Thank you Miss Lani, however the case study was'nt complete, or maybe I'd did'nt give you enough information, the second page was blank with out information on to complete it, if you don't mind, please send the complete information, thank you very much.

milt 116

Reply to Miss Lani's Post:

Thank you again Miss Lani, the second one you've sent is complete, you're the best.

I'll like to keep contact with you for future references for my work, if I may, again thank you!!!

Miss Lani!, my apology for the delay, I was waiting for my direct diposit for today so I can pay you for your great services, please forgive me?

I have another assingment for you and ready to pay on time, thank you again M/W milt 116

Assignment: Just Desert

Assignment: Just Desert Due Date: Day 7 [Individual] forum Conduct a search in the Axia library or on the Internet on just desert. Discuss, in 700-1,050 words, the arguments in favor of and arguments against just desert. Summarize the paper by stating your opinion on just desert. Include at least three citations and references supporting your opinion, and follow APA guidelines. Post as an attachment.

Assignment: Just Desert

Due Date: Day 7 [Individual] forum

Conduct a search in the Axia library or on the Internet on just desert.

Discuss, in 700-1,050 words, the arguments in favor of and arguments against just

desert.

Summarize the paper by stating your opinion on just desert.

Include at least three citations and references supporting your opinion, and follow APA

guidelines.

Post as an attachment.

Reply to Miss Lani's Post:

06/29/ 08 Sunday is the due date, but Saturday would be nice if you can?

PS Thank you again M/W

Reply to Miss Lani's Post:

Miss Lani!

That will be fine, thank you very much!!!

milt 116

Hi Miss Lani

milt 116, is everything OK for tonight?

Hi Miss Lani,

That will be just great!!!

Hi Miss Lani, this isCustomer I have 2 assignments for you this week. You were excellent on my last one, I got 99% out of 100% on Just Desert, thank you again.

I hope I'd insert Chapter 9 correctly, please let me know?

Hi Class,

This week we review the philosophy and jurisdiction of the juvenile court. Here's your first checkpoint entitled: Juvenile Court Characteristics.

Assignment 1) Read: Chapter 9, Juvenile Justice

Research: The juvenile court system in your state

Write: 200-300 word summary describing the characteristics of the juvenile court system in your state. Your summary must include information
on the following:

-- Types of court;
-- General characteristics of the court;
-- Jurisdiction of the court; and
-- Court alternatives.

Due: Wednesday, July 16, 2008 before midnight EST

Assignment Hi Class,

Resources: Chapter 9, Juvenile Justice, classmates, and the Juvenile Court Characteristics response received from me on Day 4,
Write: 700-1,050 word paper discussing the similarities and differences between the juvenile court characteristics in your state and
the characteristics described by your classmate from another state. Format the paper using APA guidelines.
Due: Sunday, July 20, 2008
Post: As an attachment to your Individual forum.


Thanks,
Hi Class,

Resources: Chapter 9, Juvenile Justice, classmates, and the Juvenile Court Characteristics response received from me on Day 4,
Write: 700-1,050 word paper discussing the similarities and differences between the juvenile court characteristics in your state and
the characteristics described by your classmate from another state. Format the paper using APA guidelines.
Due: Sunday, July 20, 2008
Post: As an attachment to your Individual forum.


Thanks,
Hi Class,

Resources: Chapter 9, Juvenile Justice, classmates, and the Juvenile Court Characteristics response received from me on Day 4,
Write: 700-1,050 word paper discussing the similarities and differences between the juvenile court characteristics in your state and
the characteristics described by your classmate from another state. Format the paper using APA guidelines.
Due: Sunday, July 20, 2008
Post: As an attachment to your Individual forum.


Thanks,
2) Hi Class,

Resources: Chapter 9, Juvenile Justice, classmates, and the Juvenile Court Characteristics response received from me on Day 4,
Write: 700-1,050 word paper discussing the similarities and differences between the juvenile court characteristics in your state and
the characteristics described by your classmate from another state. Format the paper using APA guidelines.
Due: Saturdayday, July 19, 2008

Thanks,

APA Style and Format Checklist

4 of 4

General APA Guidelines

Note: The page numbers in the APA 5th edition are included to allow you to refer to it for more detail.

Font

Style must be Times New Roman or Courier New. Font size for word processors is 12-pt.

Page Headers

Headers must include the first two or three words of the title. Type the page header five spaces to the left of the page number (p. 288, 5.06; see example paper, p. 306).

Note: Do not confuse the page header with the running head. In fact, the running head is typically used only for material submitted for publication (p. 296, 5.15).

Title Page

Double-space, use upper- and lowercase, include a page header, and number as page 1 (pp. 296-298, 5.15). Contents of the title page are listed on pages 10-11.

Main Body of the Text

Margins

All four sides must be 1 inch per University of Phoenix guidelines. APA states at least 1 inch (p. 286-287, 5.04). Make the right margin ragged.

Page Numbers

Page numbers must be 1 inch from the right edge, between the top edge and first line of text on all pages (pp. 288, 5.06; see example, p. 306).

Abstract

Use only for University of Phoenix papers if required by the assignment. When assigned, use APA guidelines (p. 298, 5.16).

Title of Paper

Type in upper- and lowercase letters, center on first page of text, double-space, and then start text (p. 298, 5.17).

Headings

Headings indicate the organization of the paper and establish importance. Match headings to the complexity of the paper. Use at least Level 1 to better organize the paper. The title of the paper (centered, upper- and lowercase) on the first page is not considered a separate heading level. If the paper requires two headings, use levels 1 and 3; if three headings are required, use levels 1, 3, and 4 (pp. 111-115, 3.30-3.32). See manuscript examples on pages 307-308.

