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• CRJ 301 Entire Course

• CRJ 301 Week 1 DQ 1 Juvenile Justice - Putting

• CRJ 301 Week 1 DQ 1 Juvenile Justice - Putting it
  in Perspective
• CRJ 301 Week 1 DQ 2 Juvenile Rights and the
  Courts
• CRJ 301 Week 2 DQ 1 Reality Meets the Theoretical
• CRJ 301 Week 2 DQ 2 Rights of Juveniles
• CRJ 301 Week 2 Juvenile Crime PowerPoint

• CRJ 301 Week 1 DQ 2 Juvenile Rights and the
  Courts
• Juvenile Rights and the Courts. In Chapter 2 of
  the text, our author summarizes five U.S. Supreme
  Court Cases
• a. Kent v. United States (1966)
• b. re Gault (1967)
• c. re Winship (1970)
• d. McKeiver v. Pennsylvania (1971)
• e. Breed v. Jones (1975)

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• CRJ 301 Week 1 DQ 2 Juvenile Rights and the Courts

• CRJ 301 Week 2 DQ 1 Reality Meets the Theoretical

• CRJ 301 Week 1 DQ 2 Juvenile Rights and the
  Courts
• Juvenile Rights and the Courts. In Chapter 2 of
  the text, our author summarizes five U.S. Supreme
  Court Cases
• a. Kent v. United States (1966)
• b. re Gault (1967)
• c. re Winship (1970)

• CRJ 301 Week 2 DQ 1 Reality Meets the Theoretical
• Reality Meets the Theoretical. In Chapter 4 of
  the text, our author talks about risk factors and
  protective factors.
• Select a juvenile of your choice or one that we
  have already studied (such as Greg Ousley, Colt
  Lundy, or Paul Gingerich from the video in Week
  One, "Young Kids, Hard Time") and conduct a
  search for additional information on their case,
  their trial, and their situation. Give us a short
  history of the individual selected, and then
  identify the

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• CRJ 301 Week 2 DQ 2 Rights of Juveniles

• CRJ 301 Week 2 Journal Article Review

• CRJ 301 Week 2 DQ 2 Rights of Juveniles
• Rights of Juveniles. Read either the case study
  at the beginning of Chapter 5 about the
  Juveniles at the Plaza
• or the case study about drug searches in schools.
  Both of these cases deal with the legal rights of
  juveniles and interpretations of law by the U.S.
  Supreme Court. Review the Bill of Rights, which
  are the first 10 amendments to the U.S.
  Constitution, and identify

• CRJ 301 Week 2 Journal Article Review

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• CRJ 301 Week 2 Juvenile Crime PowerPoint

• CRJ 301 Week 3 DQ 1 The Role of Juvenile Courts

• CRJ 301 Week 2 Juvenile Crime PowerPoint
• Statistical Analysis Presentation. Present a
  PowerPoint slide presentation or a written report
  (you do not have to do both)
• depicting your analysis of historical juvenile
  crime data for a specific category of crime, or
  criminal issue. As an alternative to PowerPoint,
  you can use one of the presentation applications
  listed here, or one approved by your instructor

• CRJ 301 Week 3 DQ 1 The Role of Juvenile Courts
• The Role of Juvenile Courts. The separation of
  the juvenile court from the adult court for
  hearing juvenile delinquency
• cases is a major social justice statement. The
  textbook lays out five critical thinking
  questions at the end of Chapter 6. Select one for
  your initial post to the discussion

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• CRJ 301 Week 3 DQ 2 The Changing Role of Probation

• CRJ 301 Week 3 Journal Article Review

• CRJ 301 Week 3 DQ 2 The Changing Role of
  Probation
• The Changing Role of Probation. The author of the
  textbook lays out three critical thinking
  questions at the end of Chapter 7
• that examine issues surrounding probation and its
  role in addressing juvenile delinquency. Select
  one of the critical thinking questions for this
  discussion

• CRJ 301 Week 3 Journal Article Review
• Courts and Delinquency Intervention/Prevention
  Programs. Use the University Library to locate a
  journal article
• encompassing such topics as court programs,
  sentencing, probation, and delinquency. You can
  use your research in your Final Paper, due in
  Week Five. Also, the Required and Recommended
  Resources

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• CRJ 301 Week 4 DQ 1 Goals of Juvenile Confinement

• CRJ 301 Week 4 DQ 2 Special Populations -

• Peer Review. Post your Final Paper Preparation
  assignment from Week Three. Then, respond to one
  peer of your choice and another who has the
  fewest responses.
• When evaluating your peers work, check to see if
  their outline addresses all the content and
  research criteria

• CRJ 301 Week 4 DQ 2 Special Populations - A
  Challenge to Juvenile Justice
•  
• Special Populations A Challenge to Juvenile
  Justice. Chapter 9 of the text addresses special
• populations of juveniles that pose significant
  problems to the juvenile justices system. Assume
  you were writing a proposal to a city or state

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• CRJ 301 Week 4 Journal Article Review

• CRJ 301 Week 5 DQ 1 Competing for Limited Funding

• CRJ 301 Week 4 Journal Article Review
• Corrections and Delinquency Intervention/Preventio
  n Programs. Use the University Library to locate
  a journal article encompassing
• such topics as corrections, jails, prisons,
  rehabilitation, or boot camps. You can use your
  research in your Final Paper, due in Week Five.
  Also, the Required and Recommended Resources,
  listed every week, are available to use as
  research for your Final Paper.

• CRJ 301 Week 5 DQ 1 Competing for Limited Funding
• Competing for Limited Funding. In today's reality
  of shrinking budgets, states continue to look for
  money
• that is not being effectively spent. State
  legislatures want to ensure they are getting the
  most for their limited dollars. The legislature
  has requested you to present an overview of an
  effective juvenile justice

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• CRJ 301 Week 5 DQ 2 Connecting the Dots

• CRJ 301 Week 5 Final Paper

• CRJ 301 Week 5 DQ 2 Connecting the Dots - What is
  an Effective Program
• Connecting the Dots What is an Effective
  Program? In Chapter 10, the text addresses
  primary,
• secondary and tertiary prevention programs. What
  are these levels? Give an example of an effective
  program in each level. Give a brief description
  of each program, its intended purpose, and target
  juvenile population. Why do you think they are
  effective?

• CRJ 301 Week 5 Final Paper
• Focus of the Final Paper
• When looking at the relationship between social
  justice and juvenile justice, there are two over
  arching concepts
• when addressing juvenile delinquency - treatment
  and punishment. These two concepts have driven a
  cycle of changes in the juvenile justice

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