work’ could be valued by call centre customer service advisors at Jemijo. (AC 5.1) 
Q19. With reference to at least one motivation theory, explain how non-financial reward could support good performance in the call centre at Jemijo. (AC 5.2)
Q20. Explain why it is important that pay for call centre staff at Jemijo is equitable and consistent. (AC 5.3)

Your evidence must consist of: 

Written answers to questions 15-20, approximately 1500 words, (+/- 10%), refer to CIPD word count policy.   

Task five – Written answers (learning and development)

Call centre staff deal with a wide range of customer queries relating to insurance products and insurance claims. To ensure that all new call centre staff have the relevant knowledge and skills to perform competently in their role, they attend a six-week training programme. The training programme covers: 

• knowledge of Jemijo’s insurance products and systems 
• how to communicate with customers and how to understand their needs 
• empathy 
• regulatory requirements 

Q21. Explain the benefits to new starters and Jemijo of the call centre’s basic training programme. (AC 6.1) 

Q22. All new starters in the call centre at Jemijo undertake the basic training programme. Describe different types of learning needs that might arise once the basic training is complete and describe why they might arise. (AC 6.2)
Q23. Provide a brief summary of how face-to-face training can be used to develop managers at Jemijo, and briefly summarise how blended learning, facilitation, coaching, and mentoring could also be used to develop management skills. (AC 6.3) 
Q24. As successful completion of the basic training programme is essential for new starters, explain how Jemijo can ensure that the basic training programme is inclusive and accessible for all new starters. (AC 6.4)
Q25. Discuss a range of metrics that could be used to evaluate the effectiveness of the basic training for call centre staff at Jemijo (AC 6.5)

Your evidence must consist of:

Written answers to questions 21–25, approximately 1250 words, (+/- 10%), refer to CIPD word count policy). 

Answer Checklist

You may find the following checklist helpful to make sure that you have answered all the questions. You don’t have to use it if you don’t want to.

Task one – Written answers (recruitment and selection) Questions		Answered Y/N
Q1.	Create a diagram that shows stages in the employee lifecycle. After reading all tasks in the assessment brief, annotate each stage to explain how people professionals at Jemijo could contribute to the stages in your diagram. (AC 1.1)
Q2.	Explain how job analysis can help to create an accurate job description and person specification, for the role of a claims handler, at Jemijo’s call centre (AC 1.2)
Q3.	Jemijo advertise vacancies though their website and on commercial jobs boards. Explain each of these recruitment methods and explain why these methods are appropriate for advertising call centre vacancies. (AC 1.3)
Q4.	Explain why the content of the copy used in the job adverts on Jemijo’s website could vary compared to the content of copy on commercial jobs boards. (AC 1.4)
Q5.	Explain why structured interviews and assessment centres are appropriate selection methods for call centre roles at Jemijo. (AC 2.1)
Q6.	Explain what records from the structured interviews and assessment centres at Jemijo should be retained. (AC 2.4)
Q7.	Using an AI tool of your choice, create templates for a letter of appointment and a letter of non-appointment for the call centre customer service role. Once you have created the templates, critically review each template, and explain which elements you would keep and why, and which elements you would remove or change and why. (AC 2.5)

Task two – Simulated interview Questions		Answered Y/N
Q8.	Devise selection criteria for the post of People Assistant using the job description already written (Appendix A). Use the selection shortlisting matrix (Appendix B) to shortlist applications against the selection criteria to determine candidates to be interviewed.  You must use the completed, sample application forms provided in Appendix C (AC 2.2)
Q9.	Interview one applicant and decide whether they meet the criteria for the post. The interview could be a panel of no more than three learners from the same centre, or one-to-one interview (as determined by your centre). The interview could be conducted face-to-face or by web conferencing (as determined by your centre). (AC 2.3)

Task three – Written answers (legislation and employment relations) Questions		Answered Y/N
Q10.	Explain, with reference to legislation, why it is important that call centre staff at Jemijo, working on the 24/7 claims hotline, have adequate periods of rest between periods of work and do not work excessive hours. (AC 3.1)
Q11.	Briefly explain what is meant by the term wellbeing and explain why wellbeing is important in Jemijo’s call centre. (AC 3.2)
Q12.	Henry, a call centre manager at Jemijo, is keen to attract and select young people to work in the call centre and suggests advertising vacancies for 18- to 21-year-olds. With reference to discrimination legislation, summarise why this approach presents a legal risk. (AC 3.3)
Q13.	Explain how the terms diversity and inclusion differ and why diversity and inclusion are important in Jemijo’s call centres. (AC 3.4)
Q14.	Henry advises you that Megan, a Jemijo employee with five years’ continuous service, swore at a customer who was frustrated about the time taken to deal with their insurance claim. Henry informs you that he has not taken any action yet but will dismiss Megan in a meeting today and asks whether there is a form that they need to fill out for this to ensure Megan is not overpaid. You are relieved that Henry has contacted you, but you are concerned about his proposal and the legal risk of his approach.   Explain why Henry’s approach is likely to be viewed as an unfair dismissal and how the approach differs to the approach needed for a fair dismissal. (AC 3.5)

