CRJ 301 Course Experience Tradition / crj301.com

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CRJ 301 Course Experience Tradition / crj301.com
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CRJ 301 Course Experience Tradition / crj301.com
CRJ 301 Entire Course
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
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CRJ 301 Course Experience Tradition / crj301.com
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 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. The United States has
the highest incarceration rate in the world and
remains the only nation that, in rare
circumstances, will sentence its juveniles to
life without parole. Is it a solution? Does it
work? Do we care?
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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 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") 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 Course Experience Tradition / crj301.com
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.
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 modifications
change the roles and priorities of police when
dealing with juveniles? Should social justice
concepts of dealing with juveniles take
precedence over criminal justice?
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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 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 Course Experience Tradition / crj301.com
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? Defend your position. b. Has Child
Protective Services run its course like some
critics suggest? Or should it be revamped? How
would you revamp such a service? c. Teen courts
have become a popular option for diverting youth.
Is there a downside in involving the youths
peers in the process? Support your case.
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CRJ 301 Course Experience Tradition / crj301.com
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
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 Course Experience Tradition / crj301.com
CRJ 301 Week 3 Journal Article Review
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 a. Correctly cite the
article in APA format name of journal, authors,
title of article, location. b. Summary of the
article. Which type of crime intervention/preventi
on strategy is being addressed? c. List key
findings and recommendations.
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CRJ 301 Course Experience Tradition / crj301.com
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. There are four
primary goals of confinement in the juvenile
justice system retribution, deterrence,
rehabilitation, and incapacitation. Select two
contrasting residential treatment programs (e.g.,
group homes, boot camps, wilderness camps, or
secure correctional facilities) discussed in the
text and show how they meet one or more of the
primary goals of confinement.
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CRJ 301 Course Experience Tradition / crj301.com
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 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? Why will this
program be effective countering the problem
addressed?
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CRJ 301 Course Experience Tradition / crj301.com
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 a. Correctly cite the
article in APA format name of journal, authors,
title of article, location. b. Summary of the
article. Which type of crime intervention/preventi
on strategy is being addressed? c. List key
findings and recommendations.
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CRJ 301 Course Experience Tradition / crj301.com
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 Course Experience Tradition / crj301.com
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.
Select one bullet below and present the positives
and the negatives for the issue addressed a.
Does every juvenile who has been arrested need
treatment? Should all juveniles arrested receive
the same treatment services? Why or why not?
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CRJ 301 Course Experience Tradition / crj301.com
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
premise that your state or city should either
implement a philosophy of treatment or punishment
for juvenile offenders for a specific crime or
criminal justice issue identified in your paper.
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CRJ 301 Course Experience Tradition / crj301.com
Education reform has as its main purpose to make
sure that the education delivered is of quality
For More Courses
Visit Now
www.crj301.com