Justification

Use flush-left style, leaving the right margin ragged. Do not divide words at the end of the line (p. 287, 5.04).

Paragraphs

Indent paragraphs five to seven spaces. Use the tab key for consistency (cp. 289, 5.08). Paragraphs should contain one topic. Do not use one-sentence paragraphs or lengthy paragraphs (p. 36, 2.03).

Punctuation

One space should be used after periods, commas, colons, and semi-colons.

Uses of punctuation can be found on pages 78-88, 3.01-3.09; exceptions can be found on pages 290-291, 5.11.

Abbreviations

Use of abbreviations is covered on pages 103-104, 3.20. The first time, spell out the full name (p. 104, 3.21). Some abbreviations are accepted as words (p. 105, 3.22).

Capitalization Rules

General principles of capitalization can be found on pages 94-100, 3.12-3.18.

Seriation

Enumerate elements in a series to prevent misreading, or clarify the sequence, particularly if lengthy or complex (pp. 115-116, 3.33).

Series within a Paragraph or Sentence

Identify elements by lowercase letters. The use of semicolons, commas, or colons in a series can be found on page 116, 3.33. Example: The three choices were (a) blue-and-white flag, (b) red-and-white flag, and (c) blue-and-red flag.

Series in Separate Paragraphs, such as Itemized Conclusions or Lengthy Steps

Include steps in a procedure using Arabic numerals (pp. 116-117, 3.33).

Citation of References in Text

General guidelines for reference citations can be found on pages 207-214, 3.94-3.103.

When Paraphrasing or Referring to an Author's Work

Cite author(s) and year (p. 120, 3.39) Example: (Smith, 1997).

When Quoting Directly

Cite author(s), year, and page number (pp. 117-118, 3.34; pp. 120-121, 3.39). Example: "take me home to Kansas" (Smith, 1997, p. 2). For quotations of more than 40 words, use block quotations (p. 118). If referencing electronic media, cite the paragraph or page number (p. 120).

Citing a Secondary Source

If you do not have a primary source, see number 17 on page 245 and number 22 on page 247.

Example: Orem (as cited in Smith, 1997).

Citing Personal Communications or Temporarily Archived Electronic Materials, such as Your Instructor's Lectures, etc.

General guidelines can be found on page 214, 3.102.

Example: A.C. Smith (personal communication, February 14, 1997)

Example: F. J. Turner (RES 711, week 3 lecture, March 24, 2004)

Reference List

Start on a new page, titled Reference(s), centered in upper- and lowercase letters. Include a page header and page number (see example, p. 313).

Alphabetize by the author's last name, double-space, and use a hanging indent (first line of each entry flush left; indent subsequent lines five to seven spaces, p. 216, 4.03; p. 219, 4.04; p. 299, 5.18; and p. 313).

Citation in text must specifically match reference page (p. 215, 4.01). Follow examples on pages 223-281, 4.07-4.16.

University of Phoenix guidelines require more than one reference, unless the paper is an article analysis. The number and variety of references should match the complexity of the assignment. Use scholarly journals unless otherwise instructed by the faculty member. Titles of books, periodicals, and microfilm publications are italicized.

Refer to examples of references that are frequently troublesome (see complete list of references, pp. 232-239).

2005 University of Phoenix. ALL RIGHTS RESERVED

Yes Miss Lani, milt 116, I'm Philadelphia PA., and live in the North at the Juanita Park section, and work in Public Safety as a Sergeant in the Mental Health Services for the past 27 years now. My classmates mainly speak of comings fron North Carolina, New York and Georgia for which I'd was born. If your polices permit it, for addictional info, I can be rich in the day time at my job (edited for privacy) or in the evenning after 6:00pm EST M/W Jr. Thank you!!! Maureen39644.2037533912

Yes the two papers needed:

First 350+ words due tomorrow the16th Wednesday

Second 700+ words due on the Saturday 19th

Is that right?. I,m not sure if you have chapter 9, but if you don't have it, please tell me how to chip and paste it to youm please let me know?

Miss Lani, milt 116, please give me your direct e-mail or alt e-mail so I can clip and paste chaper 9 to you, or if you can you can call me at home(NNN) NNN-NNNN

That's understandable, I've sent chapter 9 to info@justanswer.com attention to you, let me know if you received, Thank's M/W milt 116

Hi Miss Lani,Customer can you please send again, after the first two pages, the other pages were blanks including no reference page, maybe it's my computor, thank you!

Hi Miss Lani,

I try to access the second page, but (Just Answer) displayed another page, please try again, because assignment is due today for 07/19/08 Saturday, thank you! M/WCustomer

Hi Miss Lani, I’ve just received the other student attachment that you’ve needed to complete the work for the second assignment sheet, my instructor will allow me an extra day for Sunday, my apology. Other student sheet is below, thank again,CustomerM/W
____________________________________________________


SUMMARY OF JUVENILE JUSTICE SYSTEM
IN NEW JERSEY

TINA C. HINES
JULY 16, 2008


In 1995, New Jersey’s Juvenile Justice Commission (JJC) was established due to a lack of centralized authority for planning, policy development and service provision in the juvenile justice system. The commission’s main responsibility is the custody and care of juveniles committed to the agency and otherwise placed under its jurisdiction.

Juveniles enter the system one of three ways: taken into custody by a law enforcement officer, non-law enforcement complainant, or family crisis intervention unit referral. As they move through the system, if it is a first or second offense of a minor nature there are options which would divert him or her from going to court. Juvenile Conference Committees and Intake Service Conferences are diversion procedures established by the courts. However, if these options do not work, the case is moved to Family Court Intake.

