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CJS 240 AID The Power of Possibility/cjs240aid.com

CJS 240 Week 1 checkpoint Statistics Checkpoint<br>CJS 240 Week 1 DQ 1 and DQ 2<br>CJS 240 Week 2 Checkpoint Delinquency Deterrence Response<br>CJS 240 Week 2 Assignment Individual Theories Assignment<br>CJS 240 Week 3 Checkpoint Sociological Theories Response<br>CJS 240 Week 3 DQ 1 and DQ 2<br>CJS 240 Week 4 Checkpoint Case Study Critique Checkpoint (Appendix C)<br>CJS 240 Week 4 Assignment Gender and Family Assignment<br>

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CJS 240 AID The Power of Possibility/cjs240aid.com

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  1. CJS 240 AID The Power of Possibility/cjs240aid.com

  2. CJS 240 AID The Power of Possibility/cjs240aid.com CJS 240 Entire Course FOR MORE CLASSES VISIT www.cjs240aid.com • CJS 240 Week 1 checkpoint Statistics Checkpoint • CJS 240 Week 1 DQ 1 and DQ 2 • CJS 240 Week 2 Checkpoint Delinquency Deterrence Response • CJS 240 Week 2 Assignment Individual Theories Assignment • CJS 240 Week 3 Checkpoint Sociological Theories Response • CJS 240 Week 3 DQ 1 and DQ 2 • CJS 240 Week 4 Checkpoint Case Study Critique Checkpoint (Appendix C)

  3. CJS 240 AID The Power of Possibility/cjs240aid.com • CJS 240 Week 1 Checkpoint Statistics Checkpoint • FOR MORE CLASSES VISIT • www.cjs240aid.com • 1. CheckPoint: Statistics • • Complete the Uniform Crime Report (UCR) and Self-Report Data Matrix in Appendix B. To complete this matrix, list two pros and two cons of using UCR data and two pros and two cons of using self-report data. • • Locatetwo Web resources—one official and one unofficial—with information about occurrences of delinquency in the United States. Copy and paste the URLs into Appendix B. • • Post Appendix B as an attachment.

  4. CJS 240 AID The Power of Possibility/cjs240aid.com • CJS 240 Week 1 DQ 1 and DQ 2 • FOR MORE CLASSES VISIT • www.cjs240aid.com • 1. Discussion Questions • • Are juveniles truly capable of understanding the seriousness and consequences of their actions? If so, at what age are they capable of understanding? At what age should juveniles be tried as adults? Explain your answers. • • Is the participationin delinquent activities a normal part of maturing or are there specific factors that initiate this behavior? If taking part in delinquent activities is part of maturing, what contributes to the progression from normal adolescent behavior to chronic offending? Explain your answers.

  5. CJS 240 AID The Power of Possibility/cjs240aid.com CJS 240 Week 2 Assignment Individual Theories Assignment FOR MORE CLASSES VISIT www.cjs240aid.com • 1. Assignment: Individual Theories • • Resource: pp. 47-80 of Juvenile Delinquency: The Core. • • Write a 500- to 750-word paper explaining why some adolescents are motivated to commit crimes while others in similar circumstances are not. Support your explanation by applying at least two of the following individual theories of delinquency: • o Routine activities theory

  6. CJS 240 AID The Power of Possibility/cjs240aid.com CJS 240 Week 2 Checkpoint Delinquency Deterrence Response FOR MORE CLASSES VISIT www.cjs240aid.com • 1. CheckPoint: Delinquency Deterrence Response • • Write a 300- to 350-word response explaining how the threat of punishment does or does not deter juvenile delinquency. Provide examples of general deterrence, specific deterrence, and situational crime prevention strategies. Additionally, identify which concepts of deterrence you believe offer the best method for controlling juvenile crime.

