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FOR MORE CLASSES VISIT 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 – PowerPoint PPT presentation

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Title: CRJ 301 AID Quest For Excellence/crj301aiddotcom


1
CRJ 301 AID Quest For Excellence/crj301aiddotcom
  • FOR MORE CLASSES VISIT
  • crj301aid.com

2
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

3
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

4
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)
  • These five cases show differences and
    similarities between the adult and juvenile
    justice systems. Why is it necessary to have
    different justice systems when looking at people
    who commit crimes? How do these cases affect how
    the law is applied to juveniles? Are there other
    differences between the adult and juvenile
    justice systems that would indicate juveniles
    have modified or more restricted rights when
    dealing with the juvenile justice system?

5
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?

6
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?

7
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
  • a. Present national juvenile data and trends
    based on the FBI - Uniform Crime Reports and the
    Bureau of Justice Statistics Crime Type, or
    other comparable nationally recognized data
    bases, such as the U.S. Department of Education
    data on campus crime. Make sure you standardize
    your data - usually 11000 110,000 or 1
    100,000 and incorporate the scale in a key for
    each chart.
  • b. Present local data from a city, county, or
    state for three comparable locations in size from
    three different regions of the country (e.g.,
    Indianapolis, Austin, and San Francisco). This
    information should be found on official
    government websites.

8
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.

9
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?
  • b. Do you think probation officers should act as
    a treatment counselor as suggested by the
    Effective Practices in Community Supervision
    (EPICS) model? Are there any disadvantages of
    having probation officers act in this role?

10
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/prevention strategy is being
    addressed?
  • c. List key findings and recommendations.

11
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. What characteristics of the
    juveniles should a judge take into account when
    assigning a correctional facility or treatment
    program? What should our measure of success be
    for these programs?

12
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?

13
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

14
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?

15
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?

16
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.
  • a. Explain the differences between the treatment
    and punishment concepts. Build the case for which
    one you believe has the stronger position based
    on your research and the crime or criminal
    justice issue you selected to study.
  • b. Review the juvenile crime statistics between
    three cities or states in three different parts
    of the country (e.g., Boston, Chicago, and
    Seattle) for a crime or criminal.

17
CRJ 301 AID Quest For Excellence/crj301aiddotcom
  • FOR MORE CLASSES VISIT
  • crj301aid.com
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