Task four – Written answers (performance management and reward) Questions		Answered Y/N
Q15.	The CIPD factsheet, ‘Performance management: an introduction’, states that performance management includes the following activities:   · Establish objectives · Improve performance · Hold people to account Explain how these activities could assist in the performance management of call centre staff at Jemijo. (AC 4.1)
Q16.	Explain how the level of skill and level of motivation of call centre staff at Jemijo could impact their performance. (AC 4.2)
Q17.	At present, call centre staff at Jemijo have annual appraisals with their manager. Explain whether continuous reviews could be more beneficial than annual reviews (AC 4.3)
Q18.	The CIPD factsheet, ‘Strategic reward and total reward (February 2025)’ – https://www.cipd.org/uk/knowledge/factsheets/strategic-total-factsheet/, sets out a range of elements that could form part of total reward. Explain why, ‘Access to professional and personal development’ and ‘meaningful work’ could be valued by call centre customer service advisors at Jemijo. (AC 5.1)
Q19.	With reference to at least one motivation theory, explain how non-financial reward could support good performance in the call centre at Jemijo. (AC 5.2)
Q20.	Explain why it is important that pay for call centre staff at Jemijo is equitable and consistent. (AC 5.3)

Task five – Written answers (learning and development) Questions		Answered Y/N
Q21.	Explain the benefits to new starters and Jemijo of the call centre’s basic training programme. (AC 6.1)
Q22.	All new starters in the call centre at Jemijo undertake the basic training programme. Describe different types of learning needs that might arise once the basic training is complete and describe why they might arise. (AC 6.2)
Q23.	Provide a brief summary of how face-to-face training can be used to develop managers at Jemijo, and briefly summarise how blended learning, facilitation, coaching, and mentoring could also be used to develop management skills. (AC 6.3)
Q24.	As successful completion of the basic training programme is essential for new starters, explain how Jemijo can ensure that the basic training programme is inclusive and accessible for all new starters. (AC 6.4)
Q25.	Discuss a range of metrics that could be used to evaluate the effectiveness of the basic training for call centre staff at Jemijo (AC 6.5)

Declaration of Authentication 

Declaration by learner

I can confirm that:

1.this assessment is all my own work.  
2.where I have used materials from other sources, they have been properly acknowledged and referenced.
3.I have not used Artificial Intelligence tools to generate content for my assessment. (except where I have been explicitly instructed to do so in task one, question 7)
I understand the consequences of malpractice and accept that any violation of this agreement may result in disciplinary action.
Learner name:      
Learner signature: 
(This must be a true signature, so a handwritten signature, or a photo or scan of a handwritten signature, or an e-signature. A typed signature is not acceptable.)
     
Date of submission*
Date of first re-submission (if applicable)*
Date of second re-submission (if applicable)* 
*This should be the date on which you submit your assessment for marking

CRN 63466 63467 Statutory Valuation CW Assessment Brief 2026 | University of Salford Manchester

Assessment Information/Brief 2025-26

To be used for all types of assessment and provided to students at the start of the module. Information provided should be compatible with the detail contained in the approved module specification

