CRJ 301 Redefine the Possible / crj301.com

1
CRJ 301 Redefine the Possible - crj301.com
2
CRJ 301 Redefine the Possible - 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
3
CRJ 301 Redefine the Possible - 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
4
CRJ 301 Redefine the Possible - 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,
their trial, and their situation. Give us a short
history of the individual selected, and then
5
CRJ 301 Redefine the Possible - 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)
6
CRJ 301 Redefine the Possible - crj301.com
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
7
CRJ 301 Redefine the Possible - crj301.com
CRJ 301 Week 2 Juvenile Crime PowerPoint For more
course tutorials visit www.crj301.com   Statistica
l 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.
8
CRJ 301 Redefine the Possible - 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
9
CRJ 301 Redefine the Possible - 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
10
CRJ 301 Redefine the Possible - 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
11
CRJ 301 Redefine the Possible - 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.
12
CRJ 301 Redefine the Possible - 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 (e.g., early
starters,
13
CRJ 301 Redefine the Possible - 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
14
CRJ 301 Redefine the Possible - 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 aware of from the text or your
research, and explain why it is effective and why
it should be funded.
15
CRJ 301 Redefine the Possible - 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
16
CRJ 301 Redefine the Possible - crj301.com
CRJ 301 Week 5 Final Paper For more course
tutorials visit www.crj301.com   Focus of the
Final Paper
17
CRJ 301 Redefine the Possible - crj301.com