CRJ 301 ASH Course Material - crj301dotcom

1. CRJ 301 ASH Course Material - crj301dotcom

2. CRJ 301 ASH Course Material CRJ 301 Entire Course CRJ 301 Week 5 Final Paper . 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 justice issue. Incorporate a graphic display to present your findings. Be sure to include at least three demographic items, such as gender, ethnicity, race, education, or socio-economic status, in your analysis. • 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

3. CRJ 301 ASH Course Material CRJ 301 Week 1 DQ 1 Juvenile Justice - Putting it in Perspective HCS 4CRJ 301 Week 1 DQ 2 Juvenile Rights and the Courts75 Week 2 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) • “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?”

4. CRJ 301 ASH Course Material CRJ 301 Week 2 DQ 1 Reality Meets the Theoretical 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. • 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.

5. CRJ 301 ASH Course Material CRJ 301 Week 2 Juvenile Crime PowerPoint CRJ 301 Week 3 DQ 1 The Role of Juvenile Courts 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? • . 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.

6. CRJ 301 ASH Course Material CRJ 301 Week 3 DQ 2 The Changing Role of Probation CRJ 301 Week 3 Journal Article Review 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. • 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?

7. CRJ 301 ASH Course Material CRJ 301 Week 4 DQ 1 Goals of Juvenile Confinement 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). • 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?

8. CRJ 301 ASH Course Material CRJ 301 Week 4 Journal Article Review CRJ 301 Week 5 DQ 1 Competing for Limited Funding a. Ensure that your program is a complimentary program to that of your classmate’s, but both programs are serving separate and distinct critical populations. Both must be funded. b. That the synergistic effect of the two programs together will result in both programs being more effective in the long run, and, therefore, enhancing social justice. • 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.

9. CRJ 301 ASH Course Material 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?

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