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Online classes

Effective: Late Spring 8-Week, 2017/2018

CJAD 325: Juvenile Justice System And Procedures

Course Description

Examination of the American juvenile justice system from the perspective of law enforcement, the courts and corrections.

Prerequisite: CJAD 101 and junior standing

Proctored Exams: None



Syllabus Contents

Textbooks

 

Required

  • Cox, Steven M., Allen, Jennifer M., Hanser, Robert D. & Conrad, John J. (2014). Juvenile Justice, A Guide to Theory, Policy and Practice (8th ed.). Sage Publications, Inc.
    • [ISBN-978-1-4522-5823-2]

MBS Information

Textbooks for the course may be ordered from MBS Direct. You can order

For additional information about the bookstore, visit http://www.mbsbooks.com.


Course Overview

The juvenile justice network has seen major changes, as witnessed by legislation passed in many jurisdictions that mandates that juveniles who commit serious crimes be treated as adult offenders. However, others encourage treatment and education as alternatives for troubled youthful offenders. In light of these sometimes competing approaches, our objectives for this course are to gather a basic understanding of the interrelationships among philosophy, notions of causation, procedural requirements and practice within the juvenile justice network. This approach will allow you to learn the practical day-to-day aspects of decision-making in the juvenile justice network.



Technology Requirements

Participation in this course will require the basic technology for all online classes at Columbia College:
  • A computer with reliable Internet access
  • A web browser
  • Acrobat Reader
  • Microsoft Office or another word processor such as Open Office

You can find more details about standard technical requirements for our courses on our site.


Course Learning Outcomes

  1. Describe the history, evolution and present structure of the American juvenile justice system.
  2. Articulate the roles and procedures employed by law enforcement, the courts, and correctional entities in dealing with juveniles.
  3. Explain, evaluate and apply important theories regarding juvenile justice issues.
  4. Explain common terminology and methods used by professionals in the juvenile justice system.
  5. Describe the relationship between philosophy, theory and practice in the juvenile justice system.

Grading

Grading Scale
Grade Points Percent
A 900-1000 90-100%
B 800-899 80-89%
C 700-799 70-79%
D 600-699 60-69%
F 0-599 0-59%
Grade Weights
Assignment Category Points Percent
Discussions (23) 230 23%
Quizzes (5) 200 20%
Paper (3) 370 37%
Final Exam 200 20%
Total 1000 100%


Schedule of Due Dates

Week 1
Assignment Points Due
Discussion 1 10 Wednesday/Sunday
Discussion 2 10 Friday/Sunday
Discussion 3 10 Saturday/Sunday
Quiz 1 40 Sunday
Week 2
Assignment Points Due
Discussion 4 10 Wednesday/Sunday
Discussion 5 10 Friday/Sunday
Discussion 6 10 Saturday/Sunday
Community Analysis for Juvenile Needs Paper 50 Sunday
Quiz 2 40
Week 3
Assignment Points Due
Discussion 7 10 Wednesday/Sunday
Discussion 8 10 Friday/Sunday
Discussion 9 10 Saturday/Sunday
NPO Paper Topic Selection 10 Sunday
Week 4
Assignment Points Due
Discussion 10 10 Wednesday/Sunday
Discussion 11 10 Friday/Sunday
Discussion 12 10 Saturday/Sunday
Quiz 3 40 Sunday
Week 5
Assignment Points Due
Discussion 13 10 Wednesday/Sunday
Discussion 14 10 Friday/Sunday
Discussion 15 10 Saturday/Sunday
Non-Profit Organization Paper 150 Sunday
Quiz 4 40
Week 6
Assignment Points Due
Discussion 16 10 Wednesday/Sunday
Discussion 17 10 Friday/Sunday
Discussion 18 10 Sunday
Week 7
Assignment Points Due
Discussion 19 10 Wednesday/Sunday
Discussion 20 10 Friday/Sunday
Discussion 21 10 Saturday/Sunday
Movie Paper 160 Sunday
Quiz 5 40
Week 8
Assignment Points Due
Discussion 22 10 Wednesday/Saturday
Discussion 23 10 Friday/Saturday
Final Exam 200 Saturday
Total Points 1000

Assignment Overview

Discussions

The criteria that must be met in discussion postings is that your messages must be original, intelligible, and show familiarity with the assigned readings. You must communicate effectively, showing your understanding of the readings. In addition, you are expected to open and read each classmate’s original post. You must respond to at least 3 of your fellow students’ original postings to receive full credit. 

