CRJ 301 AID Leading through innovation/crj301aiddotcom

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CRJ 301 AID Leading through innovation/crj301aiddo
tcom
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CRJ 301 AID Leading through innovation

• 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

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CRJ 301 AID Leading through innovation

• 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)

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CRJ 301 AID Leading through innovation

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

• CRJ 301 Week 2 DQ 1 Reality Meets the Theoretical
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• 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

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CRJ 301 AID Leading through innovation

• CRJ 301 Week 2 DQ 2 Rights of Juveniles
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• 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.

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CRJ 301 AID Leading through innovation

• CRJ 301 Week 2 Juvenile Crime PowerPoint
• FOR MORE CLASSES VISIT
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• 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

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CRJ 301 AID Leading through innovation

• CRJ 301 Week 3 DQ 1 The Role of Juvenile Courts
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• 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 AID Leading through innovation

• CRJ 301 Week 3 DQ 2 The Changing Role of
  Probation
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• 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 AID Leading through innovation

• CRJ 301 Week 3 Journal Article Review
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• 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.

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CRJ 301 AID Leading through innovation

• CRJ 301 Week 4 DQ 1 Goals of Juvenile Confinement
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• 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.

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CRJ 301 AID Leading through innovation

• CRJ 301 Week 4 DQ 2 Special Populations - A
  Challenge to Juvenile Justice
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• 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 AID Leading through innovation

• CRJ 301 Week 4 Journal Article Review
• FOR MORE CLASSES VISIT
• www.crj301aid.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.

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CRJ 301 AID Leading through innovation

• CRJ 301 Week 5 DQ 1 Competing for Limited Funding
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• 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 Leading through innovation

• CRJ 301 Week 5 DQ 2 Connecting the Dots - What is
  an Effective Program
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• 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.

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CRJ 301 AID Leading through innovation

• CRJ 301 Week 5 Final Paper
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• 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 Leading through innovation/crj301aiddo
tcom

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