The Family Court is required to hold hearings for juveniles charged as delinquents, with specific mandated time limitations as noted:

1. Initial hearing is held within 24 hours of admission.
2. Juveniles remanded to detention, the probable cause hearing and second detentions hearing are held within two court days. If probably cause is not found the juvenile is released from detention pending adjudicator hearing.
3. Review hearings are held at intervals of 14 and 21 court days where the detention status is reconsidered by the judge.
4. During adjudicator hearing, a determination on the delinquency charges is made.
5. In detained cases, the disposition hearing occurs within 60 court days unless extended by the court for good cause.

The Juvenile Code allows judges a wide array of dispositions in adjudicated cases. Probation supervision along with community service, paying restitution, entering a residential program or undergoing counseling is common. The most severe disposition available to family court is commitment to the JJC for incarceration. Although terms can range 30 days to 20 years, the average is two years.

www.state.nj.us/oag/jjc

Hi Miss Lani, I've just received the other student attachment that you've needed to complete the work for the second assignment sheet, my instructor will allow me an extra day for Sunday, my apology. Other student sheet is below, thank again,CustomerM/W

Hi Milton,

I'm attaching Tina Hines' JCC for your review. Please note that you must use this information to complete the assignment, now due on Day 7. I've given Tina your JCC for her review.

Thanks,

Rebeca

____________________________________________________

SUMMARY OF JUVENILE JUSTICE SYSTEM

IN NEW JERSEY

TINA C. HINES

JULY 16, 2008

In 1995, New Jersey's Juvenile Justice Commission (JJC) was established due to a lack of centralized authority for planning, policy development and service provision in the juvenile justice system. The commission's main responsibility is the custody and care of juveniles committed to the agency and otherwise placed under its jurisdiction.

Juveniles enter the system one of three ways: taken into custody by a law enforcement officer, non-law enforcement complainant, or family crisis intervention unit referral. As they move through the system, if it is a first or second offense of a minor nature there are options which would divert him or her from going to court. Juvenile Conference Committees and Intake Service Conferences are diversion procedures established by the courts. However, if these options do not work, the case is moved to Family Court Intake.

The Family Court is required to hold hearings for juveniles charged as delinquents, with specific mandated time limitations as noted:

1. Initial hearing is held within 24 hours of admission.
2. Juveniles remanded to detention, the probable cause hearing and second detentions hearing are held within two court days. If probably cause is not found the juvenile is released from detention pending adjudicator hearing.
3. Review hearings are held at intervals of 14 and 21 court days where the detention status is reconsidered by the judge.
4. During adjudicator hearing, a determination on the delinquency charges is made.
5. In detained cases, the disposition hearing occurs within 60 court days unless extended by the court for good cause.

The Juvenile Code allows judges a wide array of dispositions in adjudicated cases. Probation supervision along with community service, paying restitution, entering a residential program or undergoing counseling is common. The most severe disposition available to family court is commitment to the JJC for incarceration. Although terms can range 30 days to 20 years, the average is two years.

www.state.nj.us/oag/jjc

Hi Miss Lani,

You are absolultely amazing, thank you, XXXXX XXXXX be alright, thank you againCustomer

Hi Miss Lani,

Here are the results on assignments from week 4,Customer The double spaces wont show here, but it's on your original paper I'd turn in.

____________________________________________________________________

Juvenile Courts Similarities and Differences: Pennsylvania and New Jersey

_______________________________________________________________________

Juvenile Courts Similarities and Differences: Pennsylvania and New Jersey

Milton Wright Jr.

Axia College of University of Phoenix

Instructor: Rebeca Sanchez-Roig

2008-07-20

Juvenile Courts Similarities and Differences: Pennsylvania and New Jersey

Juvenile Courts all throughout have common similarities which mainly lie on the jurisdiction over minors with the main intention of handling cases of children who were between the ages of ten to seventeen all fall in the group termed as juvenile. In terms of law, juvenile refers to any "minor" in terms of age. In general sense, juvenile is a term derived from Latin word "juveniles or juvenis" which simply mean young, youthful, immature or childish. Special courts processes have been devised in handling the juveniles. Though the ultimate aim of the different Juvenile Courts stands on largely similar principle, each court in every state may have differences. This paper will have a look on the similarities and differences of the Juvenile Courts in Pennsylvania and New Jersey.

The delinquency services of both, though with similarities in detention services are quite different. New Jersey delinquency services operate on combined services by state and county executive agency. Services are mostly operated by the states but the detention services are covered by the county executive agencies. Similarly, Pennsylvania counties also take the responsibilities on detention facilities but unlike New Jersey, it operates in a decentralized operation of services as most of its services are organized at the county level under the administrative authority of the juvenile court judge.

The Administrative Office of the Court's Family Division and the Probation Services Division take charge of the processes during the detention. The Juvenile Justice Commission (JJC) takes charge of the placement facilities and provision of aftercare services to the concerned juveniles in New Jersey. In contrast, Pennsylvania has its juvenile probation officers take charge of all the processes during the detention while non-secure placement is taken cared of by the Department of Public Welfare's Office of Children, Youth, and Families.

The courts handling the delinquent jurisdiction are different with Courts of Common Pleas exercising jurisdiction over delinquency cases in Pennsylvania while The Family Division of the Superior Court exercises jurisdiction over delinquency proceedings in New Jersey.

