CJS 240
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<strong>CJS</strong> <strong>240</strong> Week 9 Final Punishment Versus Rehabilitation<br />
<strong>CJS</strong> <strong>240</strong> Week 9 Final Punishment versus Rehabilitation<br />
Throughout this course you have become acquainted with explanations of juvenile<br />
delinquency, correlates of juvenile delinquency, and the intricacies of the juvenile<br />
justice system. For your final project, assess one of the controversial issues<br />
regarding the juvenile justice system.<br />
Resource: Appendix A<br />
Write a 1,750- to 2,100-word position paper arguing one of the following<br />
positions:<br />
1. The juvenile justice system should focus on rehabilitation.<br />
2. The juvenile justice system should focus on punishment.<br />
Include the following in your paper:<br />
1. Why should the juvenile justice system adopt the focus you have chosen?<br />
2. Explain how the specific focus you have chosen affects the following:<br />
a. Law enforcement<br />
b. Court processes<br />
c. Probation<br />
d. Corrections<br />
e. Community services<br />
f. Intervention programs<br />
3. What are some arguments that opposeyour views?<br />
Why are these arguments not as valid as your own?<br />
Provide evidence to support your claims.<br />
Explain how the advantages would outweigh the disadvantagesif the juvenile<br />
justice system were to adopt the focus you have chosen.<br />
Format your paper according to APA guidelines.<br />
Cite at least five sources to support your position.<br />
Post your paper as an attachment.<br />
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<strong>CJS</strong> <strong>240</strong> Week 8 Assignment Drug Czar Presentation<br />
<strong>CJS</strong> <strong>240</strong> Week 8 Assignment Drug Czar Presentation<br />
Resource: p. 256 of Juvenile Delinquency<br />
Read the “Applying What You Have Learned” scenario on p. 256 of Juvenile<br />
Delinquency.<br />
Create a 7- to 10-slide Microsoft® PowerPointâ presentation illustrating the<br />
advantages and disadvantages of the three drug control policy strategies presented<br />
at the open hearing in the scenario. Take on the role of the drug czar in the<br />
presentation. Present the policy or policies that you, as the drug czar, believe to be<br />
the best strategies for reducing youth drug use.<br />
Include detailed speaker notes for each slide.<br />
Cite at least two sources in APA format to support your statements.<br />
Post your presentation as a Microsoft® PowerPoint® attachment.<br />
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<strong>CJS</strong> <strong>240</strong> Week 8 Checkpoint Drug Use And Delinquency Response<br />
<strong>CJS</strong> <strong>240</strong> Week 8 Checkpoint Drug Use and Delinquency Response<br />
Research the University Library for two current, scholarly journal articles that<br />
highlight reasons for youth drug use and the association between drug use and<br />
delinquency.<br />
Write a 200- to 350-word response answering the following questions:<br />
According to the articles:<br />
What are the main reasons for youth drug use?
In what ways does drug use relate to delinquency?<br />
Cite the articles in APA format.<br />
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<strong>CJS</strong> <strong>240</strong> Week 7 Checkpoint Gang Development And Control Checkpoint<br />
(Appendix E)<br />
<strong>CJS</strong> <strong>240</strong> Week 7 Checkpoint Gang Development and Control Checkpoint<br />
(Appendix E)<br />
Complete the Gang Development and Gang Control tables in Appendix E.<br />
Post Appendix E as an attachment.<br />
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<strong>CJS</strong> <strong>240</strong> Week 6 Checkpoint Probation Presentation<br />
<strong>CJS</strong> <strong>240</strong> Week 6 Checkpoint Probation Presentation<br />
Create an informative 5- to 7-slide Microsoft® PowerPoint presentation about<br />
probation and the roles and responsibilities of probation officers. Take on the role<br />
of a juvenile probation officer recruiter and address the presentation to an audience<br />
of individuals who are interested in applying for the position of a juvenile<br />
probation officer.<br />
Your presentation should include:<br />
General information regarding probation<br />
What is probation? Who is on probation? What are the conditions of probation?<br />
Roles and responsibilities of juvenile probation officers
What are the duties of probation officers?<br />
When do probation officers become involved in the court process?<br />
What are the responsibilities of probation officers?<br />
Prepare detailed speaker notes for each of the slides<br />
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<strong>CJS</strong> <strong>240</strong> Week 6 Assignment Corrections And Treatment<br />
<strong>CJS</strong> <strong>240</strong> Week 6 Assignment Corrections and Treatment<br />
Write a 350- to 700-word paper in APA format summarizing information on<br />
juvenile corrections and community-based treatment programs. Include the<br />
following in your paper:<br />
Community based treatment<br />
Describe two or three community-based treatment efforts.<br />
Briefly explain the purpose and importance of the community-based treatment<br />
efforts you described<br />
Institutionalization Describe two or three issues affecting institutionalized<br />
juveniles.<br />
Address why the juvenile justice system should be concerned with those issues<br />
Aftercare programs<br />
Describe two of the three Intensive Aftercare Programs (IAP) discussed in the text.<br />
Address the importance of aftercare programs.
