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This 5 page paper considers the Consequences for Juvenile Offenders Act of 2001 (H.R. 863) what it does, and how the current bill will impact on practice and policy of dealing with juvenile justice. The bibliography cites 6 sources.
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5 pages (~225 words per page)
File: TS14_TEjuvnil.rtf
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Unformatted sample text from the term paper:
will suit the needs, morals and ethics as well as budgets. In the 107th session the is the reintroduction of Juvenile Justice Legislation (NACo, 2002). One of the main
consideration of this piece of legislation is the way that funds will be used in terms of the block grant formula so that finds are kept for the prevention and
to enable the effective core requirements that are seen in the Juvenile Justice and Delinquency Prevention Act (NACo, 2002). The bill shows an emphasis on the way that there need
to be collaboration between the different planning and implementation authorities. To consider the background of this bill we can look to the House Judiciary Committee who made a report on
the twenty eighth of March 2001 regarding the Consequences for Juvenile Offenders Act of 2001 (H.R. 863). This is a bill that authorised a three year programme costing ?1.5 billion
to provide funding for the "juvenile accountability block grant" (NACo, 2002). The funds that are allocated by this bill are not directed to central agencies, but to local governments,
and is expected to aid the situation of juvenile justice (Palmer, 2001). However, like many bills the passing of the bill has not been easy. It has been on the
agenda for several years for congress (Voegtlin, 1998), and there has been an inclusion of the Juvenile Accountability Block Grant in the appropriations for the Justice Department that total
over $250 million (Voegtlin, 1998), The impact of the bill will be seen as the local level, where there will be the creation of a new process where there can
be the use of stepped, or graduated sanctions, for the offenders in the juvenile category. This means that there is a progression of measures that can be taken, with the
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