All discussions must take place in the Discussions area. Uploading an attachment as your post will not be accepted.  Each week’s discussion will take place from Monday to Sunday, except for Week 8, which ends on Saturday. Your original post is due by 11:59 PM Central Time (CT) on the due date listed in the schedule;  three responses to classmates are due by 11:59 PM CT on Sunday (Saturday in Week 8).

Your initial response to the discussion question should be a full paragraph of 5-7 sentences. Please make sure you address each part of the discussion. 

Your responses to classmates’ posts should also be well developed in 3-5 sentences. This is an opportunity to encourage further engagement with your classmate while adding to the conversation. Simply posting “I agree” or “good job” does not help develop ideas.  For maximum learning and point benefits, respond to at least three students’ posts. To encourage you to respond to each other’s posts critically, there is a minimum post rule of 3 sentences.

  • 1st sentence – I agree/disagree with so and so . . .
  • 2nd sentence – I think (or I believe) this or that . . .
  • 3rd sentence - Student must say something substantively.
Supreme Court Cases: Several discussion questions may require you to review Supreme Court cases. The Findlaw website requires a login. If you have never used this site before, you will need to login with your email and a password. If you never log out, the site will always be available for use without going through the login procedures.

Quizzes

You must complete the Plagiarism Tutorial Quiz with a score of 100% in order to access Quiz 1.   You will have unlimited attempts to achieve 100% on the Plagiarism Tutorial Quiz.

The 5 quizzes covering the readings will be given in weeks 1, 2, 4, 5 &7, Each quiz will have 20  multiple-choice and T/F. questions.  You will have 1 hour to complete each quiz, but you will only have one attempt.  You may use your book to help you find the answers, but your time is limited, so you must be very familiar with your textbook to find the answers quickly.  Each question is worth 2 points and each quiz is due by 11:59 PM CT on Sunday of the week.


Papers

Community Analysis of Juvenile Needs

Explore the Kids Count Data Center or U.S. Census Data.  Provide a 1-2 paragraph summary of your area and your findings.  For example, what are the population demographics and composition of your area?  Then provide 1-2 paragraphs detailing 3-5 recommendations that would practically support a preventive program for the high risk children in your community based upon your research. Later, you will use your findings as a component of the Non-Profit Organization Paper to recognize and evaluate the specific issues/problems that define the needs of children your community.

This paper must be in a .doc, .pdf, or .rtf format. It should be 4-6 paragraphs in length, including an introduction and conclusion.  Your work should be double-spaced, 12-point standard fonts, with 1 inch margins all around.  The references should be in APA format.  This paper must be your own original work;  you are not allowed to turn in an analysis or summary for this assignment that you have used previously for another course (even if it is from taking this very course during a previous session).  You are expected to write professionally with correct spelling, punctuation, and grammar. This paper is due by 11:59 PM CT on Sunday of Week 2.

Non-Profit Organization Paper

Topic Selection

Select two Non-Profit Organizations (NPOs) to research based upon your findings in the Community Analysis Paper. These should not be publicly-funded or government organizations. Write a brief paragraph detailing your selection and submit it to the dropbox by Sunday of Week 3 11:59 pm CT. 

NPO Paper

In this paper you will summarize each organization and its mission.  Then you will compare and contrast their strengths and weaknesses. Combine all your research from the paper and the Community Analysis Paper to make a recommendation whether one, both, or neither of the organizations should be implemented or continue to exist in your community.

