CRJ 301 AID Lessons in Excellence-- crj301aid.com

CRJ 301 Entire Course FOR MORE CLASSES VISIT 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 AID Lessons in Excellence-- crj301aid.com

CRJ 301 Week 1 DQ 1 Juvenile Justice - Putting it in Perspective FOR MORE CLASSES VISIT 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. CRJ 301 AID Lessons in Excellence-- crj301aid.com

CRJ 301 Week 1 DQ 2 Juvenile Rights and the Courts FOR MORE CLASSES VISIT 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) CRJ 301 AID Lessons in Excellence-- crj301aid.com

CRJ 301 Week 2 DQ 1 Reality Meets the Theoretical FOR MORE CLASSES VISIT 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 CRJ 301 AID Lessons in Excellence-- crj301aid.com

CRJ 301 Week 2 DQ 2 Rights of Juveniles FOR MORE CLASSES VISIT 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 CRJ 301 AID Lessons in Excellence-- crj301aid.com

CRJ 301 Week 2 Journal Article Review (New) FOR MORE CLASSES VISIT CRJ 301 Week 2 Journal Article Review (New) CRJ 301 AID Lessons in Excellence-- crj301aid.com

CRJ 301 Week 2 Juvenile Crime PowerPoint FOR MORE CLASSES VISIT 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 CRJ 301 AID Lessons in Excellence-- crj301aid.com

CRJ 301 Week 3 DQ 1 The Role of Juvenile Courts FOR MORE CLASSES VISIT 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: CRJ 301 AID Lessons in Excellence-- crj301aid.com

CRJ 301 Week 3 DQ 2 The Changing Role of Probation FOR MORE CLASSES VISIT 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: CRJ 301 AID Lessons in Excellence-- crj301aid.com

CRJ 301 Week 3 Journal Article Review FOR MORE CLASSES VISIT 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: CRJ 301 AID Lessons in Excellence-- crj301aid.com

CRJ 301 Week 4 DQ 1 Goals of Juvenile Confinement FOR MORE CLASSES VISIT 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 CRJ 301 AID Lessons in Excellence-- crj301aid.com

CRJ 301 Week 4 DQ 2 Special Populations - A Challenge to Juvenile Justice FOR MORE CLASSES VISIT 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 CRJ 301 AID Lessons in Excellence-- crj301aid.com

CRJ 301 Week 4 Journal Article Review To Purchase FOR MORE CLASSES VISIT 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: CRJ 301 AID Lessons in Excellence-- crj301aid.com

CRJ 301 Week 5 DQ 1 Competing for Limited Funding FOR MORE CLASSES VISIT 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. CRJ 301 AID Lessons in Excellence-- crj301aid.com

CRJ 301 Week 5 DQ 2 Connecting the Dots - What is an Effective Program FOR MORE CLASSES VISIT 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? CRJ 301 AID Lessons in Excellence-- crj301aid.com

CRJ 301 Week 5 Final Paper FOR MORE CLASSES VISIT 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 CRJ 301 AID Lessons in Excellence-- crj301aid.com