Module title	Statutory Valuation
CRN	63466 63467
Level	7
Assessment title	CPO Compensation Claim
Submission/Assessment Date	The submission deadline is Friday 27th March 2026 by no later than 16:00. Any submission received after 16:00 (even if only by a few seconds will be considered as late).
Module Leader/Assessment set by	Kevin M Aspin – contact via k.m.aspin@salford.ac.uk
Weighting within module	This assessment is worth 100% of your overall module mark.
Assessment task details and instructions	TASK A You are instructed by the claimants of Property A to advise them in connection with a confirmed Compulsory Purchase. The Acquiring Authority announced a major redevelopment scheme in Midtown in April 2024 and have steadily moved forward in acquiring property to assemble the redevelopment site since this date prior to a Compulsory Purchase Order (CPO) being confirmed. The CPO was confirmed on the 20th August 2025. The Acquiring Authority require possession of Property A by 1st September 2026. Taking account of all the information provided and adding any necessary assumptions advise upon the likely compensation payable to the claimant (or components of claim where a figure cannot be derived). PROPERTY A comprises CLAIMANT – Hobson’s Engineering (Freeholder) Two commercial workshops known as Unit 1 and Unit 2 Boundary Industrial Estate. The building is of typical brick construction, northern roof lights with steel cladded fronts, Unit 1 Owner occupied 4,000 sq ft (GIA) Unit 2 3,200 sq ft (GIA). Let to Fix Up Your Car Limited on FRI terms for 9 years commencing 1st April 2022 with 3 yearly rent reviews.  Current rent passing £10,000 per annum.  The April 2025 rent review was not carried out as the tenant had complained about the uncertainty of their business due to the CPO. Hobson’s Limited wish to relocate and have identified a relocation premises, which comprises 12,000 sq ft situated three miles from the subject site.  The asking price is £700,000 although the roof requires immediate repair. The freeholder would like to retain their tenant in the relocation premises and the tenant has agreed although they would like to take the opportunity to move into larger premises so that they may expand their business. Nature of Businesses Hobson’s Ltd: Manufacturer of steel parts for Electric vehicles.  The business has three major clients and relies upon six sophisticated machines working 24 hours a day, seven days days per week. Please note: A large order worth £3.0M has just been received by your client with a deadline of 31st October 2026 for delivery and they would like to stay in occupation of their existing premises until at least the 1st April 2027. Supplementary Information PROPERTY A FREEHOLDER: List of Evidence/Suggested Costs 1 Relocation of Machines Quote 1 – Remove and re-install     £200,000 Quote 2 – Remove and re-install including 24-hour breakdown call for 6 months      £300,000 A Plant and Machinery Specialist has advised that there is a possibility that the machines may not function properly if they are not properly installed or serviced when re-located Plant and Machinery Valuer Fee         £9,000 2. The cost of buying reconditioned machines (as an alternative to removing current machines)  £600,00 3. Staff training on new machines      £12,000 4. General Removal Costs     £15,000  5. Urgent Roof Repairs to the relocation building £25,000 6. Renovation costs for relocation premises to convert the building into two units.  One for owner occupation, the remainder for the tenant. Each unit will comprise 6,000 sq ft (GIA) £250,000 7. Installation of IT equipment, telephones, etc., to both units £24,000 8. Publicity Costs (Newspaper Advertisements, TV advertisement)  And New Web site     £8,000  9.  CCTV and alarm systems    £15,000 10. Staff Over time 500 hours at £20/hr    £10,000 11. Surveyor’s fees (claim, surveys of new premises, etc.) £275/hour 12. Legal fees (conveyancing for sale and purchase)   £20,000 13. Temporary loss of profits (estimated)  £40,000 14. Shadow Period Losses   £31,345 15. Signage for new premises, repainting vehicles, etc. £15,000 16. Cost of Building Regulations Fees for internal works £5,000 17. Medical expenses due to the stress caused by the CPO (Doctor’s note provided)        £7,200 18. Re-opening launch event  £3,000 19. Post Possession Losses  £TBA Other Issues Hobson’s Ltd have requested an advance payment upon submission of the claim in the sum of £500,000 to be able to proceed with the purchase of the new premises Fix up Your Car Limited have just been fined for breach of Driving Standards Agency Regulations Comparable Transactions 1. Industrial premises comprising 3,500 sq ft let on the 1st March 2025 on FRI terms for 3 years at a rent of £18,375 p.a.  Situated 0.25 miles from the subject property and is of similar construction type and condition. 2. Industrial premises comprising 9,000 sq ft let on the 25th August 2024 on FRI terms for 5 years with no reviews at a rent of £40,500 p.a.  Situated on the same estate as comparable 1. 