This paper must be in a .doc, .pdf, or .rtf format. The paper must be 3-4 pages not including title page and references. Your work should be double-spaced, 12-point standard fonts, with 1 inch margins all around.  When citing resources, you must adhere strictly to APA style. All assignments must be your own original work and you are not allowed to turn in papers for this course that you have used previously for another course (even if it is from taking this course during a previous session).  In comparing and contrasting the NPOs selected and your recommendation as to whether any deserve to be implemented, you are expected to write professionally with correct spelling, punctuation, and grammar, This paper is due by 11:59 PM CT on Sunday of week 5.

Movie Paper

This paper is an opportunity to apply what you have learned about the juvenile justice system to a particular situation portrayed in the movie Freedom Writers (a link to the movie can be found in the course Content area).  In this paper, you will focus on a single character and compare the response of the juvenile justice system with the intervention offered by the teacher.

The paper should provide:

  • an introduction
  • a plot summary
  • a character analysis (including a description of his or her delinquency)
  • an analysis of the justice system's response and the teacher's intervention
  • a conclusion, providing your opinions/recommendations

This paper must be in a .doc, .pdf, or .rtf format. It should be 3-4 pages, not including title page and references. Your work should be double-spaced, using 12-point standard fonts, with 1 inch margins all around.  Follow APA format. The review of Freedom Writers must be your own original work and you are not allowed to turn in papers for this course that you have used previously for another course (even if it is from taking this course during a previous session).  All papers are due by 11:59 PM CT on Sunday of Week 7.

Please review the  Sample Paper on APA Format, the Purdue Online Writing Lab (OWL) website, the Plagiarism Tutorial, the grading rubric in the Course Information module of the Content area, and the policy on plagiarism in this syllabus.

Additionally, in order to help combat plagiarism, each paper submitted through the Dropbox is submitted to Turnitin.com for plagiarism detection. You will be able to view the originality report and make any corrections before the final due date. If you decide to make any corrections, you will have to resubmit a corrected paper.


Final Exam

You will take a comprehensive final exam of both the textbook and the discussions during Week 8. The exam will consist of 20 T/F (1 point each), 40 Multiple Choice (2 points each), and 2 Short Essays (50 points each) for a total of 200 points.  You will have 3 hours (180 minutes) to take the exam and will be given only one attempt.  The exam will open Monday of Week 8 at 12:01 AM CT and is due by 11:59 PM Saturday.



Course Outline

Click on each week to view details about the activities scheduled for that week.

Week 1: Evolution of the Juvenile Justice System
Readings
Chapters 1 & 4  (NOTE: Reading the assigned texts is essential to doing well in the class.)
Discussion 1

Introduce yourself in the Introductions topic of our class Discussion. Please give us more than your name. Include your profession, hobbies, interests, and any other information that can help us get to know you. Post your initial post by 11:59 pm CT Wednesday and your responses to classmates by 11:59 pm CT Sunday.

Discussion 2

Please read an excerpt from an article “From Time Out to Hard Times” by Michele Deitch, Amanda Barstow, Leslie Lukens, and Ryan Reyna on Children Are Different and view the videos Inside the Teenage Brain  (or similar article) and The mysterious workings of the adolescent brain, which shows the stages of brain development in teenagers and how it highlights or explains the decision-making abilities of teens.

In recent juvenile sentencing decisions, the U.S. Supreme Court looked at studies of behavioral and brain development and posited three characteristics that distinguish adolescents from adults:

  • immature and impetuous decision making with little regard for consequences,
  • vulnerability to external coercion (particularly by peers) and
  • unformed character.

These characteristics make it difficult to judge an adolescent’s crime as “irretrievably depraved.”  What are your thoughts? Are our children different, and do these differences require mitigation of their criminal culpability? Post your initial post by 11:59 pm CT Friday and your responses to classmates by 11:59 pm CT Sunday

Discussion 3

On May 2, 1927, the United States Supreme Court, in Buck v. Bell, made eugenic sterilization a constitutionally sanctioned method to fight poverty and crime. Read the case and the background on eugenics found on page 90-91 of the text or at Three Generations. Explore the website Project Prevention.

As a society, have we advanced from this type of thinking or have we just repackaged it? Watch a video response in Mothers and Children Speak Out. Post your initial post by 11:59 pm CT Saturday and your responses to classmates by 11:59 pm CT Sunday.

