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Analysis of Study Design and Statistical Analysis in Case Study

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Analysis of Study Design and Statistical Analysis in Case Study

1. Rationale for Agency Evaluation

The valuation of the vocational restoration program for recently freed prisoners by this agency

points to its accountability in preserving current funding and sponsorship. By identifying areas

for improvement, the assessment has a double function of helping in perfecting programs and

increasing overall efficiency. In addition, by measuring how the program affects participants’

rehabilitation and recidivism rates, the agency substantiates its advocacy for criminal justice

reform.

2. Choice of Chi-Square Statistic

The selection of the chi-square statistic is justified by the categorical nature of variables—both

employment level and program participation fall into nominal categories: “none,” ‘part-time’,

and ‘full - time’ is the researcher independence test to determine whether program participation

affects employment level, which compatible with chi-square capability of evaluating

relationships between categorical variables.

3. Research Design & Interpretation

The investigation plan includes observations (O) and interventions (X) for each group. The

intervention group got the program of vocational rehabilitation (X), while in contrast, people

remained on a waiting list (O). The research attempted to identify whether the intervention (X)

caused a difference in employment results as compared with the control group (O).

4. Interpretation of Chi-Square Output

The significant chi-square value of 11.748 signifies a close relationship between engagement in

the program and employment level. A p-value of 0.03 highlights the fact that observing this

difference is unlikely to be a chance occurrence (lower than 5% probability). Notably, an

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employment rate of 60% for full-time work in the intervention group is contrary to only 21%

prevalence among control individuals showing that there was efficiency with which this program

promoted people going into full-time jobs.

Support for Interpretation:

The cross-tabulation table and the chi-square test results indicate a significant relationship

between program participation and full employment.

Supporting the efficiency of the program is a higher proportion of full-time employment in the

group with involvement.

Question 1

a) Legacy of Residential Schools and the Sixties Scoop

The statement that the legacy of residential schools and the Sixties Scoop has "robbed"

generations of Indigenous peoples speaks to the profound and lasting impact of historical trauma

on Indigenous communities, affecting individuals like Aputik. Residential schools in the late

19th century to the 1990s erased Indigenous children's language, culture, and traditions to

assimilate them into Western culture. Indigenous children were forcibly removed from their

families and villages and placed in foreign households or institutions during the Sixties Scoop.

Aputik suffered deep and abiding traumas as a result of her house-school experiences as a child,

particularly the punishment she endured for speaking her Cree language. The endeavor to

deprive Indigenous children of their unique identity has impacted Aputik's self-perception, her

ties to her culture, and her capacity to transmit customary knowledge to her sons and

grandchildren. Because of the trauma he endured in residential school, Aputik experiences

increased anxiety and terror, particularly around "White people."

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The 1960s Scoop disrupted both familial relationships and cultural continuity. The challenges

Aputik encountered in re-establishing and sustaining familial relationships as a youngster and her

prior experiences of family separation may have influenced her current family dynamics. One

possible reflection of the effects of past trauma on Indigenous families' interpersonal connections

is the difficulty Josie, granddaughter of Aputik, has in juggling her family duties with her

boyfriend's disdain.

Aputik is afraid of being alone with non-Indigenous people, she doesn't want to speak English,

and she worries that if she has to move to a long-term care facility, her cultural needs might not

be met. These are all effects of residential schools and the Sixties Scoop. It is important to

manage her current issues with cultural sensitivity and trauma awareness because the previous

trauma she experienced continues to impact her thoughts and perspectives (Lishman, 2015).