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crj 301 aid Focus Dreams/crj301aiddotcom

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CRJ 301 Entire Course   FOR MORE CLASSES VISIT
www.crj301aid.com   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.
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CRJ 301 Week 1 DQ 1 Juvenile Justice Putting it
in Perspective   FOR MORE CLASSES VISIT
www.crj301aid.com   Juvenile Justice Putting
it in Perspective. In Chapter 1 of the text, our
author talks about "putting it all into
perspective." After reading chapters 1 and 2 and
reviewing the video Young Kids, Hard Time (this
video is recommended, but not required), select
one of the juveniles from your reading, the
movie, or you may speak from personal experience
and a particular juvenile in mind.
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CRJ 301 Week 1 DQ 2 Juvenile Rights and the
Courts   FOR MORE CLASSES VISIT
www.crj301aid.com     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 2 DQ 1 Reality Meets the
Theoretical   FOR MORE CLASSES VISIT
www.crj301aid.com   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 risk factors and protective factors
you see with the juvenile.
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CRJ 301 Week 2 DQ 2 Rights of Juveniles   FOR
MORE CLASSES VISIT www.crj301aid.com   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 the rights
addressed in one of the case studies.
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CRJ 301 Week 2 Journal Article Review (New)   FOR
MORE CLASSES VISIT www.crj301aid.com     CRJ 301
Week 2 Journal Article Review (New).
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CRJ 301 Week 2 Juvenile Crime PowerPoint   FOR
MORE CLASSES VISIT www.crj301aid.com     Statisti
cal 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 MoveNote,
VoiceThread, Prezi, or Google Present.
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CRJ 301 Week 3 DQ 1 The Role of Juvenile
Courts   FOR MORE CLASSES VISIT
www.crj301aid.com   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 a. Should
the philosophy of the juvenile court system be
rehabilitative or punitive?
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CRJ 301 Week 3 DQ 2 The Changing Role of
Probation   FOR MORE CLASSES VISIT
www.crj301aid.com   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 a. Probation is
the workhorse of the juvenile justice system, but
it often suffers from a negative image. That
negative image emanates from critics who believe
that probation is too lenient of a punishment.
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CRJ 301 Week 3 Journal Article Review   FOR MORE
CLASSES VISIT www.crj301aid.com   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, listed every week, are
available to use as research for your Final
Paper.
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CRJ 301 Week 4 DQ 1 Goals of Juvenile
Confinement   FOR MORE CLASSES VISIT
www.crj301aid.com   Goals of Juvenile
Confinement. In the Final Paper, you must address
the issue of treatment versus punishment. This
discussion is designed to help everyone with this
debate that shapes juvenile justice in every
state. There are many thoughts that cross the
spectrum, so this is your opportunity to discuss,
with your peers, the benefits and challenges of a
variety of juvenile justice, inresidence programs.
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CRJ 301 Week 4 DQ 2 Special Populations A
Challenge to Juvenile Justice   FOR MORE CLASSES
VISIT www.crj301aid.com   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 administrator to
address one of the special populations identified
in our text (e.g., early starters, juvenile
gangs, or juvenile sex offenders) and explain why
juveniles in the this category must be treated
outside the normal juvenile delinquency programs.
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CRJ 301 Week 4 Journal Article Review   FOR MORE
CLASSES VISIT www.crj301aid.com   Corrections
and Delinquency Intervention/Prevention 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. Once you have found an article, provide
the following information a. Correctly cite the
article in APA format name of journal, authors,
title of article, location.
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CRJ 301 Week 5 DQ 1 Competing for Limited
Funding   FOR MORE CLASSES VISIT
www.crj301aid.com   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 alternative sentencing program
that you are aware of from the text or your
research, and explain why it is effective and why
it should be funded. What is the intended
population?
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CRJ 301 Week 5 DQ 2 Connecting the Dots What is
an Effective Program   FOR MORE CLASSES VISIT
www.crj301aid.com   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?
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CRJ 301 Week 5 Final Paper   FOR MORE CLASSES
VISIT www.crj301aid.com   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 system over the years.
Your task is to support your premise that your
state or city should either implement a
philosophy of treatment or punishment for
juvenile offenders for a specific crime or
criminal justice issue identified in your paper.
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crj 301 aid Focus Dreams/crj301aiddotcom

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