While Pennsylvania Juvenile Court participate in the MacArthur Foundation's Models for Change project which embodies efforts focussing on coordinating the mental health and juvenile justice systems; the system of aftercare services and supports; and disproportionate minority contact with the juvenile justice system, the New Jersey Juvenile Courts is a member in the National Governors Association's (NGA) Prisoner Re-entry Policy Academy implementing combined enforcement and treatment as a team approach. It has plans though to "implement changes within the areas of education, mental health and substance abuse treatment, health, housing, employment and vocational training, and finally community and family reintegration". (New Jersey)

General rules on detention are closely similar but unlike Pennsylvania which has county-owned detention facilities, some New Jersey counties share detention facilities. Similarly both apply alternative secure detentions which include unconditional release to parents, home detention, and supervision programs.

Probation officers of Pennsylvania are multi-ethnic "college-educated men and women who come to the juvenile court system with a wide range of job experiences, including law enforcement, social work and military service". (Court watches report, 2007) In New Jersey, probation officers are state employees who possess bachelor's degree in a related social service field, passed Civil Service entry exam and completed the required training.

The phase of the detentions procedures rules have different time frames in the two States compared. New Jersey holds initial hearing within 24 hours of admission and in some cases within two court days with review hearings held at intervals of 14 and 21 court days, Pennsylvania holds detention hearing within 72 hours of admission while hearing reviews on the merits or a mandatory release are held within 10 days.

Pennsylvania's juvenile court system has become more formalized over the past few years. Its system in has been reshaped from primarily rehabilitative in purpose to the Balanced Approach of Restorative Justice (BARJ), which includes rehabilitation of the delinquent youth, restoration for the victim, and ensures safety of the community. Its laws have recently been changed to open adult Criminal Court up to juveniles, age fourteen or older accused of serious crimes. The district attorney now has the power to petition the court to remove the youth to adult court in the light of serious charges and be treated in the same manner on handling adult criminals. Similarly, New Jersey gives power to the prosecutor to file waiver to transfer jurisdiction from Family Court to adult Criminal Court for juveniles aged fourteen or older. Waived motion will let the juvenile treated similar to how adults are treated.

Though there are general differences in the facilities, time frames and some protocols along the processes, both Juvenile Courts flow of the proceedings follow similar procedures of actions comprising the law enforcements, detentions, diversions, corrections, release, and aftercare.

References

Court watch report (2007). Juvenile justice in Philadelphia. Retrieved

July 16, 2008 from http://www.pccy.org/PDF/2007%20Courtwatch.pdf

Juvenile justice commission. Retrieved July 18, 2008 from NJ JCC Website: http://www.state.nj.us/oag/jjc/info_system.htm

New Jersey. States juvenile justice profiles (March 24, 2006). Retrieved from

NCJJ Website http://www.ncjj.org/stateprofiles/profiles/NJ06.asp?state=%2Fstateprofiles%252 Fprofiles%2FNJ06.asp&topic=Profile

Pennsylvania. States juvenile justice profiles (November 06, 2006). Retrieved from NCJJ Website: http://www.ncjj.org/stateprofiles/profiles/PA06.asp?state=%2Fstateprofiles%252 Fprofiles%2FPA06.asp&topic=Profile

____________________________________________________________________

Hi Miss Lani,

Thank you for your reply, I'd feel the same way too, this was my reply, I will defently let you know,Customer/p>

_____________________________________________________________________

I've have taken the time to review, and rechecked the paper for W4_ Juvenile Courts Similarities and Differences: Pennsylvania and New Jersey , and I cannot find spelling and grammatical errors. I only found few punctuation error just like "its" which is supposed to be "it's". I also used spelling and grammar checker for (Microsoft Word 2007) and no error was found....If you can verify by highlighting for me, so I can monitor to minimize those errors for future work.

Hi Miss Lani,

This was the conclusion of my Instructor's paper,Customer please give me your commit?

__________________________________________________________________________

Hi Milton,

I'm attaching the edited and highlighted version of your document. Unfortunately, online spelling, grammar, and punctuation checkers rarely catch many mistakes. The reason for this is simply because most are incomplete and only programmed to catch the most glaring errors. Sometimes, the word is spelled correctly, but used in correctly. For example, you used it in singular format, but the context required it to be plural. That mistake will never be reflected by a system checker. Likewise, confusing sentences and badly structured sentences won't be picked up. These are the types of errors that good old fashion reading and reviewing will catch. Let me know if you have any other questions.

Thanks,

Rebeca

Rebeca Sánchez-Roig
Faculty
University of Phoenix

____________________________________________________________________

Juvenile Courts Similarities and Differences: Pennsylvania and New Jersey

Milton Wright Jr.

Axia College of University of Phoenix

Instructor: Rebeca Sanchez-Roig

2008-07-20

Juvenile Courts Similarities and Differences: Pennsylvania and New Jersey

Juvenile C[RSR1] ourts all throughout [RSR2] have common[RSR3] similarities [RSR4] which mainly lie[RSR5] on the jurisdiction over minors with the main intention of handling cases [RSR6] of children who were between the ages of ten to [RSR7] seventeen all fall in the group termed as juvenile[RSR8] . In terms of law, juvenile refers to any "minor" in terms of age. [RSR9] In [RSR10] general sense, juvenile is a term derived from [RSR11] Latin word "juveniles or juvenis[RSR12] " which simply mean[RSR13] young, youthful, immature [RSR14] or childish. Special courts[RSR15] processes have been devised in[RSR16] handling the [RSR17] juveniles. Though the ultimate aim of the different Juvenile C[RSR18] ourts stands on largely similar principle, each court in every state may have differences. This paper will have a look [RSR19] on the similarities and differences of the Juvenile C[RSR20] ourts in Pennsylvania and New Jersey.

