CRJ 301 AID Education Your Life--crj301aid.com

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CRJ 301 AID Education Your Life--crj301aid.com
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CRJ 301 AID Education Your Life--crj301aid.com
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 AID Education Your Life--crj301aid.com
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 AID Education Your Life--crj301aid.com
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 AID Education Your Life--crj301aid.com
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.
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CRJ 301 AID Education Your Life--crj301aid.com
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.
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CRJ 301 AID Education Your Life--crj301aid.com
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 AID Education Your Life--crj301aid.com
CRJ 301 Week 2 Juvenile Crime PowerPoint FOR MORE
CLASSES VISIT www.crj301aid.com   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.
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CRJ 301 AID Education Your Life--crj301aid.com
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? Defend your position.
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CRJ 301 AID Education Your Life--crj301aid.com
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.
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CRJ 301 AID Education Your Life--crj301aid.com
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 AID Education Your Life--crj301aid.com
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, in-residence
programs.
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CRJ 301 AID Education Your Life--crj301aid.com
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 AID Education Your Life--crj301aid.com
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.
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CRJ 301 AID Education Your Life--crj301aid.com
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.
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CRJ 301 AID Education Your Life--crj301aid.com
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 AID Education Your Life--crj301aid.com
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.
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CRJ 301 AID Education Your Life--crj301aid.com