Post your paper as a Microsoft® Word attachment<br />
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<strong>CJS</strong> <strong>240</strong> Week 5 Checkpoint The Justice Systems (Appendix D)<br />
<strong>CJS</strong> <strong>240</strong> Week 5 Checkpoint The Justice Systems (Appendix D)<br />
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<strong>CJS</strong> <strong>240</strong> Week 4 Individual Assignment Gender And Family<br />
<strong>CJS</strong> <strong>240</strong> Week 4 Individual Assignment Gender and Family<br />
Ch. 6 & 7 discuss the impact gender and family can have on delinquency. In<br />
addition, you have read briefly about gender and the juvenile justice system.<br />
Write a 700- to 1,050-word paper in APA format answering the following<br />
questions:<br />
1. How does gender affect delinquency?<br />
2. What are some current explanations for gender differences?o How does<br />
family affect delinquency?<br />
3. How does family makeup affect delinquency?<br />
4. How does family behavior impact delinquency?<br />
5. Are delinquent females treated differently by members of the juvenile justice<br />
system?<br />
6. Are they treated unfairly?<br />
7. Do they benefit from being female? Why or why not?<br />
Post your paper as a Microsoft® Word attachment.<br />
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<strong>CJS</strong> <strong>240</strong> Week 4 Checkpoint Case Study Critique Checkpoint (Appendix C)<br />
<strong>CJS</strong> <strong>240</strong> Week 4 Checkpoint Case Study Critique Checkpoint (Appendix C)<br />
Write a 200- to 350-word response answering the following questions:<br />
What are some of the possible reasons caseworkers were not aware of the<br />
conditions in the Jackson home?<br />
From the information presented in the case study, should the nine members of the<br />
Division of Youth and Family Services staff have been fired? Why or why not?<br />
Do you believe justice was served in this case? Why or why not?<br />
Could this situation have been prevented? If so, how? If not, why?<br />
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<strong>CJS</strong> <strong>240</strong> Week 3 Checkpoint Sociological Theories Response<br />
<strong>CJS</strong> <strong>240</strong> Week 3 Checkpoint Sociological Theories Response<br />
Research the Internet to find federal, state, or local programs with elements that<br />
exemplify the application of each of the sociological theories listed below:o Social<br />
structure theorieso Social process theorieso Social conflict theories.<br />
Write a 100-word description for each program. You should have one program that<br />
exemplifies social structure theories, one that exemplifies social process theories,<br />
and one that exemplifies social conflict theories. Include the programs’ main<br />
elements and explain the aspects of each program that address the focus of the<br />
theory.
Cite your references in APA format.<br />
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<strong>CJS</strong> <strong>240</strong> Week 2 Checkpoint Delinquency Deterrence Response<br />
<strong>CJS</strong> <strong>240</strong> Week 2 Checkpoint Delinquency Deterrence Response<br />
Write a 300- to 350-word response explaining how the threat of punishment either<br />
does or does not deter juvenile delinquency. Provide examples of general<br />
deterrence, specific deterrence, and situational crime prevention strategies.<br />
Additionally, identify which concept or concepts of deterrence you believe offer<br />
the best method of controlling juvenile crime.<br />
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<strong>CJS</strong> <strong>240</strong> Week 2 Assignment Individual Theories<br />
<strong>CJS</strong> <strong>240</strong> Week 2 Assignment Individual Theories<br />
Write a 500- to 750-word paper in APA format explaining why some adolescents<br />
are motivated to commit crimes while others in similar circumstances are not.<br />
Support your explanation by applying at least two of the individual theories of<br />
delinquency listed below:o Routine activities theoryo General deterrence theoryo<br />
Specific deterrence theoryo Biochemical theoryo Neurological theoryo Genetic<br />
theoryo Psychodynamic theoryo Behavioral theoryo Cognitive theory.<br />
Cite at least two sources to support your explanation.<br />
Post your paper as a Microsoft® Word attachment.<br />
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<strong>CJS</strong> <strong>240</strong> Week 1 Checkpoint Statistics<br />
<strong>CJS</strong> <strong>240</strong> Week 1 checkpoint Statistics<br />
Complete the UCR and Self-Report Data matrix in Appendix B.<br />
To complete this matrix, you will need to list two pros and two cons of UCR data<br />
and two pros and two cons of self-report data. Additionally, find one Web resource<br />
of official information and one Web resource of unofficial information about the<br />
occurrence of delinquency in the United States.<br />
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<strong>CJS</strong> <strong>240</strong> Week 9 Capstone DQ<br />
<strong>CJS</strong> <strong>240</strong> Week 9 capstone DQ<br />
The future of the juvenile justice system under debate. There has been a movement<br />
supporting aggressive measures on juvenile crime while researchers see more<br />
public support for prevention and intervention methods. Consider the future of the<br />
juvenile justice system. Should there be a juvenile justice system? Why or why<br />
not? Should there be a comprehensive juvenile justice strategy or should the<br />
juvenile justice system focus on one particular strategy? Explain your answers.<br />
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<strong>CJS</strong> <strong>240</strong> Week 7 DQ 2<br />
<strong>CJS</strong> <strong>240</strong> Week 7 DQ 2
How is academic failure related to delinquency? Do delinquents fail at school or is<br />
academic failure responsible for delinquency? Explain your answers.<br />
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<strong>CJS</strong> <strong>240</strong> Week 7 DQ 1<br />
<strong>CJS</strong> <strong>240</strong> Week 7 DQ 1<br />
How do peers affect delinquency? Do delinquents seek out antisocial and<br />
delinquent peers as friends or does having delinquent peers cause an individual to<br />
become delinquent? Explain your answers.<br />
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<strong>CJS</strong> <strong>240</strong> Week 5 DQ 2<br />
<strong>CJS</strong> <strong>240</strong> Week 5 DQ 2<br />
Should certain juvenile offenders be waived to adult courts? Why or why not?<br />
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<strong>CJS</strong> <strong>240</strong> Week 5 DQ 1<br />
<strong>CJS</strong> <strong>240</strong> Week 5 DQ 1<br />
What is more important—freedom of press to publish pictures and names of<br />
juvenile offenders or juveniles’ rights to private court proceedings? Explain your<br />
answer.