The delinquency services of both, though with similarities in detention services [RSR21] are quite different. New Jersey delinquency services operate on combined services[RSR22] by state and county executive agency. Services are mostly operated by the states [RSR23] but the detention services are covered by the county executive agencies. Similarly[RSR24] , Pennsylvania counties also take the responsibilities on detention facilities [RSR25] but unlike New Jersey, it operates in a decentralized operation of services as most of its services are organized at the county level under the administrative authority of the juvenile court judge.

The Administrative Office of the Court's Family Division and the Probation Services Division take charge of the processes during the detention. The Juvenile Justice Commission (JJC) takes charge of the placement facilities and provision of aftercare services to the concerned juveniles in New Jersey. In contrast, Pennsylvania has its juvenile probation officers take charge of all the processes during the detention [RSR26] while non-secure placement is taken cared [RSR27] of by the Department of Public Welfare's Office of Children, Youth, and Families.

The courts handling the delinquent jurisdiction are different with Courts of Common Pleas exercising jurisdiction over delinquency cases in Pennsylvania [RSR28] while T[RSR29] he Family Division of the Superior Court exercises jurisdiction over delinquency proceedings in New Jersey.

While Pennsylvania[RSR30] Juvenile Court participate[RSR31] in the MacArthur Foundation's Models for Change project [RSR32] which embodies efforts focuss[RSR33] ing on coordinating the mental health and juvenile justice systems; the system of aftercare services and supports; and disproportionate minority contact with the juvenile justice system, the New Jersey Juvenile Courts[RSR34] is a member in the National Governors[RSR35] Association's [RSR36] (NGA) Prisoner Re-entry Policy Academy implementing combined enforcement and treatment as a team approach. It [RSR37] has plans though to "implement changes within the areas of education, mental health and substance abuse treatment, health, housing, employment and vocational training, and finally community and family reintegration".[RSR38] (New Jersey)

General rules on detention are closely similar [RSR39] but unlike Pennsylvania [RSR40] which has county-owned detention facilities, some New Jersey counties share detention facilities. Similarly [RSR41] both apply alternative secure detentions [RSR42] which include unconditional release to parents, home detention, and supervision programs.

Probation officers of [RSR43] Pennsylvania are multi-ethnic "college-educated men and women who come to the juvenile court system with a wide range of job experiences, including law enforcement, social work and military service". (Court watches report, 2007) In New Jersey, probation officers are state employees who possess bachelor's degree in a related social service field, passed[RSR44] Civil[RSR45] Service entry exam [RSR46] and completed the required training.

The phase[RSR47] of the detentions[RSR48] procedures[RSR49] rules have different time frames in the two States compared[RSR50] . New Jersey holds initial hearing within 24 hours of admission and in some cases within two court days with review hearings held at intervals of 14 and 21 court days, [RSR51] Pennsylvania holds detention hearing[RSR52] within 72 hours of admission [RSR53] while hearing reviews on the merits or a mandatory release are held within 10 days.

Pennsylvania's juvenile court system has become more formalized over the past few years. Its system in[RSR54] has been reshaped from primarily rehabilitative in purpose to the Balanced Approach of Restorative Justice (BARJ), which includes rehabilitation of the delinquent youth, restoration for the victim, and ensures safety of the community. Its laws have recently been changed to open adult Criminal Court [RSR55] up to juveniles, age fourteen or older accused of serious crimes. The district attorney now has the power to petition the court to remove the youth to adult court in the[RSR56] light of serious charges and be treated in the same manner on handling [RSR57] adult criminals. Similarly[RSR58] , New Jersey gives power to the prosecutor to file waiver[RSR59] to transfer jurisdiction from Family Court [RSR60] to adult Criminal Court [RSR61] for juveniles aged fourteen or older. Waived motion will let the juvenile [RSR62] treated similar[RSR63] to how[RSR64] adults are treated[RSR65] .

Though there are general differences in the facilities, time frames and some protocols along the processes, both Juvenile Courts [RSR66] flow of the [RSR67] proceedings follow similar procedures of actions comprising the [RSR68] law enforcements, detentions, diversions, corrections, release, and aftercare.

References

Court w[RSR69] atch r[RSR70] eport (2007). Juvenile justice in Philadelphia. Retrieved

July 16, 2008 from http://www.pccy.org/PDF/2007%20Courtwatch.pdf

Juvenile justice commission[RSR71] . Retrieved July 18, 2008 from NJ JCC Website: http://www.state.nj.us/oag/jjc/info_system.htm

New Jersey. States juvenile justice profiles [RSR72] (March 24, 2006). Retrieved from

NCJJ Website http://www.ncjj.org/stateprofiles/profiles/NJ06.asp?state=%2Fstateprofiles%252 Fprofiles%2FNJ06.asp&topic=Profile

Pennsylvania. States juvenile justice profiles [RSR73] (November 06, 2006). Retrieved from NCJJ Website: http://www.ncjj.org/stateprofiles/profiles/PA06.asp?state=%2Fstateprofiles%252 Fprofiles%2FPA06.asp&topic=Profile

[RSR1]Caps not necessary.

[RSR2]Throughout what?

[RSR3]Don't need this word. It is redundant when used with "similarities."

[RSR4]Insert comma.

[RSR5]The word should be "relates" not "lie."

[RSR6]Confusing.

[RSR7]Since you wrote "between the ages" the word should be "of" and not "to."

[RSR8]This first sentence is very confusing and really should be two sentences. For example: "Juvenile courts throughout the country share similarities relating the handling of cases involving children between the ages of 10 and 17." The next sentence might be "this group of children are known as juveniles."

[RSR9]Redundant and unnecessary.

[RSR10]Missing word "a."

[RSR11]Insert word "the."

[RSR12]Insert comma

[RSR13]Missing an "s." The word is "means" because you're using "juveniles" in the plural.

[RSR14]Insert comma.

[RSR15]Delete "s."

