InstructionsSubmit your case study analysis. It should be a complete, polished artifact containing all of the critical elements of the final product. It should reflect the incorporation of feedback ga

JUS 331: Final Project Guidelines and Grading Guide Overview The final project for this course is the creation of a Case Study Analysis. The juvenile justice system is truly unique compared to the adult offender system. Juvenile offenders have distinctive arrest and hearing procedures compared to adult offenders. It is important to understand the process and constitutional rights to effectively navigate the juvenile process as a law enforcement officer, a case manager, a judicial clerk, an attor ney, a judge, or a probation officer. As a professional working in law enforcement at any level, it is critical to understand the procedures that control legal situations. In this assignment you will demonstrates your mastery of the following course outc omes: Analyze the judicial processes as they apply to juvenile and adult offenders in the federal and state systems apply the constitutional rights afforded to juvenile offenders for creating effective legal arguments Analyze the evolution of juvenile co urt philosophy and procedure for informing the advancement in critical protections for juveniles Assess different options available in juvenile court for informing approaches that reflect fair disposition Case Study Jack and Diane are each 13 years old and are best friends. On September 12, 2012, Jack asked Diane to meet at Moe’s Convenience Store. While in the store, Jack steals three packs of gum and a candy bar. Jack hands Diane two boxes of candy to place in her purse. Diane places the c andy in her p urse. The store owner, Moe, notices Diane place items in her purse. As Jack and Diane exit the store, Moe calls their names and runs after th em. Jack pushes Moe to the ground and exits with Diane. Moe calls the police and reports the theft. The police appr ehend Jack and Diane a few blocks away from the store. The police only retrieve the boxes of candy from Diane but not the packs of gum nor the candy bar taken by Jack. The police escort Jack and Diane to the police sta tion where they question them for two hours regarding the theft. Diane confesses her and Jack’s role in the theft. Jack denies any wrongdoing. The police charge Ja ck and Diane with theft and also charge Jack with simple assault. Their hearings are within the state mandated time after they are petitioned to appear in the local juvenile court. Prompt A case study allows you to evaluate the situation with your course knowledge, regardless of your position in the juvenile jus tice system, and provides a hands -on approach with juven ile justice. In the case study, you will receive a specific fact pattern that involves the charging and the initial hearing p rocess for a juvenile offender. You will assume the roles of an attorney and law enforcement officer in evaluating the juvenile off ender’s rights during arrest, the hearing process, and the appropriate options available to enforce upon the juvenile offender. The project is divided into three milestones , which will be submitted at various points throughout the course to scaffold learni ng and ensure quality final submissions. These milestones will be submitted in Modules Two, Three, and Five. The final submission will occur in Module Seven. Specifically, the following critical elements must be addressed: I. Preparing a Case A. What information would you want to know as a sentencing judge in Jack and Diane’s case? Provide a rationale for each choice. B. Explain how Jack and Diane will be treated as juvenile offenders as compared to adult offenders. Why? C. Why is it important to treat juveniles who commit offenses differently than adults? D. Describe how juveniles who commit offenses have historically been treated differently than adults. Why has this view evolved? E. Explain the due process rights afforded to Jack and Diane during the hearin g process. Provide rationale for the evolution of the due process rights. F. Determine possible court -ordered options for Jack and Diane, defending your response. II. Jack’s Case A. Were Jack’s due process and constitutional rights violated during the investigation process? Explain your arguments. B. Were Jack’s due process and constitutional rights been violated during the hearing process ? Explain your arguments. C. If you were the defense attorney, what arguments would you make in defense of Jack? Defend your response. D. If you were the prosecutor , what arguments would you make in prosecution of Jack? Defend your response. E. Describe how Jack’s case would have been handled differently in the federal system . How would the process be different? F. Determine what would be an appropriate court -ordered option for Jack. Explain why this option is appropriate. BI. Diane’s Case A. Were Diane’s due process and constitutional rights violated during the investigation process? Explain your arguments. B. Were Diane’s due process and constitutional rights violated during the hearing process ? Explain your arguments. C. If you were the defense attorney, what arguments would you make in defense of Diane? Defend your response. D. If you were the prosecutor , what argu ments would you make in prosecution of Diane? Defend your response. E. Would Diane’s case have been handled differently in the federal system ? How would the process be different? F. What would be an appropriate court -ordered option available based on the fact pa ttern from the defense attorney and prosecutorial perspectives? Milestones Milestone