CRJ 301 (New)In order to succeed, you must read/Uophelpdotcom

1
CRJ 301 (New)In order to succeed, you must
read/Uophelpdotcom

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2
CRJ 301 Entire Course (New)

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•  
• 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
•  

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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 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 (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)
• 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?

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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") 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 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. 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 Journal Article Review (New)

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• CRJ 301 Week 2 Journal Article Review (New)

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CRJ 301 Week 2 Juvenile Crime PowerPoint (New)

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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
• 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.

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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? 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?

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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 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 Week 3 Journal Article Review (New)

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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 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. 

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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 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 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 Week 4 Journal Article Review (New)

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

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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 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. Select one bullet below and
  present the positives and the negatives for the
  issue addressed

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CRJ 301 Week 5 Final Paper (New)

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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
  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 (New)In order to succeed, you must
read/Uophelpdotcom

• For more course tutorials visit
• www.uophelp.com