Assignment 1: Compare and Contrast Review Due: At the end of Unit 6 of the Study Guide Length: 3500

Assignment 1: Compare and Contrast Review
Due: At the end of Unit 6 of the Study Guide

Length: 3500 words (approximately 15 pages)

Weight: 30% of final grade


This assignment will have you compare and contrast the Good Lives Model (GLM) and the Risk-Needs-Responsivity (RNR) model. You should begin by identifying the underlying assumptions regarding the cases of criminal behaviour and core principles for each model. Necessarily, this review should include a discussion of the GLM’s “goods” and the empirically identified risk factors associated with RNR. Your review should also include a discussion of the principles of intervention relied on by each model, as well as the outcome data. “Outcome data” refers to the empirical studies evaluating the effectiveness of each model.

In addition to the above, you will need to conduct a review of the research literature to properly complete this assignment. This review does not need to be comprehensive as the literature for each model is very large; but your review will need to extend beyond the required readings for Unit 3. To be clear, you cannot rely solely on your required readings for this assignment. Additionally, Wikipedia (or similar internet sources) is unacceptable as a scholarly source of information in this course. You must use APA formatting for your references and your paper must not exceed 15 double-spaced pages (including references); and your font should be 12-point Times New Roman.

In summary, this assignment requires that you produce a 15 page, APA-formatted paper that compares and contrasts the GLM and RNR, with a review of empirical findings for each model. For more information on APA style conventions, refer to the “Tips on Writing Research Papers” Word document under Resources on the course homepage. Additionally, AU’s Write Site is an excellent resource for learning more about APA style.

The grading for this assignment will be weighted in the following manner:

(punctuation, typos, construction, paragraphing, etc.)


Presentation and Organization
(length, sequence, flow, introduction, conclusion, citations and references, use of APA style)


(amount and quality of information, integration of information, presence of original thought)







 Description Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer. Section 5.1, “Psychiatric Interview, Mental Status Examination” (pp. 192–211) Section 5.2, “The Psychiatric Report and Medical Record” (pp. 211–217) Section 5.3, “Psychiatric Rating Scales” (pp. 217–236) Section 5.5, “Personality Assessment: Adults and Children” (pp. 246–257) Section 5.7, “Medical Assessment and Laboratory Testing in Psychiatry” (pp. 266–275) Chapter 6, “Classification in Psychiatry” (pp. 290–308) American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. “Cautionary Statement for Forensic Use of DSM-5” “Assessment Measures” “Cultural Formulation”

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Workplace situation paper

Assignment 1: Compare and Contrast Review Due: At the end of Unit 6 of the Study Guide Length: 3500 Workplace situation paper.

This paper is about an experience with a managerial problem in a work setting. The problem statement should briefly introduce the situation and the problem (heading 1).

Summarize the issue including the information about the organization in your own words. The report should identify what the problem is that will be resolved in the subsequent sections. This section should be based on facts and information gathered from reliable sources, not your personal opinion or recollection. The last sentence in this section should clearly state who the decision maker is and what his or her problem is. Your role is to advice the decision-maker in the case so that he/she can solve the problem. The decision maker can be the CEO, another manager or anyone you choose but it can only be one person (not a board or a group of people).


“Can I have two or more decision makers?” No. If you do, you will lose points in your paper.


Choose at least three concepts from the textbook that help you better understand the current event you chose (heading 2). Make sure that it is clear that you understand the concepts that you are using. Do not just insert terminology into the paper without defining it and explaining how it fits in with the rest of the paper.



Write alternative approaches to solve the problem (heading 3). There should be more than one way of solving a problem or improving the situation. I find that when students seek that third or fourth alternative, they make better recommendations. Your will lose points if you have fewer than three alternatives.



Evaluate each alternative approach in terms of its advantages and disadvantages. All alternatives should have both advantages and disadvantages. You will lose points if you have fewer than two of each per alternative. I think that this is the most important section in the report. If a student rushes to choose a solution without carefully considering other alternatives and evaluating them carefully, a less than optimal solution is often chosen.


Choose one of the alternatives as a recommendation to the decision maker (heading 4). This section will answer the question, “what would I do now, given what I have learned in class and in evaluating at least 3 alternatives, if I faced this situation?”


You will use the following format to identify the problem, find alternative solutions, carefully evaluate each alternative and propose the solution.                                     

  1. Problem statement
  2. Concepts from the book related to the problem
  3. Identification and evaluation of alternatives

a. Alternative 1


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Critical Thinking and Concept Formation

Critical Thinking and Concept Formation.

Description You are asked to present a professional development workshop at your school about critical thinking and concept formation strategies. Create a 10-15 slide presentation about critical thinking and concept formation strategies for the following age groups: Birth to Age 5/Pre-K and K to Age 8/Grade 3. Include the following in the presentation: Critical thinking 1. Define and explain its importance 2. Explain how to nurture the process 3. Explain at least one example for each age group 4. Explain how it adds value to social studies instruction Concept formation 1. Define and explain its importance 2. Explain how to nurture the process 3. Explain at least one example for each age group 4. Explain how it adds value to social studies instruction In addition, create a title slide, reference slides, and slide notes that offer detailed explanations of your examples. Use 3-5 scholarly resources

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