CRJ 301 Ash Material-crj301dotcom

1. CRJ 301 ASH Material-crj301dotcom

2. CRJ 301 ASH Material CRJ 301 Entire Course CRJ 301 Week 1 DQ 1 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 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?”

3. CRJ 301 ASH Material CRJ 301 Week 1 DQ 2 CRJ 301 Week 2 DQ 1 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) 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?

4. CRJ 301 ASH Material CRJ 301 Week 2 DQ 2 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 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? 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 1:1000; 1:10,000; or 1: 100,000 and incorporate the scale in a key for each chart.

5. CRJ 301 ASH Material CRJ 301 Week 3 DQ 1 CRJ 301 Week 3 DQ 2 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? 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?

6. CRJ 301 ASH Material CRJ 301 Week 3 Journal Article Review CRJ 301 Week 4 DQ 1 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. Considering the goals of confinement and societies' desire to return juveniles to the community as productive members of society, there are several studies that show the majority of youth are arrested or returned to confinement after their release. Does this mean our system is a failure? What does this say about our overall juvenile justice system?

7. CRJ 301 ASH Material CRJ 301 Week 4 DQ 2 CRJ 301 Week 4 Journal Article Review 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? 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.

8. CRJ 301 ASH Material CRJ 301 Week 5 DQ 1 CRJ 301 Week 5 DQ 2 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? 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?

9. CRJ 301 ASH Material CRJ 301 Week 5 Final Paper c. Identify the prevailing thought in the city or state: Is it treatment or punishment? Analyze the differences in the recidivism rates between the cities or states you have selected? Is recidivism the best indicator of success or failure or should we use a different indicator?

10. CRJ 301 ASH Material