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CRJ 301 Tutor Peer Educator /crj301tutordotcom

FOR MORE CLASSES VISIT<br><br>www.crj301tutor.com<br><br>CRJ 301 Week 1 DQ 1 Juvenile Justice - Putting it in Perspective<br>CRJ 301 Week 1 DQ 2 Juvenile Rights and the Courts<br>CRJ 301 Week 2 DQ 1 Reality Meets the Theoretical<br>CRJ 301 Week 2 DQ 2 Rights of Juveniles<br>CRJ 301 Week 2 Juvenile Crime PowerPoint<br>CRJ 301 Week 3 DQ 1 The Role of Juvenile Courts<br>CRJ 301 Week 3 DQ 2 The Changing Role of Probation<br>CRJ 301 Week 3 Journal Article Review<br>CRJ 301 Week 4 DQ 1 Goals of Juvenile Confinement<br>CRJ 301 Week 4 DQ 2 Special Populations - A Challenge to Juvenile Justice<br>CRJ 301 Week 4 Journal Article Review<br>CRJ 301 Week 5 DQ 1 Competing for Limited Funding <br>CRJ 301 Week 5 DQ 2 Connecting the Dots - What is an Effective Program<br>CRJ 301 Week 5 Final Paper<br>

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CRJ 301 Tutor Peer Educator /crj301tutordotcom

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  1. CRJ 301 Tutor Peer Educator /crj301tutordotcom FOR MORE CLASSES VISIT www.crj301tutor.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

  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 • 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,

  5. 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

  6. 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

  7. 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:

  8. 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:

  9. 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:

  10. 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.

  11. 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.

  12. 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:

  13. 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

  14. CRJ 301 Tutor Peer Educator /crj301tutordotcom FOR MORE CLASSES VISIT www.crj301tutor.com

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