Plagiarism Tutorial Quiz

Please complete Plagiarism Tutorial Quiz by 11:59 pm CT Sunday. You must complete it at 100% proficiency to open Quiz 1.  You will have unlimited attempts to complete the Plagiarism Tutorial Quiz.

Quiz 1

Please complete Quiz 1, which covers Chapters 1 & 4, by 11:59 pm CT Sunday.

Week 2: The Measurement of Juvenile Crime and Victimization
Readings

Chapters 2 & 3

Discussion 4

After reading the article Teenagers, Friends and Bad Decisions, reflect  on your own teenage years. Are the results of this study  true of you or someone you knew?  Did this result in being labeled? What was the label? Was it a fair assessment of the circumstances?

What are your thoughts after viewing the video (or reading the transcript) Harsh Punishment for Misbehavior in Texas Schools and How we are priming some kids for college - and some for prison. 

Post your original answers by 11:59 pm CT Wednesday and respond to three classmates’ original postings by 11:59 pm CT Sunday.

Discussion 5

Think about the following quote from the bookThe Patriarchs by Beth Moore: "We are far more successful in nursing our prejudices if we can avoid knowing our target group personally and seeing them as individuals with value."

Read or listen to a speech by Elie Wiesel on indifference posted in the course. Would you say this is true for you? Are juveniles a target group you avoid or are indifferent toward? 

Post your original answers by 11:59 pm CT Friday and responses to three classmates’ original postings by 11:59 pm CT Sunday.

Discussion 6

Develop a profile of the "typical" delinquent based upon official statistics. Then develop a profile of the "typical" delinquent based upon your personal experiences or observations. What do any of these profiles tell you about the personal story of these juveniles?

Read the articles "Liz Murray, Homeless to Harvard"  and "She finally has a home: Harvard." Watch (or read the transcript) Fighting (the Propensity for) Crime with Big Data. Does either teen fit the characteristics of the official profile of a delinquent? What do you think Big Data would have predicted for each of these young ladies? What does each of their stories say about utilizing official statistics or Big Data in the development of programs for juveniles? What does it say about society's response to at risk children? Where is our creativity? 

Post your original answers by 11:59 pm CT Saturday and responses to three classmates’ original postings by 11:59 pm CT Sunday.

Community Analysis for Juvenile Needs Paper
Explore the Kids Count Data Center or U.S. Census Data.  Provide a 1-2 paragraph summary of your area and your findings.  For example, what are the population demographics and composition of your area?  Then provide 1-2 paragraphs detailing 3-5 recommendations that would practically support a preventive program for the high risk children in your community based upon your research. Later, you will use your findings as a component of the NPO Paper to recognize and evaluate the specific issues/problems that define the needs of children your community. This paper is due by 11:59 PM CT on Sunday.
Quiz 2

Please complete Quiz 2, which covers Chapters 2 & 3, by 11:59 pm CT Sunday.

Week 3: Child Abuse and Neglect
Readings

Chapter 5

Discussion 7

Our text shares with us that “acting-out behavior – running away, attempting suicide, engaging in self-mutilation, becoming sexually promiscuous, being on drugs, and having a high level of apathy” can be seen in teens who have been sexually abused as very young children. What are your thoughts after reviewing The Traumatic Impact of Child Sexual Abuse? For the perpetrator of a crime, is this a mitigating factor that reduces culpability? How so or why not? Post your original answers by 11:59 pm CT Wednesday and responses to three classmates’ original postings by 11:59 pm CT Sunday.

Discussion 8
Read "Starting Smart: How Early Experiences Affect Brain Development."  How does this information impact the study of juvenile justice? What ideas do you have for using this information in the development of programs and services for juveniles, their families, and their communities?  Post your original answers by 11:59 pm CT Friday and responses to three classmates’ original postings by 11:59 pm CT Sunday.
Discussion 9
Please read the article "Constitutional Rights and Protecting Children." Where do you stand on the issue? Does the state have a compelling interest in protecting children from abuse that is superior to that of parental rights and the rights of children? Why or Why not? Post your original answers by 11:59 pm CT Saturday and responses to three classmates’ original postings by 11:59 pm CT Sunday.
NPO Paper Topic Selection

Select two Non-Profit Organizations (NPOs) to research based upon your findings in the Community Analysis Paper. These should not be publicly-funded or government organizations. Write a brief paragraph detailing your selection and submit it to the dropbox by Sunday of Week 3 11:59 pm CT.