One : Draft of Preparing a Case In 2-2, you will submit a one -two page draft of the section , Preparing a Case. Milestone One relates to the information you learned in Module One and Two about the roles of actors in juvenile cases as opposed to adult cases. A legal professionals’ due diligence includes doing re search on an assigned case. Research can involv e seeking out historical context as well as current standards and guidelines. You will provide background that would assist a sentencing judge, examine the differences between the juvenile and adult court systems, offer historical context on Jack and Diane ’s case, and consider due process rights and court -ordered options. This Milestone is graded with the Milestone One Rubric. Milestone Two : Draft of Jack’s Case In 3-2, you will submit a one -two page draft of the section, Jack’s Case. While in Milestone On e, you will focus on background research for both Jack and Diane’s case, in Milestone Two, you will concentrate on Jack’s case by considering the role of law enforcement, the defense a ttorney, and the prosecutor. You will determine if Jack’s due process an d constitutional rights were maintained throughout his arrest and sentencing. You will analyze how Jack’s case would have handled differently in the federal system. And lastly, you will recommend and justify an appropriate court -ordered option for Jack. Th is Milestone is graded with the Milestone Two Rubric. Milestone Three Draft of Diane’s Case In 5-2, you will submit a one -two page draft of the section, Diane’s Case. In Milestone Three, you will address Diane’s case by considering the role of law enforcement, the defense attorney, and the prosecutor. You will determine if Diane’s due process and constitutional rights we re maintained throughout his arrest and sentencing. You will analyze how Diane’s case would have handled differently in the federal system. And lastly, you will recommend and justify an appropriate court -ordered option for Diane. This Milestone is graded with the Milestone Three Rubric. Final Submission : Case Study Analysis In 7-2, you will submit your Case Study Analysis . It should be a complete, polished artifact containing all of the critical elements of the final product. It should reflect the incorporation of feedback gained throughout the course. The Final Submission will be graded using the Final Product Rubric . Deliverab les Milestone Deliverable Module Due Grading One Draft of Preparing a Case Two Graded separately; Milestone One Rubric Two Draft of Jack’s Case Three Graded separately; Milestone Two Rubric Three Draft of Diane’s Case Five Graded separately; Milestone Three Rubric Final Submission: Case Study Analysis Seven Graded separately; Final Product Rubric Final Product Rubric Guidelines for Submission : Your case study analysis must follow the following guidelines: 4 -5 pages, 12 -point Times New Roman font, and APA guidelines for formatting and citations. Critical Elements Exemplary (100% ) Proficient (85% ) Needs Improvement (55% ) Not Evident (0% ) Value Preparing a Case:

Sentencing Judge Meets “Proficient” criteria and choices are well supported with connections to the process Determines what information a sentencing judge would want to know about Jack and Diane’s case, and provides rationales for each choice Determines what information a sentencing judge would want to know about Jack a nd Diane’s case, but does not provide rationales for each choice Does not determine information a sentencing judge would want to know 5.3 Preparing a Case:

Juvenile Offenders Meets “Proficient” criteria and cites specific, relevant examples Explains how Jack and Diane will be treated as juvenile offenders as compared to adult offenders, and explains why Explains how Jack and Diane will be treated as juvenile offenders as compared to adult offenders, but does not explain why Does not explain how Jack and Diane will be treated 5.3 Preparing a Case: Juveniles Meets “Proficient” criteria and description is exceptionally clear and contextualized Describes how juveniles who commit crimes are treated differently than adults, including why it is important to treat juveniles differently Describes how juveniles who commit crimes have been treated differently than adults, but does not include why it is important to treat juveniles differently Does not describe how juveniles who commit crimes are treated different ly 5.3 Preparing a Case: Historical Treatment of Juveniles Meets “Proficient” criteria and description is exceptionally clear and contextualized Describes how juveniles who commit crimes are treated differently than adults, including why the view has evolved over time Describes how juveniles who commit crimes are treated differently than adults, but does not include why the view has evolved over time Does not describe how juveniles who commit crimes have historically treated differently 5.3 Preparing a Case: Due Process Rights Meets “Proficient” criteria and cites scholarly research that is aligned with rationale Explains the due process rights afforded to Jack and Diane during the hearing process and provides rationale for t he evolution of the due process rights Explains the due process rights afforded to Jack and Diane during the hearing process, but does not provide rationale for the evolution of the due process rights Does not explain the due process rights afforded to Jack and Diane 5.3 Preparing a Case: Court -Ordered Options Meets “Proficient” criteria and uses industry -specific language to establish expertise Determines possible punishments for Jack and Diane, and defends response Determines