CRJ 301 Remember Education--crj301.com

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CRJ 301 Remember Education--crj301.com
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CRJ 301 Remember Education--crj301.com
CRJ 301 Entire Course   For more course tutorials
visit www.crj301.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 CRJ 301 Week 2 Juvenile Crime
PowerPoint CRJ 301 Week 3 DQ 1 The Role of
Juvenile Courts
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CRJ 301 Remember Education--crj301.com
CRJ 301 Week 1 DQ 1 Juvenile Justice - Putting it
in Perspective   For more course tutorials
visit www.crj301.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. Address the
three questions in the following quote from the
video
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CRJ 301 Remember Education--crj301.com
CRJ 301 Week 1 DQ 2 Juvenile Rights and the
Courts   For more course tutorials
visit www.crj301.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 Remember Education--crj301.com
CRJ 301 Week 2 DQ 1 Reality Meets the
Theoretical   For more course tutorials
visit www.crj301.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,
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CRJ 301 Remember Education--crj301.com
CRJ 301 Week 2 DQ 2 Rights of Juveniles   For
more course tutorials visit www.crj301.com   Right
s 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 Remember Education--crj301.com
CRJ 301 Week 2 Juvenile Crime PowerPoint   For
more course tutorials visit www.crj301.com   Stati
stical 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
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CRJ 301 Remember Education--crj301.com
CRJ 301 Week 3 DQ 1 The Role of Juvenile
Courts   For more course tutorials
visit www.crj301.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
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CRJ 301 Remember Education--crj301.com
CRJ 301 Week 3 DQ 2 The Changing Role of
Probation   For more course tutorials
visit www.crj301.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
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CRJ 301 Remember Education--crj301.com
CRJ 301 Week 3 Journal Article Review   For more
course tutorials visit www.crj301.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
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CRJ 301 Remember Education--crj301.com
CRJ 301 Week 4 DQ 1 Goals of Juvenile
Confinement   For more course tutorials
visit www.crj301.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 Remember Education--crj301.com
CRJ 301 Week 4 DQ 2 Special Populations - A
Challenge to Juvenile Justice   For more course
tutorials visit www.crj301.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
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CRJ 301 Remember Education--crj301.com
CRJ 301 Week 4 Journal Article Review   For more
course tutorials visit www.crj301.com   Correction
s 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
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CRJ 301 Remember Education--crj301.com
CRJ 301 Week 5 DQ 1 Competing for Limited
Funding   For more course tutorials
visit www.crj301.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
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CRJ 301 Remember Education--crj301.com
CRJ 301 Week 5 DQ 2 Connecting the Dots - What is
an Effective Program   For more course tutorials
visit www.crj301.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 Remember Education--crj301.com
CRJ 301 Week 5 Final Paper   For more course
tutorials visit www.crj301.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
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CRJ 301 Remember Education--crj301.com