Week 4: The Contemporary Juvenile Justice System
Readings

Chapters 6 & 7

Discussion 10

Read the article "Growing up Locked Up" and view the video Kids Behind Bars (or a longer video Stickup Kid). Then, go the web site Should Teens be Tried as Adults. Read the stories of each of the four juveniles. Finally, looking back at Discussions 2, 4, 7 and 8. Present mitigating factors for each the four (4) teens [in the PBS Frontline article] that would support each one  remaining in juvenile court. Please provide specific reasons for each juvenile. Post your original response by Wednesday at 11:59 PM and your responses to classmates by Sunday at 11:59 PM.

Discussion 11
How does "Teen Court," sometimes referred to as "peer" or "youth" court work? What are the pros and cons? Please explore the Pima County Teen Court website, in addition to viewing the video. Can teens do it better? How do you see teen courts making an impact in a community? Please investigate to find if there is one in your state or a neighboring state. How is it administered and what has the impact been for the community? Post your original answers by midnight Friday and responses to three classmates’ original postings by midnight Sunday.
Discussion 12
There is no single nation-wide juvenile court system; there are 51 state systems (including the District of Columbia). Therefore, the purpose and scope of juvenile courts can vary. Please review the State Juvenile Justice Profiles and compare at least 2 states with the Purpose Clause of your home state (for a total of 3). Next, review the three (3) states you compared with Data Snapshot of Youth Incarceration.  Do you see any parallels in the purpose clauses and the number of young people incarcerated?  What are your thoughts? Post your original answers by 11:59 pm CT Saturday and responses to three classmates’ original postings by 11:59 pm CT Sunday.
Quiz 3

Please complete Quiz 3, which covers Chapters 5, 6 & 7, by 11:59 pm CT Sunday.

Week 5: Key Figures in Juvenile Justice Proceedings
Readings

Chapters 8 & 9

Discussion 13

Adversarial justice systems start with what law is broken, who broke it, and how to punish the offender. Restorative justice policies ask what harm was done, how to repair the harm, and who's responsible for repairing the harm. View the following short videos:Central Michigan Restorative Justice Introduction; Restorative Justice: It's ElementaryThe Transformation of West Philadelphia High School.  Finally, explore the Flathead Valley, MT Center for Restorative Justice  website. What are your thoughts?  

Harsher punishments have not been as effective as many suggest. How do we incorporate restorative justice policies into resolving the issues of our young people in the home, schools, the community, and the juvenile system? Be specific. Post your original answers by 11:59 pm CT Wednesday and responses to three classmates’ original postings by 11:59 pm CT Sunday.

Discussion 14

Imagine you are the chief of police of your local community and have decided to implement a community-oriented policing  program. One of the issues confronting your community is a phenomenon found in some urban communities called Stop Snitching. Present your community-oriented policing program, including a specific program that addresses this phenomenon. Be very specific; you are presenting this to your department and community.

Post your original answers by 11:59 pm CT Friday and responses to three classmates’ original postings by 11:59 pm CT Sunday.

Discussion 15

Are parents and juvenile interrogations Friend or Foe?  Read the article and share your thoughts.  How involved should a parent be?  After viewing the video (or reading the transcript)Why Don't Kids Have Lawyers?, consider how to resolve this apparent dilemma.

Post your original answers by 11:59 pm CT Saturday and responses to three classmates’ original postings by 11:59 pm CT Sunday.

Non-Profit Organization Paper

Summarize each organization and its mission and compare and contrast their strengths and weaknesses. Then combine all your research from the paper and the Community Analysis Paper to make a recommendation on whether one, both, or neither of the organizations should be implemented or continue to exist in your community.