3. Industrial premises comprising 17,500 sq ft situated two miles from subject site let at £61,250 (FRI terms) from 30th January 2025 for 6 years.  The freehold has recently sold for £875,000.  Premises in comparable condition to subject property. You are asked to prepare a Report and Claim schedule for your clients which would form the basis of the claim. You will be provided with additional information to assist with this Coursework as lectures are delivered. TASK B Provide a brief Report to a client who has asked you what the difference is between Statutory and non-Statutory valuation, in particular in connection with how non-domestic taxation works. TASK C Provide Asset Valuations for the following assets: 1. An industrial unit which is over-rented. Rent passing is £24,000pa with a Market Rent of £14,000pa. Tenant is considered a weak covenant. The property is located in Salford. 2. A School comprising 2,400sqm situated over two floors built of stone in 1845. The School has two extensions, one built in 1975 of traditional brick/block comprising 200sqm and the other which forms a high specification modular building to house a swimming pool. This comprises 225sqm. The playing field is 0.45hectares and there is an outdoor Sports Pavilion comprising 175sqm of concrete frame construction built in 1980. There are also three stone built storage buildings built at the same time as the main school. The School accommodates 600 pupils.
Using Generative Artificial Intelligence (Gen AI) tools
Word count/ duration (if applicable)	Your assessment should be…… 3000 words
How to submit	For coursework assessments only: students with a Reasonable Adjustment Plan (RAP) or Carer Support Plan should check your plan to see if an extension to this submission date has been agreed. This assignment MUST be submitted electronically through Turnitin®. By submitting the coursework on Turnitin®, you consent (insofar as your consent is needed) to the following: a) The University will submit your assessments (including details of your name and course details) to the Turnitin® service so that your assessments can be compared with the database of works that is maintained by the Turnitin® service and that is drawn from various sources including the internet; and b) Your assessments may be stored in that database of works indefinitely (or until the University stops using the Turnitin® service and requests their deletion) to help protect your assessments from future plagiarism. Where there is a match between content in your assessments and content in other works, then your assessments may also be copied by the University and other users of the Turnitin® service to allow closer analysis. Further information and support for students using Turnitin® can be found here:  http://www.salford.ac.uk/library/help/blackboard-and-collaborate As the University will mark assessments anonymously where possible, include your student roll number and not your name on your assessment. Do not upload links in the submission area, as we cannot access them and therefore cannot mark your work. If you have saved your files on your University of Salford OneDrive, dragging files to the submission area may attach a link instead of the file. Always attach files using the paperclip icon.
Feedback	You can expect to receive feedback by 21 working days from the submission date
Assessment criteria	You should look at the assessment criteria to find out what you need to do to complete this assessment. You should look at the assessment criteria to find out what we are specifically looking at during the assessment. The assignment will be assessed strictly in accordance with the following criteria. Please ensure that you address each of the issues when writing your assignment. No marks will be awarded against any other criteria. Clarity of writing style in the appropriate format (third person) and referencing in accordance with 7th Harvard APA. Analysing the CPO claim components                 (10 marks) Structured Arguments and a populated claim schedule               (25 marks) Task B – 20 marks Task C – (1) 8 marks   (2) 12 marks Representing your client at a meeting with the Acquiring Authority- Information on how this will be undertaken will be given in class (20 marks) Referencing and presentation  (5 Marks)
Assessed intended learning outcomes	On successful completion of this assessment, you will be able to: Knowledge and Understanding Practical, Professional or Subject Specific Skills Assessed intended learning outcomes On successful completion of this assessment, you will be able to: 1. To gain a working knowledge of Compulsory Purchase procedures 2. To appreciate the components of a CPO claim 3. To gain a working knowledge of how to construct a credible CPO claim 4. Analyse the link between property law and valuation 1. To interrogate regulations and legislation 2. Develop skills in the computation of compensation claims 3. Develop skills in the proper interpretation of CPO legislation 4. Apply negotiation skills in the correct legal context