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<strong>CJS</strong> <strong>240</strong> Week 3 DQ 2<br />
<strong>CJS</strong> <strong>240</strong> Week 3 DQ 2<br />
During the 1960s, social structure theories strongly influenced the development of<br />
delinquency prevention programs. Why did many of the earliest programs fail?<br />
What is being done differently today in the development of prevention programs?<br />
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<strong>CJS</strong> <strong>240</strong> Week 3 DQ 1<br />
<strong>CJS</strong> <strong>240</strong> Week 3 DQ 1<br />
Describe a community in your city or state that currently exemplifies the concept<br />
of social disorganization. What solutions might you implement to revitalize that<br />
community?<br />
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<strong>CJS</strong> <strong>240</strong> Week 1 DQ 2<br />
<strong>CJS</strong> <strong>240</strong> Week 1 DQ 2<br />
Is the participation in delinquent activities a normal part of maturing or are there<br />
specific factors that initiate this behavior? If taking part in delinquent activities is<br />
part of maturing, what contributes to the progression from normal adolescent<br />
behavior to chronic offending? Explain your answers.
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<strong>CJS</strong> <strong>240</strong> Week 1 DQ 1<br />
<strong>CJS</strong> <strong>240</strong> Week 1 DQ 1<br />
Are juveniles truly capable of understanding the seriousness and consequences of<br />
their actions? If so, at what age are they capable of understanding? At what age<br />
should juveniles be tried as adults? Explain your answers.<br />
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<strong>CJS</strong> <strong>240</strong> Complete Course<br />
<strong>CJS</strong> <strong>240</strong> Complete Course<br />
<strong>CJS</strong> <strong>240</strong> Week 1 checkpoint Statistics Checkpoin<br />
<strong>CJS</strong> <strong>240</strong> Week 1 DQ 1<br />
<strong>CJS</strong> <strong>240</strong> Week 1 DQ 2<br />
<strong>CJS</strong> <strong>240</strong> Week 2 Assignment Individual Theories Assignment<br />
<strong>CJS</strong> <strong>240</strong> Week 2 Checkpoint Delinquency Deterrence Response<br />
<strong>CJS</strong> <strong>240</strong> Week 3 Checkpoint Sociological Theories Response<br />
<strong>CJS</strong> <strong>240</strong> Week 3 DQ 1<br />
<strong>CJS</strong> <strong>240</strong> Week 3 DQ 2<br />
<strong>CJS</strong> <strong>240</strong> Week 4 Assignment Gender and Family Assignment<br />
<strong>CJS</strong> <strong>240</strong> Week 4 Checkpoint Case Study Critique Checkpoint (Appendix C)<br />
<strong>CJS</strong> <strong>240</strong> Week 5 Checkpoint The Justice Systems (Appendix D)<br />
<strong>CJS</strong> <strong>240</strong> Week 5 DQ 1<br />
<strong>CJS</strong> <strong>240</strong> Week 5 DQ 2<br />
<strong>CJS</strong> <strong>240</strong> Week 6 Assignment Corrections and Treatment<br />
<strong>CJS</strong> <strong>240</strong> Week 6 Checkpoint Probation(Presentation)<br />
<strong>CJS</strong> <strong>240</strong> Week 7 Checkpoint Gang Development and Control Checkpoint<br />
(Appendix E)<br />
<strong>CJS</strong> <strong>240</strong> Week 7 DQ 1<br />
<strong>CJS</strong> <strong>240</strong> Week 7 DQ 2
<strong>CJS</strong> <strong>240</strong> Week 8 Assignment Drug Czar Presentation(Presentation)<br />
<strong>CJS</strong> <strong>240</strong> Week 8 Checkpoint Drug Use and Delinquency Response<br />
<strong>CJS</strong> <strong>240</strong> Week 9 capstone DQ<br />
<strong>CJS</strong> <strong>240</strong> Week 9 Final Punishment versus Rehabilitation<br />
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