This paper must be in a .doc, .pdf, or .rtf format. It should be 3-4 pages in length, not including title page and references. Your work should be double-spaced, 12-point standard fonts, with 1 inch margins all around.  When citing resources, you must adhere strictly to APA style. All assignments must be your own original work and you are not allowed to turn in papers for this course that you have used previously for another course (even if it is from taking this very course during a previous session).  You are expected to write professionally with correct spelling, punctuation, and grammar. The NPO paper is due by 11:59 PM CT on Sunday of week 5. 

Quiz 4

Please complete Quiz 4, which covers Chapters 8 & 9, by 11:59 pm CT Sunday.

Week 6: The Response of Correction for the Juvenile Delinquent
Readings

Chapters 10 & 11

Discussion 16
Small not-for-profit community organizations have been the unsung heroes for reaching high-risk children in many communities around the country. Explore these programs: Higher M-Pact, Fathers and Families Center, Granny's House, Hope House,  Rupert's Kids, and WriteGirl.  What are your thoughts? How do we engage communities to buy into the need to provide programs or activities to make a greater impact in preventing juveniles from engaging in delinquent activities? What would it take for you to be fully engaged in a community program for high-risk young people? Post your original answers by 11:59 pm CT Wednesday and responses to three classmates’ original postings by 11:59 pm CT Sunday.
Discussion 17
Diagnosis is defined as “the art or act of identifying a disease from its signs and symptoms.” Please read "Delinquent behavior: Criminalized rather than diagnosed," "How Teenage Rebellion Has Become a Mental Illness" and "Diagnosing the Wrong Deficit." Finally, review the Executive Summary of an Ohio initiative diverting young people from detention facilities to community-based mental and behavioral treatment.  What are your thoughts? Post your original answers by 11:59 pm CT Friday and responses to three classmates’ original postings by 11:59 pm CT Sunday.
Discussion 18

In the last decade, many states have been challenged by lawsuits to remedy their broken and very dangerous systems of confining juvenile offenders. California, once regarded as "the pinnacle of juvenile justice practices” had declined so much so it became one of worst in the nation. The State of Missouri recognized the problems they were having and in 1983 closed the reform school, opting for a well-developed system of community-based residential and non-residential programs.

View Learning From Our Mistakes. What are your thoughts on the following quote? “Central to the humane care of troubled youth is a fundamental shift in the organizational culture away from containment, confrontation, and coercion and towards empathy, basic knowledge about adolescent mental and social development, and supportive relationships between staff and young people.” Does our change in focus from the individual to the structural aspects of the system provide greater insight into the continued criminal activity of the 4 teens in discussion 10? Would you agree (or not) that the 4 teens’ recidivism was shaped by the system they were made to go through? 

Post your original answers by 11:59 pm CT Saturday and responses to three classmates’ original postings by 11:59 pm CT Sunday.

Course Evaluation
Please evaluate the course. You will have an opportunity to evaluate the course near the end of the session. A link sent to your CougarMail will allow you to access the evaluation. Please note that these evaluations are provided so that I can improve the course, find out what students perceive to be its strengths and weaknesses, and in general assess the success of the course. Please do take the time to fill this out.
Week 7: Violent Youths and Gangs
Readings

Chapter 12

Discussion 19

Dr. Gary Slutkin, a physician and epidemiologist employs disease control and behavior change methods in establishing the nonprofit Cure Violence. As with all contagious diseases, Dr. Slutkin advocates for the full participation of the Public Health sector in preventing and reducing gun violence. Listen to the podcast of Dr. Slutkin speak on the public health crisis of gun violence. What are your thoughts? Is the use of “violence interrupters” a valid arsenal in our response to the epidemic of gun violence?  Post your original answers by 11:59 pm CT Wednesday and responses to three classmates’ original postings by 11:59 pm CT Sunday.