[RSR16]Change to "to"

[RSR17]Should be "handle juveniles."

[RSR18]See comment 1 above.

[RSR19]Delete and replace with "review."

[RSR20]See comment 1 above.

[RSR21]Insert comma.

[RSR22]Delete and replace with "are provided."

[RSR23]Insert comma.

[RSR24]New paragraph requires an indent.

[RSR25]Insert comma.

[RSR26]Insert comma.

[RSR27]Delete "d."

[RSR28]Insert comma.

[RSR29]Caps not necessary.

[RSR30]Insert word "the."

[RSR31]Insert "s."

[RSR32]Insert comma.

[RSR33]Delete extra "s."

[RSR34]Delete "s."

[RSR35]Insert apostrophe.

[RSR36]Delete

[RSR37]Which of the two courts you talk about have these plans?

[RSR38]Period always inside quotation marks.

[RSR39]Insert comma.

[RSR40]Insert comma.

[RSR41]Insert comma.

[RSR42]Insert comma.

[RSR43]Not "of" but "in"

[RSR44]Delete "ed"

[RSR45]Insert "a"

[RSR46]Insert comma.

[RSR47]Insert "s"

[RSR48]Delete "s"

[RSR49]Delete "s"

[RSR50]Delete word

[RSR51]Should be period not comma.

[RSR52]Insert "s"

[RSR53]Insert comma

[RSR54]Delete

[RSR55]No caps

[RSR56]Delete word

[RSR57]Delete and replace with "as."

[RSR58]Indent

[RSR59]Insert "a"

[RSR60]No caps

[RSR61]No caps

[RSR62]Insert "be"

[RSR63]Should be "similarly."

[RSR64]Delete word

[RSR65]Delete words

[RSR66]No caps

[RSR67]Delete these words.

[RSR68]Delete and replace with "regarding."

[RSR69]Should be capital "w." Should also be caps in the in text citation.

[RSR70]Capital "r." Also caps in the in text citation.

[RSR71]Capital "j" and "c"

[RSR72]Should be capitalised: Juvenile Justice Profiles

[RSR73]Capitalize: Juvenile Justice Profiles

Hi Miss Lani, I do apology for asking you at the last minute on this assignment due Sunday August 3, 2008 on Ch 11, If you can, I can't download Chapter 11 for some reson, If you'll accept, I'll have to give you my access code- axiaecampus@phoenix.edu ID- MiltonW password XXXXX Rebeca Sánchez-Roig Faculty University of Phoenix, than select aXcess, than under Course Overview select Course Syllabus for week 6 download Chapter 11.

My reguards, thank youCustomerM/W

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Hi Class,

Week 6's assignment: Corrections Comparison Summary

Resources: Chapter 11, Juvenile Justice
Continue: Reviewing the target group you selected in Week 2.
Locate: Three separate corrections programs and detention facilities in your community or state designed
for juveniles within your selected target group. Make sure that you have selected one detention facility
and one correction program. Your third selection can be of either genre.
Write: Summary describing the similarities and differences of the corrections programs and facilities. Your
summary should be 750-1,000 words in length and formatted following APA guidelines.
Due date: Day 7, Sunday, August 3, 2008
Post: As an attachment in your Individual forum.

Please pay close attention to spelling, grammar, and punctuation.

Thanks,

Rebeca

Rebeca Sánchez-Roig
Faculty
University of Phoenix

Thank you again, you know I'll contact you the near future,CustomerM/W

Hi Mis Lani, I want to show my last score on essay assignments and evaluation form August 3, 2008, from Instructor: Rebeca.

_______________________________________________________________________

Also attach assignment I need you please to do for due date Sunday, August 17, 2008, which is a 18 to 24 slide PowerPoint Presentation, attach will be from Chapters 4 to 9, by chance, if I don't attach correctly, please e-mail me at mmwr11@verizon.net so I can attach the chapters correctly. If can do any other assignments this week please let me know?

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RUNNING HEADER: Corrections Comparison Summary

Corrections Comparison Summary

Milton Wright Jr.

Instructor: Rebeca Sánchez-Roig

August 3, 2008

The first correctional program is the Norfolk County Jail and House Of Correction

Dedham, Massachusetts. This is a 502-bed facility that is situated on the median of an interstate

highway. This correction center is situated between the northbound and southbound lanes of

route 128. This correction facility cost $33 million to build and employs 350 people. The

building has eight two-storied housing buildings for inmates. This correctional facility has its

focus on children and senior citizens. What makes this correctional facility unique is that it even

operates a victim services unit that helps those that are victims of domestic violence at Norfolk

County. Interestingly this correction facility also has a day-reporting center in Quincy. This is

an attempt to promote community corrections so that incarcerations can be avoided. However,

violent teenagers are incarcerated at the corrections center.

The correction center has very stringent rules about visiting and bail procedures. The inmates

are allowed only two one hour visits a week. Moreover, the visitors must be pre approved and

frisked for contraband. There are stringent procedures for bail. The correctional facility depends

on the availability of the bail commissioner for the release of inmates ( Norfolk County Sheriff's

Office 2008).

