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 1:1000; 1:10,000; 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 youth’s 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/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. 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 text’s 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.

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