CRJ 301 Entire Course

 This file of CRJ-301 Entire Course consists of:


 CRJ-301 WEEK 1 DQ 1 Case Law Terms.doc

 CRJ-301 WEEK 1 DQ 2 Due Process.doc

 CRJ-301 Week 2 ASSIGNMENT Criminal Sentencing.doc

 CRJ-301 Week 2 DQ 1 Inchoate Offenses.doc

 CRJ-301 Week 2 DQ 2 Adults vs. Juveniles.doc

 CRJ-301 Week 3 ASSIGNMENT Juveniles Rights.doc

 CRJ-301 Week 3 DQ 1 Preventing Juvenile Crime.doc

 CRJ-301 Week 3 DQ 2 Theories of Juvenile Crime.doc

 CRJ-301 Week 4 DQ 1 Juvenile Probation.doc

 CRJ-301 Week 4 DQ 2 Juvenile Trials.doc

 CRJ-301 Week 5 ASSIGNMENT Final Paper.doc

 CRJ-301 Week 5 DQ 1 Juvenile Gangs.doc

 CRJ-301 Week 5 DQ 2 Future of Juvenile Justice.doc

Law - General Law
 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:

 “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?”

 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?

 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?

 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 modifica

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