The second facility discussed is Plymouth House of Corrections, Plymouth, Massachusetts,

this facility has 1, 650 and is the largest correctional facility in New England. This facility is

accredited by the American Correctional Association. This correctional facility houses different

types of inmates including violent teenagers. This correctional facility has strict rules for

visiting, including dress code, visiting rules and regulation and acceptance of inmate funds. The

strict rules of this correctional facility make it an ideal facility for violent teenagers. The

standard rules that apply to different jails with regards XXXXX XXXXX of mail, telephone access

and bail procedures apply. This facility being run by the Plymouth County Sheriff's Department

is one of the older law enforcement agencies in Massachusetts. The agency traces its origins to

the arrival of Mayflower in 1620, when Myles Standish took responsibility for maintaining civil

law and order as Plymouth Colony's military leader. One of the primary responsibilities of the

sheriff is to operate the Plymouth County Correctional Facility. The department employs 500

people making it one of the largest employers in Plymouth County. The facility and its office

also have a number of community support programs like victim services, fingerprinting of

children and the child project safety net program. The objective of the Plymouth House of

Corrections is that the teen offender work to restore the harm they have done to their victims and

to the community to the greatest possible extent. On the other hand the Plymouth House of

Corrections also strives to develop solutions in the community that address juvenile crime. The

approach of the sheriff is that the process of curtailing violent crimes by teens is not merely the

responsibility of the justice system but also that of all persons living (Plymouth County Sheriff's

Department 2006).

The main similarities between the Plymouth House of Corrections and Norfolk County Jail

and House Of Correction Dedham are related to the procedures and security measures. These

relate to rules in the correctional facility, including bail rules, rules for telephone use and

procedures for meeting visitors. On the other hand the differences relate to the size of the two

facilities and relationship the two facilities have with the community.

The third facility is the Howland Detention Center, Tauton, Kilmer Avenue. This center has

educational facilities for all its inmates. Even though it is technically a jail, it attempts to provide

an atmosphere that is similar to that of the delinquent's home. Violent teenagers that need to be

sent to a detention center are sent here, however Howland also houses some children or

incompetents that are held in juvenile halls because of criminal neglect by their parents.

Another reason why teens that are violent are lodged at the Howland Detention Center is to

protect the people from the delinquent acts of teens by giving those teens' detention and care so

that they may grow into fully functioning adults in the society. The essential difference between

the correctional facilities discussed above and Howland Detention is that Howland is a method of

care. Howland Detention center has better facilities than correction centers and is designed to

meet the needs of the children that are kept there (Massachusetts Department of Elementary &

Secondary Education 2008).

There is a fundamental difference between Howland and the correctional facilities. The

correctional facilities deem the violent teens to be a community security problems and provide a

safe incarceration to teenagers since they are perceived to be a risk to the community. On the

other hand Howland focuses on taking care of the teens. Plymouth House of Corrections and

Norfolk County Jail and House Of Correction Dedham are both focused on providing victim

restoration. The teens are made to realize how their actions affect the community. In Plymouth

House of Corrections and Norfolk County Jail and House Of Correction Dedham both provide

training to the teens in social skills, decision making and vocational skills so that their thinking

methods improve and they refrain from violent behavior. The common point observed among all

the three facilities considered above is that each of these facilities offers some degree of

education to the teens. The Norfolk County Jail and House Of Correction Dedham and

Plymouth House of Corrections use similar performance based standards and outcome measures

that confirm to national standards and outcome measures.

References

Plymouth County Sheriff's Department (2006), Community Programs, retrieved on July 4,

2008,

from: http://www.pcsdma.org/CommunityPrograms/communityPrograms.htm

Norfolk County Sheriff's Office (2008), Community Outreach, retrieved on July 4, 2008,

from:

http://www.norfolksheriff.com/outreach.html

Massachusetts Department of Elementary & Secondary Education (2008), Howland

Detention-

Department of Youth Services, retrieved on July 4, 2008, from:-

http://profiles.doe.mass.edu/home.asp?mode=so&view=all&ot=3&o=3044&so=14257-4&mcasyear=1999

Corrections Comparison Summary Corrections Comparison Summary

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Hi Class,

It is our last assignment - Week 9 - Due Day 7 in Individual Forum

Assignment: Public Policy Implications of Criminological Theories
Depending on the way that crime is interpreted, the public policy implications change.
Resource: Criminology text and Appendix A. Due Date: Day 7 [Individual] forum

Create a PowerPoint® presentation outlining the public policy implications of each of the
criminological theories you have studied in this course; rational choice theory (Ch. 4), trait
theories (Ch. 5), social structure theories (Ch. 6), social process theories (Ch. 7), social
conflict theories (Ch. 8), and developmental theories (Ch. 9).

Include a thorough overview of the policy implications of various theoretical
interpretations of crime.

Include 18-24 slides; and speaker notes that describe, in detail, the content of each
slide.

Use the Axia Library or the Internet to identify public policies and their results. The
content of the slides should include the following:
Definition of the theory
Explanation of how crime is interpreted according to the theory
Summary of policy implications
Example public policy currently in effect
Results of the public policy

Thank You, XXXXX
Faculty

Hi Lani,Customer thank you very much. Did yu receive chapters 4 to 9, but if you've hav'nt, please instruct how, but if you have than please reply

Hi Miss Lani,Customer I'm having a problem with uploading, however, I'll give you access to upload Chapers 4 to 9, my (AXIA) Univesity of Phoenix web is ( axiaecampus.phoenix.edu ), than my ID- ( MiltonW ), Password- ( m7777777 ), than, you may see serveys, than click twice, Remind me later to take servey, than you see REBECA SANCHEZ-ROIG class, than click aXcess, than if servey shows up, than click Course Syllabus under coure overview, than you will see all the chapters,

Hi Miss Lani,Customerhere, did you received info for Sunday's assignment on PowerPoint Presentation, please reply?

Hi Lani,

my apology for that, I've have manage get the info you need on assignment from chapters 4 to 9 for you, I'll put it in for you, it just neet to be put in 18 to 24 slides with speaker notes. From my lap top I correct some grammar errors in word 2007, I'll need you to do the same in word, because I use my desk top which does'nt have office 2007, if you can, thank you, XXXXX XXXXX?