Discussion 20
What is your experience with gangs? Survey the problems in your community. Why are the young people joining them? Do TV/movies play a part in their livelihood? How do we address this type of problem? Can our conventional programs work anymore? Does targeting a gang's finances, as California is attempting, get to the heart of the issue? What steps would like to see happen in your own community? Post your original answers by 11:59 pm CT Friday and responses to three classmates’ original postings by 11:59 pm CT Sunday.
Discussion 21
Recently the United States Supreme Court ruled that juveniles under the age of eighteen (18) are no longer subject to the death penalty. In many states, however, juveniles can still be sentenced to "life without parole" (LWOP). On May 17, 2010, the U.S. Supreme Court held in Graham v. Florida that juveniles should not be sentenced to LWOP for any crime less than homicide. On June 25, 2012, the Court further addressed this matter in Miller v. Alabama, holding that mandatory life without parole for those under the age of 18 violates the 8th Amendment prohibition of "cruel and unusual punishments." Please read an excerpt from  The Supreme Court and the Transformation of Juvenile Sentencing on the Court’s “transformation of the constitutional landscape” with respect to juvenile sentencing.  What are your thoughts? Please be specific. Post your original answers by 11:59 pm CT Saturday and responses to three classmates' original postings by 11:59 pm CT Sunday.
Movie Paper

This paper is an opportunity to apply what you have learned about the juvenile justice system to a particular situation portrayed in the movie Freedom Writers (a link to the movie can be found in the course Content area).  In this paper, you will focus on a single character and compare the response of the juvenile justice system with the intervention offered by the teacher.

The paper should provide:

  • an introduction
  • a plot summary
  • a character analysis (including a description of his or her delinquency)
  • an analysis of the justice system's response and the teacher's intervention
  • a conclusion, providing your opinions/recommendations

This paper must be in a .doc, .pdf, or .rtf format. It should be 3-4 pages not including title page and references. Your work should be double-spaced, 12-point standard fonts, with 1 inch margins all around.  APA Format is only required for the references for this assignment. The review of Freedom Writers must be your own original work and you are not allowed to turn in papers for this course that you have used previously for another course (even if it is from taking this very course during a previous session).   All papers are due by 11:59 PM CT on Sunday of Week 7.

Quiz 5

Please complete Quiz 5, which covers Chapters 10, 11 & 12, by 11:59 pm CT Sunday.

Week 8: Juvenile Justice Around the World and its Future
Readings

Chapters 13 & 14

Discussion 22
In 1989 the United Nations instituted as international law the Convention on the Rights of the Child (CRC). To date, this human rights treaty for all the world’s children has not been ratified nor signed by the U.S.   Read the background of the CRC beginning on page 346 of the text. Additionally, read the articles of CRC that have provoked opposition by some faith-based and homeschooling communities, along with an essay "The Parens Patriae Powers." What are your thoughts? Does any of this give you pause as to the welfare of our children? Should the U.S. sign and ratify the document? Why or Why not. Be specific. Post your original answers by 11:59 pm CT Wednesday and responses to three classmates’ original postings by 11:59 pm CT Saturday.
Discussion 23
Explore Volunteer Florida Foundation. What role, if any, do you see for community and faith-based organizations in improving juvenile justice in America? What role do you see yourself in improving either young people directly or the juvenile justice system in your community? Please be specific. Post your original answers by 11:59 pm CT Friday and responses to three classmates’ original postings by 11:59 pm CT Saturday.
Final Exam

You will take a comprehensive final exam of both the textbook and the 23 discussions during Week 8. The exam will consist of 20 T/F questions (1 point each), 40 Multiple Choice (2 points each) and 2 Short Essays (50 points each) for a total of 200 points.  You will have 3 hours (180 minutes) to take the exam and will be given only one attempt.  The exam will open Monday of Week 8 at 12:01 AM CT and is due by 11:59 pm CT Saturday.



Course Policies

Student Conduct

All Columbia College students, whether enrolled in a land-based or online course, are responsible for behaving in a manner consistent with Columbia College's Student Conduct Code and Acceptable Use Policy. Students violating these policies will be referred to the office of Student Affairs and/or the office of Academic Affairs for possible disciplinary action. The Student Code of Conduct and the Computer Use Policy for students can be found in the Columbia College Student Handbook. The Handbook is available online; you can also obtain a copy by calling the Student Affairs office (Campus Life) at 573-875-7400. The teacher maintains the right to manage a positive learning environment, and all students must adhere to the conventions of online etiquette.

