CRJ 301 Successful Learning/crj301dotcom

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CRJ 301 Successful Learning/crj301dotcom
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CRJ 301 Successful Learning

• 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
• CRJ 301 Week 3 DQ 2 The Changing Role of
  Probation
• CRJ 301 Week 3 Journal Article Review
• CRJ 301 Week 4 DQ 1 Goals of Juvenile Confinement
  
• CRJ 301 Week 4 DQ 2 Special Populations - A
  Challenge to Juvenile Justice
• CRJ 301 Week 4 Journal Article Review

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CRJ 301 Successful Learning

• 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
• In a world that demands justice when the
  unthinkable becomes reality, there are no easy
  answers when that reality involves minors

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CRJ 301 Successful Learning

• 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)

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CRJ 301 Successful Learning

• 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, 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. Evaluate these factors through the lens
  of the lifecourse theory. Does the concept of
  persistence or desistence come into play with
  this juvenile?

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CRJ 301 Successful Learning

• CRJ 301 Week 2 DQ 2 Rights of Juveniles
• For more course tutorials visit
• www.crj301.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.
  How is the right adjusted to accommodate for
  juveniles? Why do juveniles have a modified right
  compared to adults? How do these

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CRJ 301 Successful Learning

• CRJ 301 Week 2 Juvenile Crime PowerPoint
• For more course tutorials visit
• www.crj301.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. 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. Select one
  component of the criminal justice system (e.g.,
  law enforcement, courts, or corrections) to focus
  your research. The data and charts you develop
  may be used in your Final Paper. You will

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CRJ 301 Successful Learning

• 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
• a. Should the philosophy of the juvenile court
  system be rehabilitative or punitive? Defend your
  position.
• b. Has Child Protective Services run its course

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CRJ 301 Successful Learning

• 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
• 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. What are your views on
  probation? What other alternatives do you
  recommend?

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CRJ 301 Successful Learning

• 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 to use as research for your Final
  Paper. Once you have found an article, provide
  the following information

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CRJ 301 Successful Learning

• 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.
• There are four primary goals of confinement in
  the juvenile justice system retribution,
  deterrence, rehabilitation, and incapacitation.
  Select two contrasting residential treatment
  programs

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CRJ 301 Successful Learning

• 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 (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. What are the
  benefits to this program in addressing the
  special population? What is the measure of
  effectiveness for these programs?

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CRJ 301 Successful Learning

• CRJ 301 Week 4 Journal Article Review
• For more course tutorials visit
• www.crj301.com
•  
• 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. Once you have found an article, provide
  the following information

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CRJ 301 Successful Learning

• 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 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? What standard are you using to
  measure the effectiveness? Why do you think it is
  effective and worthy of continued funding?

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CRJ 301 Successful Learning

• 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?
• When responding to one of your classmates,
  address one of the programs with a focus on one
  of the texts questions below concerning
  prevention programs

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CRJ 301 Successful Learning

• CRJ 301 Week 5 Final Paper
• For more course tutorials visit
• www.crj301.com
•  
• Focus of the Final Paper
• The purpose of the Final Paper is for students to
  pick a branch of the criminal justice system and
  then answer, for the role of a specific
  professional, the branch of the criminal justice
  system, and the criminal justice system at large,
  how they can use the social justice principles of
  equality, solidarity, and human rights to build a
  more just society.
• Example if the student chooses

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CRJ 301 Successful Learning