______________________________________________________________________

Law, Criminology - Year 2

Public Policy

I have to create a powerpoint presentation of the criminological theories; rational choice theory, trait theories, social structure theories, social process theories, social conflict theories, and developmental theories.

• Include a thorough overview of the policy implications of various theoretical interpretations of crime.
  
  
• Include 18-24 slides; and speaker notes that describe, in detail, the content of each slide.
• Use the Internet to identify public policies and their results. The content of the slides should include the following:
• Definition of the theory
• Explanation of how crime is interpreted according to the theory
• Summary of policy implications
• Example public policy currently in effect
• Results of the public policy
• ________________________________________________________________
• _Solution
• 
  

  Rational Choice Theory:
  : This theory implies that man is reasoning and weights means and ends, costs and benefits and makes a logical choice.
  The public policy implications are that the person should quickly be detected, apprehended, his crime judged upon and pain inflicted on him should be so high that it deters other from committing such crimes in future. This is the deterrence principles.
  There is movement towards prisioners rights, rehabilitation of prisoners. The public policy of deterrence leads to recidivism and retribution.
  References:
  www.csudh.edu/dearhabermas/crimthrd03.htm
  crimereduction.homeoffice.gov.uk/learningzone/rct.htm
  faculty.ncwc.edu/TOCONNOR/301/301lect02a.htm
  
  Trait Theories, There is a greater belief in equipotentiality and that genetics is responsible for the criminal behavior.
  : It is believed that biological factors, along with environmental and social factors influence a person's proclivity towards crime. Even environmental contamination with lead has been held responsible for a person's proclivity towards crime. Other factors include high sugar consumption, low vitamin intake and effect of hormones.
  : The general policies that are aimed at improving the living conditions of the people and improving their environment plays an important role.
  : The public policy improves a selected area, there is higher real estate price in that area and people with a ‘criminal background' leave the area and move to more environmentally disadvantaged areas.
  References:
  www.everything2.com/index.pl?node_id=639912 - www.academicdb.com/Criminology/more2.html faculty.ncwc.edu/TOCONNOR/301/301lect06a.htm
  
  Social Structure Theories,
  Social disorganization theories say that it is the neighborhoods that have a negative effect, the social ecology theories stress on poverty, disorder and abandoned buildings, also if the social structure of opportunities is skewed and prevents many from achieving their goals or if there are differential opportunities it leads to crime.
  The public policy of preventing and punishing discrimination is based on these theories. Discrimination based on color, ethnic group, religion or gender aims at preventing crime.
  The public policy and the constitution has been effective in reducing discrimination and improving opportunities, however, discrimination remains in the society and public policy alone cannot be successful in rooting out inequalities.
  References:
  www.criminology.fsu.edu/crimtheory/becker.htm www.methodist.edu/criminaljustice/criminologylinks.htm www.crimetheory.com/Merton/index.html

• Social Process Theories,
  Theory: These theories emphasize that that criminality is a function of individual socialization, interaction of individuals with more immediate groups is the key to explain criminal behavior. So it is assumed that criminal behavior is learned in a social context. Crime is not pathological. Crime is a result of norms, values and behaviors related criminal activity.
  To prevent the process through which criminal patterns are cultivated like increasing compulsory education, stress on reducing the rate of teenage pregnancy, and declaring a war on drug dealers.
  The effectiveness of public policy is dependent on the resources available with the government. For example, the force that is pursuing drug policing is reduced because of other exigencies and drug peddling increases. The implementation is not comprehensive.
  References:
  www.hawkeye.cc.ia.us/faculty/moconnor/Chicago%20School.ppt faculty.ncwc.edu/TOConnor/301/301lect10.htm wps.prenhall.com/chet_schmalleger_crimtoday_4/0,10318,1910203-,00.html
  
  Social Conflict Theories: these theories stress on the role of social conflict that leads to adversarial or antagonistic opposition and whether there is coercion or opposing social powers. There can be conflicts of positions, conflicts or roles or even conflict of interest.
  : Peascemaking crimes, feminist theories and radical theories:
  There are elements in the economic policy to reduce the inequality of income and wealth in the society. There are built in stabilizers in the economy, there are minimum wage rates and there is social security.
  Example and effect of public policy: The public policy has been successful to a certain extent and is effective in actions like reducing inflation and increasing the number of jobs it is presumed that these measures have reduced the incidence of crimes.
  References:
  www.criminology.fsu.edu/crimtheory/conflict.htm
  books.google.com/books?isbn=0534645771...
  faculty.ncwc.edu/toconnor/301/301lect13.htm -

• Developmental Theories:
  : Moral developmental theories or eclectic theories; these mean that every thing causes crime. Some theories stess on alienation and others blame it on adolescence.
  : The public policy is aimed against adolescent drug involvement, police probation programs and vigil on children having a poor academic performance.
  The public policy has led to juvenile correction centers and probation officers being more trained. It is presumed that this has reduced crime but has not extirpated it.
  References:
  www.sagepub.com/upm-data/5182_Delisi_I_Proof_Chapter_3.pdf
  www.blackwell-synergy.com/doi/abs/10.1111/j.1745-9125.1981.tb00422.x www.amazon.com/Developmental-Theories-Crime-Delinquency- www.springerlink.com/index/WG07R7V0318T782V.pdf

  Attachment(s):none ______________________________________________________________

Hi Miss Lani,

I've completed it, I hope your Internet connection be restored, but still I'm very happy to here from you anyway, I'd did the work early this afternoon est etc, about 18 slides.

I will defenitly noticfied you on the score as soon as I've receieve it, and thank for contacting me, you're still the best in my book.

mil116