  7. CJS 240 AID The Power of Possibility/cjs240aid.com CJS 240 Week 3 Checkpoint Sociological Theories Response FOR MORE CLASSES VISIT www.cjs240aid.com • 1. CheckPoint: Sociological Theories Response • • Resource: pp. 101-105 of Juvenile Delinquency: The Core. • • Locate—by searching the Internet—federal, state, or local programs with elements that exemplify the application of each of the sociological theories listed below: • o Social structure theories • o Social process theories • o Social conflict theories • • Write a 100-word description of each program. You must have one program that exemplifies social structure theories, one that exemplifies social process theories, and one that exemplifies social conflict theories. Include each program’s main elements and explain the aspects of each program that address the focus of the relevant theory.

  8. CJS 240 AID The Power of Possibility/cjs240aid.com CJS 240 Week 3 DQ 1 and DQ 2 FOR MORE CLASSES VISIT www.cjs240aid.com • 1. Discussion Questions • • Describe a community in your city or state that currently exemplifies the concept of social disorganization. What solutions might you implement to revitalize that community? • • During the 1960s, social structure theories strongly influenced the development of delinquency prevention programs. Why did many of the earliest programs fail? What is being done differently today in the development of prevention programs?

  9. CJS 240 AID The Power of Possibility/cjs240aid.com CJS 240 Week 4 Assignment Gender and Family Assignment FOR MORE CLASSES VISIT www.cjs240aid.com • 1. Assignment: Gender and Family • Ch. 6 & 7 discuss the influence gender and family have on delinquency. In addition, you have read briefly about gender and the juvenile justice system. • • Write a 700- to 1,050-word paper answering the following questions: • o How does gender affect delinquency?

  10. CJS 240 AID The Power of Possibility/cjs240aid.com CJS 240 Week 4 Checkpoint Case Study Critique Checkpoint (Appendix C) FOR MORE CLASSES VISIT www.cjs240aid.com • 1. CheckPoint: Case Study Critique • • Read the case study provided in Appendix C. • • Write a 200- to 350-word response answering the following questions: • o What are some possible reasons caseworkers were not aware of the conditions in the Jackson home? • o From the information presented in the case study, determine whether the nine members of the Division of Youth and Family Services staff should have been fired. Why or why not?

  11. CJS 240 AID The Power of Possibility/cjs240aid.com CJS 240 Week 5 Checkpoint The Justice Systems (Appendix D) FOR MORE CLASSES VISIT www.cjs240aid.com • 1. CheckPoint: The Justice Systems • • Complete the System Comparison Matrix, the 200- to 300-word response on controversial issues in the juvenile court system, and the selection of your final project position in Appendix D. • • Post Appendix D as an attachment.

  12. CJS 240 AID The Power of Possibility/cjs240aid.com CJS 240 Week 5 DQ 1 and DQ 2 FOR MORE CLASSES VISIT www.cjs240aid.com • 1. Discussion Questions (Students will be placed in small groups to answer DQ 1 this week) • • What is more important—freedom of press to publish pictures and names of juvenile offenders or juveniles’ rights to private court proceedings? Explain your answer. • • Should certain juvenile offenders be waived to adult courts? Why or why not? • • Should juveniles who commit serious capital crimes under the age of 16 be eligible for the death penalty? Why or why not? • • What are the benefits of a comprehensive juvenile justice strategy? What aspects of a comprehensive strategy contribute to those benefits? What are the drawbacks to implementing a comprehensive juvenile justice strategy? Discuss specific programs that contribute to a comprehensive juvenile justice strategy using programs you may be familiar with or have heard about in the media such as Drug Abuse Resistance Education (D.A.R.E.), teen courts, drug courts, or Big BrothersBig Sisters.

  13. CJS 240 AID The Power of Possibility/cjs240aid.com CJS 240 Week 6 Assignment Corrections and Treatment FOR MORE CLASSES VISIT www.cjs240aid.com • 1. Assignment: Corrections and Treatment • • Write a 350- to 700-word paper summarizing information on juvenile corrections and community-based treatment programs. Include the following in your paper: • o Community-based treatment •  Describe two or three community-based treatment efforts. •  Briefly explain the purpose and importance of these treatment efforts.

