PE8Assign. PE8Assign. You have now reached the point in your Final Project where you can begin to think about the methods you will employ to examine your data. A useful approach is often to visualize how your data might look in matrix form. Your choice of analysis techniques will depend on the type of data you have collected, as well as your evaluation design: whether you are using an experimental, a quasi experimental, or nonexperimental design. Evaluators also use tools such as significance tests to support or reject claims based on the sample data. Further, multivariate analysis techniques, like regression, are often utilized to take into account more than one statistical outcome variable at a time.
To prepare for this Assignment, consider techniques of data analysis you have encountered in your course work and professional experience.

Submit a 2-page paper that addresses the following:
• Explain whether you will be using significance tests or multivariate techniques such as regression in your Final Project. Explain your reasoning.
Explain the considerations you have made relative to techniques of analysis.

Project Logical Framework
Jerome L Rice
Walden University

Project Logical Framework
Roca Inc. Youth Mentorship Project
Overall Goal: Reduced juvenile delinquency and gang participation improve academic performance and reduce the dropout rate for at risk youth through the establishment of a one-to-one mentoring strategic program
Summary Indicator Means of Verification Assumption/Hypotheses
1.1. Provide general guidance and support mechanism to at-risk youth 1.1.1. Establish partnership and working arrangements between local stakeholders, relevant agencies, and community groups
1.1.2. Improved young persons’ well being
1.1.3. Increased community connections a. Baseline final evaluation report
b. Roca Inc. tracking data That by the organization providing alternative positive opportunities for better livelihoods will reduce the tendency of at-risk youth to engage in negative activities
1.2. To promote social and personal responsibility among at-risk youth 1.2.1. Improved social competence
1.2.2. Increased participation in volunteering
1.2.3. Improved emotional and psychological well being a. Project report
b. Capacity assessment
c. Final and baseline report That social instability will not lead to relapse or disrupt the project
1.3. Increase participation in elementary and secondary education of at-risk youth and improve their ability to benefit from this schooling program 1.3.1. Improved attitudes in school
1.3.2. Improved school attendance and reduction in truancy
1.3.3. Improved school completion rates and heightened chances of moving into higher education a. Enrolment register
b. Project reports
c. Post training evaluations
d. Tracer study That school programs will accommodate at-risk youth and assimilate them.
1.4. Discourage at-risk youth from use of illegal firearms and drugs, involvement in social violence, and other delinquent activities 1.4.1. Reduction or prevention of drug and substance abuse
1.4.2. Reduction in early sexual behavior, pregnancies, and sexual intercourse
1.4.3. Reduced negative behavior such as offensive, criminal and unsocial behavior a. Capacity assessment survey
b. Mid-term evaluation reports That at-risk youth will not relapse to gangs or use of firearms
1.5. Strongly discourage involvement in gangs of at-risk youth 1.5.1. Promote social attitudes to the community, friends, and family members
1.5.2. Improved self-worth
1.5.3. Make sense of their past experiences and current challenges a. Project report
b. Final evaluation reports That the environment will be deterrent and at-risk youth will not get into crime
1.6. Encourage participation in community activities by at-risk youth 1.6.2. Increased participation in community service
1.6.3. Enhanced community responses to at-risk youth
1.6.4. Improved social support structure for at-risk youth
1.6.5. Improved and sustainable economic and social conditions for at-risk youth
1.6.6. Development of inclusive attitudes towards at-risk youth
1.6.7. Reduced contacts with the justice system a. Community survey
b. Progress report
c. At-risk youth survey report That the community will be supportive in terms of funds and creating a good nurturing environment
Outcomes Assumptions and risks
1.7. Youth personal adjustment 1.7.1. Demonstrate high levels of personal adjustment with a strong sense of efficacy, mastery, purpose, potential, and worth a. Progress report
b. Mid-term survey report That participants will be cooperative and that they ma relapse
1.8. Better social competencies 1.8.1. Participants are able to show empathy, cultural competence, resistance, and conflict resolution skills a. Progress report
1.9. Improved relationship with family members 1.9.1. More cohesive emotional connections, harmony and reduction in the levels of interpersonal tensions experienced within families a. Progress report
b. Family members survey Family members will support at-risk youth to participate in the program
1.10. Positive adult/youth relationships 1.10.1. Perception that participants are actively involved with adults, other than their guardians and parents, who model for them constructive and responsible behaviors a. Progress report
b. Adult survey report Adult members of the community will show goodwill and support the program
1.11. Positive youth/school connections 1.11.1. Youth perceive their school environment as caring, supportive, and encouraging. More active in school programs that demonstrate that they are well motivated in school a. Progress report
b. School report Schools will adjust their curriculums to encourage at-risk youth to study despite their limitations
1.12. Positive youth/peer relationships 1.12.1. Demonstrate that participating youth are experiencing positive changes in the their experiences of peer support and involvement a. Progress report
b. Peer survey report Other young people in the community will accept their peers and involve them in safe social activities
1.13. Positive youth/community connections 1.13.1. Improved participants’ perception of the quality of their connections to the community in terms of support, acceptance and that there are opportunities for them that exist within the community a. Progress report
b. Community survey Communities will create a friendly environment and remove all factors that may lead to their relapse
Activities Inputs (Components) Costs Assumptions, risks, and preconditions
1.14. Youth Selection and orientation 1.14.1. Young refugees, young people in juvenile justice custodial centers, young people at risk of education breakdown, young people at risk of drug abuse and other harmful substances a. Human resources
b. Equipment and supplies Harmful use of drugs such as alcohol
History of abuse-emotional, sexual or physical
Long term physical illness of mental illness
Exposure to self-harm such as suicide
Poor communication skills
Involvement in illegal behavior
Sexual identity conflict
1.15. Parental involvement 1.15.1. Parents of youth at risk, Guardians, and family members a. Human resources
b. Equipment and supplies Death of a parent, family member or care giver
Suicidal behavior within family
Negative parental attitudes towards antisocial behavior or drug use
Physical or mental illnesses of parents
Divorce/Family separation
1.16. Matching mentor and mentee 1.16.1. Mentors with appropriate skills, characteristics, and experience a. Human resources
b. Equipment and supplies
c. Contingency reserves
d. Administrative costs Low volunteer turnout
Lack of necessary skills and experience
Poor communication
Lack of empathy between mentor and mentees
1.17. Monitoring 1.17.1. Participants, mentors, collaborating agencies, and communities a. Human resources
b. Equipment and supplies
c. Contingency reserves
d. Administrative costs Lack of funding

1.18. Mentor/Mentee relationship and activities 1.18.1. Tutoring, academic workshops, life-skill curriculums, team building training, parenting workshops, and student advocate a. Human resources
b. Equipment and supplies
c. Contingency reserves
d. Administrative costs Lack of opportunities for involvement in school or community activities
Low social attachment
Poor performance in group activities
Norms favorable to drug abuse
High levels of crime and violence



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