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CRJ 301 Course Success Begins / crj301dotcom

For more course tutorials visit<br>www.crj301.com<br>CRJ 301 Week 1 DQ 1 Juvenile Justice - Putting it in Perspective <br>CRJ 301 Week 1 DQ 2 Juvenile Rights and the Courts <br>CRJ 301 Week 2 DQ 1 Reality Meets the Theoretical <br>CRJ 301 Week 2 DQ 2 Rights of Juveniles <br>CRJ 301 Week 2 Juvenile Crime PowerPoint <br>CRJ 301 Week 3 DQ 1 The Role of Juvenile Courts <br>CRJ 301 Week 3 DQ 2 The Changing Role of Probation <br>CRJ 301 Week 3 Journal Article Review <br>CRJ 301 Week 4 DQ 1 Goals of Juvenile Confinement <br>CRJ 301 Week 4 DQ 2 Special Populations - A Challenge to Juvenile Justice <br>CRJ 301 Week 4 Journal Article Review <br>

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CRJ 301 Course Success Begins / crj301dotcom

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  1. CRJ 301 Course Success Begins / crj301dotcom For More Tutorials www.crj301.com

  2. CRJ 301 Course Success Begins / crj301dotcom CRJ 301 Entire Course CRJ 301 Week 1 DQ 1 Juvenile Justice - Putting it in Perspective • 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 • 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),

  3. CRJ 301 Course Success Begins / crj301dotcom CRJ 301 Week 1 DQ 2 Juvenile Rights and the Courts CRJ 301 Week 2 DQ 1 Reality Meets the Theoretical • 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) • 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")

  4. CRJ 301 Course Success Begins / crj301dotcom CRJ 301 Week 2 DQ 2 Rights of Juveniles CRJ 301 Week 2 Juvenile Crime PowerPoint • 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 • 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

  5. CRJ 301 Course Success Begins / crj301dotcom CRJ 301 Week 3 DQ 1 The Role of Juvenile Courts CRJ 301 Week 3 DQ 2 The Changing Role of Probation • 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 • 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.

  6. CRJ 301 Course Success Begins / crj301dotcom CRJ 301 Week 3 Journal Article Review CRJ 301 Week 4 DQ 1 Goals of Juvenile Confinement • 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. • 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

  7. CRJ 301 Course Success Begins / crj301dotcom CRJ 301 Week 4 DQ 2 Special Populations - A Challenge to Juvenile Justice CRJ 301 Week 4 Journal Article Review • 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 population • Corrections and Delinquency Intervention/Prevention 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.

  8. CRJ 301 Course Success Begins / crj301dotcom CRJ 301 Week 5 DQ 1 Competing for Limited Funding CRJ 301 Week 5 DQ 2 Connecting the Dots - What is an Effective Program • 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 • 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

  9. CRJ 301 Course Success Begins / crj301dotcom 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.

  10. CRJ 301 Course Success Begins / crj301dotcom For More Tutorials www.crj301.com

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