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Support for this Assessment

Students are expected to learn and demonstrate skills associated with good academic conduct (academic integrity). Good academic conduct includes the use of clear and correct referencing of source materials. Here is a link to where you can find out more about the skills which students need:

Academic integrity & referencing

Referencing  

Academic Misconduct is an action which may give you an unfair advantage in your academic work. This includes plagiarism, asking someone else to write your assessment for you or taking notes into an exam. The University takes all forms of academic misconduct seriously.

Support for this Assessment

Kevin M. Aspin at k.m.aspin@salford.ac.uk 
Please always email first for an appointment. You can find more information about understanding your assessment brief and assessment tips for success here. 

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If exceptional circumstances have affected your ability to complete this assessment, you can find more information about the Exceptional Circumstances Procedure (previously Personal Mitigating Circumstances) here.  Independent advice is available from the Students’ Union Advice Centre. 

Academic Integrity and Academic Misconduct

You must learn and demonstrate good academic conduct (academic integrity). Good academic conduct includes the use of clear and correct referencing of source materials. 

Academic integrity & referencing

Referencing  

Academic misconduct is an action which may give you an unfair advantage in your academic work.  Some examples are plagiarism, asking someone else to write your assessment for you, unauthorised use of AI or taking notes into an exam. The University takes all forms of academic misconduct seriously.  

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If you fail your assessment, and are eligible for reassessment, you will be able to find the date for resubmission on your module site in Blackboard. There is no resubmission if you are on a retake attempt.

For students with accepted personal mitigating circumstances for absence/non submission, this will be your replacement assessment attempt.  

We know that having to undergo a reassessment can be challenging however support is available.  Have a look at all the sources of support outlined earlier in this brief. 

LAW7128 Conflict Resolution in Business Assignment Brief 2026 | Birmingham

LAW7128 Assignment Brief 

 Instructions

Please draft the assignment strictly in accordance with the OSCOLA (4th Edition) Referencing Guide (copy attached for you to reference) should be with footnotes

Refer to the 2026 Document I or  The Hearing Bundle, you can use the CSIG, CAM-CCBC, UNIDROIT

WORD Count Should Not Exceed 2000

1. written assessment is from an arbitrator’s standpoint. it is an analysis like how document III is done (please refer to the attachment that is shared). evaluates both parties’ positions

WRITE ONLY FOR ISSUE 1 & 3

• Issue 1: Security for costs – power to grant
• Issue 3: Exchange rate – fixed or floating

Have attached the following documents

1. Written Analysis Template – To be used to write the Assignment
2. 2026 Document III – Analysis.docx
3. 2026 Document I The Hearing Bundle_.docx
4. 2026 Document II The Agreed Facts Relief Sought and Issues.docx
5. Oral hearing prep Rev
6. OSCOLA (4th Edition) Referencing Guide

The Sample you can refer to the document ( 2026 Document III – Analysis ) on How it should be written done on the given template also add the OSCOLA (4th Edition) Referencing

2. Introduction Section: You can refer to how the written 2026 Document III – Analysis

On how it was done.

please only write on issue 1 and issue 3.  You can refer to the 2026 Document III – Analysis

Kingly para phrase for all sections that you are using from Document III – Analysis and do not cut and paste from 2026 Document III – Analysis

1. Scope [enter details] [e.g. Which proceedings is this document making references to?…]
   E.g. This document is written with reference to the Arbitration Proceedings Nr: 200/2021/SEC7 on the arbitration between ‘Wright Ltd’ – the Claimant and ‘SantosD KG’ – the respondent. [provide more elaboration if applicable]
2. Purpose – of this document is to report [enter details] [e.g. what goes into the analysis?]
   Purpose of this document is to analyse the dispute as an Arbitrator between the Claimant and the respondent, examine the facts, the parties’ difference and present the conclusion

3. Limitation

case draws primarily from ‘hearing bundle’ for timeline of events between the claimant and the respondent where the hearing bundle is a secondary data…[elaborate further]

4. The document entitled ‘Statement of agreed facts, relief sought and issues’ was submitted to the tribunal on [xx]. (Document number 2 date when submitted)

****FROM POINT 5 – 7 PLEASE REFER TO THE 2026 Document III – Analysis

WRITE IN THE SAME WAY PARA PHARSE AND YOU ONLY NEED TO WRITE ON ISSUE 1 AND ISSUE 3 with referencing. Everything is given you need to para phase

Also you can refer to the slides and documents I sharred on ISSUE 1 & 3 

5. General considerations: 

The analysis of the issues will be by referencing the [enter details]

Refer to the 2026 Document III – Analysis under general conditions write in the same manner

As Everything is given to follow the format. para phrase and write only on the issue 1 & 3

And provide the referencing and footnotes.

6. The Issues 

[enter details]

In this analysis, Issues [XX] and [XX] are analysed.

7.. The Parties’ positions 

The CLAIMANT’S position:

[enter details of claimant’s position to the issue that you are writing about

(e.g. 1&3)] [summary only]

The RESPONDENT’S position:

[enter details of respondent’s position to the issue that you are writing about (e.g. 1&3)] [summary only]

Issue [XX] 

Background and Analysis  

• Summary relating to how it became a contentious issue on the matter you are dealing with (e.g. the timeline of 60 days)
• Insert appropriate sub-headings
• [e.g. when did the 60 day period start?]
• [e.g. what are the CAM-CCBC rules?]
• [e.g. are there any other options available if 60 day period has expired?]
  Issue [XX]

Background and Analysis

LAW7128 Conflict Resolution in Business:​ Summative preparation – oral hearing