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Prior to beginning work on this Journal element, please select a professional position within a criminal justice agency/organization or a juvenile justice agency/organization. Then, locate an agency/organization that employs individuals within that position. For this journal entry, you will briefly explore (in one to two pages) a professional position within a criminal justice agency/organization or a juvenile justice agency/organization in terms of duties and responsibilities. As noted below, you will need to gather information from the agency/organization that you select in order to address the below elements. You will then need to address the following:

Describe how employment criteria relates to individual tasks and to agency/organizational processes relevant to this position in approximately two paragraphs. For tasks, consider duties related to the professional position, and for processes, consider agency activities, purposes, or objectives.
Describe how technology relates to at least one individual task and to at least one agency/organizational process relevant to this position in approximately one paragraph.
Discuss a perspective on how this position may contribute to criminal justice objectives and your own professional goals in approximately one paragraph.
To complete the above elements, you will need to collect information. You may choose to collect your information through one or more of the following pathways:

Communicate with a person in the Human Resources department of the agency or organization.
Communicate with a professional who holds the position.
Research and collect the information from an agency or organizational website.

Sample Solution

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unsure; there is plausible of disappointment” (Beebe, 1983, p.39). Her meaning of hazard taking resounds with the perceptions of different creators, for instance, Wen and Clément’s vulnerability of outcomes and the selection of activities referenced by Bem. Beebe (1983) doesn’t fathomably explain the instructive ramifications of chance taking; despite the fact that, from her meaning of the term, instructors and students can reason that the gamble of being correct or wrong, for example disappointment, is inborn to figuring out how to communicate in a subsequent language. From every one of the details of the gamble taking develop checked on up to this point, we can express that hazard taking is definitely not a secluded build however is firmly connected with other essential student factors, for example, homeroom cooperation and readiness to impart in a subsequent language. What ought to be featured from the writing on risk taking is that this term requires exchange between the student and the choices that he makes, his ability to partake, and the instructive setting. Most certainly the meanings of hazard taking have likewise made research represent the specific characteristics that a daring person ought to have. With respect to the necessities that students need to meet to be expected daring individuals, one of the most impressive reports relates to Ely’s aspects. As per Ely’s (as refered to in Alshalabi, 2003) first aspect, daring people are not dubious about using a recently experienced etymological part. The subsequent aspect alludes to daring people’s readiness to utilize semantic parts apparent to be muddled or troublesome. As per Alshalabi (2003) this aspect explains why daring people grow levels of resilience towards unclearness and vagueness to the degree in which a mind boggling or new circumstance doesn’t actually exhibit an issue of worry for them. The third and fourth aspects make sense of separately how daring people become lenient toward conceivable error or mistake in using the language and how they are leaned to practice another part quietly prior to endeavoring to utilize it out loud. Hongwei (1996) specifies that this practice issue, by the by, is additionally examined by otherg scientists who trust that earlier readiness prior to delivering expressions might hamper risk taking. Without a doubt, mental readiness is supposed to be a detail of additional careful understudies who on exceptional open doors invest such a lot of energy planning to talk that they choose not to face the challenge of talking before others. Risk Taking ought to be a focal issue in unknown dialect advancing especially as for talking works out. As demonstrated by Beebe (1983) “you take a gamble each time you open your mouth in an unknown dialect, or besides in any learning circumstance where you are approached to perform without acknowledging it, even the most safe individual faces challenges”. (p.39) One of the qualities of a successful understudy is to face challenges. Understudies take gambles each time they pose inquiry, or answer to the Educator. Experts like Ely (1984) and Samimy (1991) mulled over>

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