  14. CJS 240 AID The Power of Possibility/cjs240aid.com CJS 240 Week 6 Checkpoint Probation FOR MORE CLASSES VISIT www.cjs240aid.com • 1. CheckPoint: Probation Presentation • • Create an informative 5- to 7-slide Microsoft® PowerPoint® presentation about probation and the roles and responsibilities of probation officers. Assume the role of a juvenile probation officer recruiter and address the presentation as if to an audience of individuals interested in applying for the position of a juvenile probation officer. Your presentation must include: • o General information regarding probation •  What is probation? •  Who is on probation?

  15. CJS 240 AID The Power of Possibility/cjs240aid.com CJS 240 Week 7 Checkpoint Gang Development and Control Checkpoint (Appendix E) www.cjs240aid.com • 1. CheckPoint: Gang Development and Control • • Complete the Gang Development and Gang Control tables in Appendix E. • • Post Appendix E as an attachment.

  16. CJS 240 AID The Power of Possibility/cjs240aid.com CJS 240 Week 7 DQ 1 and DQ 2 FOR MORE CLASSES VISIT www.cjs240aid.com • 1. Discussion Questions • • How do peers affect delinquency? Do delinquents seek out antisocial and delinquent peers as friends or does having delinquent peers cause an individual to become delinquent? Explain your answers. • • How is academic failure related to delinquency? Do delinquents fail at school or is academic failure responsible for delinquency? Explain your answers.

  17. CJS 240 AID The Power of Possibility/cjs240aid.com CJS 240 Week 8 Assignment Drug Czar Presentation FOR MORE CLASSES VISIT www.cjs240aid.com • 1. Assignment: Drug Czar Presentation • • Read the Applying What You Have Learned Scenario on p. 256 of Juvenile Delinquency: The Core. • • Create a 7- to 10-slide Microsoft®PowerPoint®presentation on the advantages and disadvantages of the three drug control policy strategies presented during the open hearing in the scenario. Assume the role of the drug czar in the presentation. Present the policy or policies that you believe are the best strategies for reducing youth drug use.

  18. CJS 240 AID The Power of Possibility/cjs240aid.com CJS 240 Week 8 Checkpoint Drug Use and Delinquency Response FOR MORE CLASSES VISIT www.cjs240aid.com • 1. CheckPoint: Drug Use and Delinquency Response • • Research the University Library for two current, scholarly journal articles that highlight the reasons of youth drug use and the link between drug use and delinquency. • • Write a 200- to 350-word response answering the following questions according to the journal articles: • o What are the main reasons of youth drug use? • o How does drug use relate to delinquency? • • Cite the articles in APA format.

  19. CJS 240 AID The Power of Possibility/cjs240aid.com CJS 240 Week 9 Capstone DQ FOR MORE CLASSES VISIT www.cjs240aid.com • 1. Capstone Discussion Question • • The future of the juvenile justice system under debate. There has been a movement supporting aggressive measures on juvenile crime while researchers see more public support for prevention and intervention methods. Consider the future of the juvenile justice system. Should there be a juvenile justice system? Why or why not? Should there be a comprehensive juvenile justice strategy or should the juvenile justice system focus on one particular strategy? Explain your answers.

  20. CJS 240 AID The Power of Possibility/cjs240aid.com CJS 240 Week 9 Final Punishment versus Rehabilitation FOR MORE CLASSES VISIT www.cjs240aid.com • 1. Final Project: Justice System Position Paper • Throughout this course you have become acquainted with explanations of juvenile delinquency, correlates of juvenile delinquency, and the intricacies of the juvenile justice system. For your final project, assess one of the controversial issues regarding the juvenile justice system. • • Resource: Appendix A • • Write a 1,750- to 2,100-word position paper arguing one of the following positions: • o The juvenile justice system should focus on rehabilitation. • o The juvenile justice system should focus on punishment.

  21. CJS 240 AID The Power of Possibility/cjs240aid.com

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