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CJS 240 AID Spirit of innovation CJS 240 EntireCourse 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 AID Spirit of innovation 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.
CJS 240 AID Spirit of innovation 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.
CJS 240 AID Spirit of innovation 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.
CJS 240 AID Spirit of innovation 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.
CJS 240 AID Spirit of innovation 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
CJS 240 AID Spirit of innovation 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.
CJS 240 AID Spirit of innovation 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?
CJS 240 AID Spirit of innovation 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
CJS 240 AID Spirit of innovation 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.
CJS 240 AID Spirit of innovation 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.
CJS 240 AID Spirit of innovation 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.
CJS 240 AID Spirit of innovation 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.
CJS 240 AID Spirit of innovation CJS 240 Week 7 Checkpoint Gang Development and Control Checkpoint (Appendix E) FOR MORE CLASSES VISIT 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.
CJS 240 AID Spirit of innovation 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.
CJS 240 AID Spirit of innovation 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.
CJS 240 AID Spirit of innovation 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?
CJS 240 AID Spirit of innovation CJS 240 Week 9 CapstoneDQ 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.
CJS 240 AID Spirit of innovation 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.
