CRJ 301 (NEW) Experience Tradition/uophelp.com

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CRJ 301 (NEW) Experience Tradition/Uophelp.Com

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CRJ 301 (NEW) Experience Tradition/Uophelp.Com

• CRJ 301 Entire Course (2 Set)
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• This Tutorial contains 2 Set of Papers for each
  Assignment (DQs 1 Set Only) 
• 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 Journal Article Review  (2
  Paper) 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 Statistical
  Analysis Presentation (2 PPT)
• CRJ 301 Week 3 DQ 1 The Role of Juvenile Courts

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CRJ 301 (NEW) Experience Tradition/Uophelp.Com

• CRJ 301 Week 1 DQ 1 Juvenile Justice - Putting it
  in Perspective (New)
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• CRJ 301 Week 1 DQ 1 Juvenile Justice - Putting it
  in Perspective 
• 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

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CRJ 301 (NEW) Experience Tradition/Uophelp.Com

• CRJ 301 Week 1 DQ 2 Juvenile Rights and the
  Courts (New)
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• CRJ 301 Week 1 DQ 2 Juvenile Rights and the
  Courts 
• 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 (NEW) Experience Tradition/Uophelp.Com

• CRJ 301 Week 2 DQ 1 Reality Meets the Theoretical
  (New)
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• CRJ 301 Week 2 DQ 1 Reality Meets the Theoretical
•  
• 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")

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CRJ 301 (NEW) Experience Tradition/Uophelp.Com

• CRJ 301 Week 2 DQ 2 Rights of Juveniles (New)
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• CRJ 301 Week 2 DQ 2 Rights of Juveniles
•  
• 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 (NEW) Experience Tradition/Uophelp.Com

• CRJ 301 Week 2 Journal Article Review (2 Paper)
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• CRJ 301 Week 1 Journal Article Review New
• Police and Delinquency Intervention/Prevention
  Programs
• 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 (NEW) Experience Tradition/Uophelp.Com

• CRJ 301 Week 2 Juvenile Crime Statistical
  Analysis Presentation (2 PPT)
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• CRJ 301 Week 2 Juvenile Crime PowerPoint
•  
• 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

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CRJ 301 (NEW) Experience Tradition/Uophelp.Com

• CRJ 301 Week 3 DQ 1 The Role of Juvenile Courts
  (New)
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• CRJ 301 Week 3 DQ 1 The Role of Juvenile Courts 
• 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 (NEW) Experience Tradition/Uophelp.Com

• CRJ 301 Week 3 DQ 2 The Changing Role of
  Probation (New)
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• CRJ 301 Week 3 DQ 2 The Changing Role of
  Probation
•  
• 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

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CRJ 301 (NEW) Experience Tradition/Uophelp.Com

• CRJ 301 Week 3 Journal Article Review (2 Papers)
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• CRJ 301 Week 3 Journal Article Review 
• Courts and Delinquency Intervention/Prevention
  Programs. Use the University Library to locate a
  journal articleencompassing 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

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CRJ 301 (NEW) Experience Tradition/Uophelp.Com

• CRJ 301 Week 4 DQ 1 Goals of Juvenile Confinement
  (New)
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• CRJ 301 Week 4 DQ 1 Goals of Juvenile Confinement
•  
• 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 (NEW) Experience Tradition/Uophelp.Com

• CRJ 301 Week 4 DQ 2 Special Populations - A
  Challenge to Juvenile Justice (New)
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• CRJ 301 Week 4 DQ 2 Special Populations - A
  Challenge to Juvenile Justice
•  
• 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

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CRJ 301 (NEW) Experience Tradition/Uophelp.Com

• CRJ 301 Week 4 Journal Article Review (2 Paper)
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• This Tutorial contains 2 Papers
• CRJ 301 Week 4 Journal Article Review
•  
• 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 (NEW) Experience Tradition/Uophelp.Com

• CRJ 301 Week 5 DQ 1 Competing for Limited Funding
  (New)
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• CRJ 301 Week 5 DQ 1 Competing for Limited
  Funding 
• 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 (NEW) Experience Tradition/Uophelp.Com

• CRJ 301 Week 5 DQ 2 Connecting the Dots - What is
  an Effective Program (New)
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• CRJ 301 Week 5 DQ 2 Connecting the Dots - What is
  an Effective Program
•  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 (NEW) Experience Tradition/Uophelp.Com

• CRJ 301 Week 5 Final Paperjuvenile treatment and
  punishment (2 Papers)
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• CRJ 301 Week 5 Final Paper 
• 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

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CRJ 301 (NEW) Experience Tradition/Uophelp.Com

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