Plagiarism

Your grade will be based in large part on the originality of your ideas and your written presentation of these ideas. Presenting the words, ideas, or expression of another in any form as your own is plagiarism. Students who fail to properly give credit for information contained in their written work (papers, journals, exams, etc.) are violating the intellectual property rights of the original author. For proper citation of the original authors, you should reference the appropriate publication manual for your degree program or course (APA, MLA, etc.). Violations are taken seriously in higher education and may result in a failing grade on the assignment, a grade of "F" for the course, or dismissal from the College.

Collaboration conducted between students without prior permission from the instructor is considered plagiarism and will be treated as such. Spouses and roommates taking the same course should be particularly careful.

All required papers may be submitted for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers may be included in the Turnitin.com reference database for the purpose of detecting plagiarism. This service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

Non-Discrimination

There will be no discrimination on the basis of sex, race, color, national origin, sexual orientation, religion, ideology, political affiliation, veteran status, age, physical handicap, or marital status.

Student Accessibility Resources

Students with documented disabilities who may need academic services for this course are required to register with the office of Student Accessibility Resources. Until the student has been cleared through this office, accommodations do not have to be granted. If you are a student who has a documented disability, it is important for you to read the entire syllabus as soon as possible. The structure or the content of the course may make an accommodation not feasible. Student Accessibility Resources is located in Student Affairs in AHSC 215 and can be reached by phone at (573) 875-7626 or email at sar@ccis.edu.

Online Participation

You are expected to read the assigned texts and participate in the discussions and other course activities each week. Assignments should be posted by the due dates stated on the grading schedule in your syllabus. If an emergency arises that prevents you from participating in class, please let your instructor know as soon as possible.

Attendance Policy

Attendance for a week will be counted as having submitted any assigned activity for which points are earned. Attendance for the week is based upon the date work is submitted. A class week is defined as the period of time between Monday and Sunday (except for week 8, when the work and the course will end on Saturday at midnight.) The course and system deadlines are based on the Central Time Zone.

Cougar Email

All students are provided a CougarMail account when they enroll in classes at Columbia College. You are responsible for monitoring email from that account for important messages from the College and from your instructor. You may forward your Cougar email account to another account; however, the College cannot be held responsible for breaches in security or service interruptions with other email providers.

Students should use email for private messages to the instructor and other students. The class discussions are for public messages so the class members can each see what others have to say about any given topic and respond.

Late Assignment Policy

An online class requires regular participation and a commitment to your instructor and your classmates to regularly engage in the reading, discussion and writing assignments. Although most of the online communication for this course is asynchronous, you must be able to commit to the schedule of work for the class for the next eight weeks. You must keep up with the schedule of reading and writing to successfully complete the class.

No late discussion posts will be accepted.

No late assignments will be accepted without extenuating circumstances beyond the control of the student and with instructor notification prior to the due date (Columbia College Catalog). There will be a 10% grade reduction for each day late, notwithstanding the extenuating circumstances.

Course Evaluation

You will have an opportunity to evaluate the course near the end of the session. A link will be sent to your CougarMail that will allow you to access the evaluation. Be assured that the evaluations are anonymous and that your instructor will not be able to see them until after final grades are submitted.


Additional Resources

Orientation for New Students

This course is offered online, using course management software provided by Desire2Learn and Columbia College. The course user guide provides details about taking an online course at Columbia College. You may also want to visit the course demonstration to view a sample course before this one opens.

Technical Support

If you have problems accessing the course or posting your assignments, contact your instructor, the Columbia College Helpdesk, or the D2L Helpdesk for assistance. Contact information is also available within the online course environment.

Online Tutoring

Smarthinking is a free online tutoring service available to all Columbia College students. Smarthinking provides real-time online tutoring and homework help for Math, English, and Writing. Smarthinking also provides access to live tutorials in writing and math, as well as a full range of study resources, including writing manuals, sample problems, and study skills manuals. You can access the service from wherever you have a connection to the Internet. I encourage you to take advantage of this free service provided by the college.

Access Smarthinking through CougarTrack under Students -> Academics -> Academic Resources.


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