possible punishments for Jack and Diane, but does not defend response Does not determine punishments available for Jack and Diane 5.3 Jack’s Case: The Investigation Meets “Proficient” criteria and arguments are supported with specific examples from the case study Explains if Jack’s due process and constitutional rights were violated during the investigation process and explains arguments Explains if Jack’s due process and constitutional rights were violated during the investigation process, but does not explain arguments Does not explain if Jack’s due process and constitutional rights were violated during the investigation process 5.3 Jack’s Case: Hearing Process Meets “Proficient” criteria and arguments are supported with specific examples from the case study Explains if Jack’s due process and constitutional rights were violated during the hearing process and explains arguments Explains if Jack’s due process and constitutional rights were violated during the hearing process, but does not explain arguments Does not explain if Jack’s due process and constitutional rights were violated during the hearing process 5.3 Jack’s Case: Defense Meets “Proficient” criteria and cites scholarly research that is aligned with arguments Establishes arguments that could be used in defense of Jack, and defends response Establishes arguments that could be used in defense of Jack, but does not defend response Does not establish defense arguments for Jack 5.3 Jack’s Case:

Prosecution Meets “Proficient” criteria and cites scholarly research that is aligned with arguments Establishes arguments that could be used in prosecuting Jack, and defends response Establishes arguments that could be used in prosecuting Jack but does not defend response Does not establish prosecuting arguments for Jack 5.3 Jack’s Case: Federal System Meets “Proficient” criteria and description is exceptionally clear and contextualized Describes how Jack’s case would have been handled differently in the federal system, including how would the process be different Describes how Jack’s case would have been handled differently in the federal system, but does not include how the process would be different Does not describe how Jack’s case would have been handled differently in the federal system 5.3 Jack’s Case: Court - Ordered Option Meets “Proficient” criteria and draws specific connections between offenses and court - ordered options Determines what would be an appropriate punishment, and explains why it is an appropriate court -ordered option Determines what woul d be an appropriate punishment but does not explain why the court - ordered option is appropriate Does not determine an appropriate court -ordered option 5.3 Diane’s Case: The Investigation Meets “Proficient” criteria and arguments are supported with specific examples from the case study Explains if Diane’s due process and constitutional rights were violated during the investigation process and explains arguments Explains if Diane’s due process and constitutional rights were violated during the investigation process, but does not explain arguments Does not explain if Diane’s due process and constitutional rights were violated during the investigation process 5.3 Diane’s Case: Hearing Process Meets “Proficient” criteria and arguments are supported with specific examples from the case study Explains if Diane’s due process and constitutional rights were violated during the hearing process and explains arguments Explains if Diane’s due process and constitutional rights were violated durin g the hearing process, but does not explain arguments Does not explain if Diane’s due process and constitutional rights were violated during the hearing process 5.3 Diane’s Case: Defense Meets “Proficient” criteria and cites scholarly research that is aligned with arguments Establishes arguments that could be used in defense of Diane, and defends response Establishes arguments that could be used in defense of Diane, but does not defend response Does not establish defense arguments for Diane 5.3 Diane’s Case: Prosecution Meets “Proficient” criteria and cites scholarly research that is aligned with arguments Establishes arguments that could be used in prosecuting Diane, and defends response Establishes arguments that could be used in prosecuting Diane, but does not defend response Does not establish prosecuting arguments for Diane 5.3 Diane’s Case: Federal System Meets “Proficient” criteria and description is exceptionally clear and contextualized Describes how Diane’s case would have been handled differently in the federal system, including how would the process be different Describes how Diane’s case would have been handled differently in the federal system, but does not describe how would the process be different Does not describe how Diane’s cas e would have been handled differently in the federal system 5.3 Diane’s Case: Court - Ordered Option Meets “Proficient” criteria and draws specific connections between offenses and court - ordered options Determines what would be an appropriate court -ordered option based on the fact pattern from the defense attorney and prosecutorial perspectives Determines what would be an appropriate court -ordered option based on the fact pattern from the defense attorney or prosecutorial perspectives, but not both Does not determine an appropriate court -ordered option 5.3 Articulation of Response Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy to read format Submission has no major errors related to citations, grammar, spelling, syntax, or organization Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas 4.6 Total 100%