Proposal

Research Paper Instructions:

The population chosen is INDIGENOUS Youths of Toronto. Centre- Native Canadian Center of Toronto Proposal instructions: This term you have three assignments: a proposal, a facilitators toolkit, and a simulation. All three assignments are co-related, co-planned and co- facilitated The proposal- The initial idea and research supporting the who, where, what and why of your group. The introduction: The introduction is the blueprint of your proposal. Use this short paragraph to tell the reader what they can expect in the proposal. This also helps you structure your proposal and ensure you include all the components. Details of population group. What population group are you going to focus the group program on and briefly explain why? Suggestions: Indigenous, 2SLGBTQ+, Newcomers, Refugees, Youth at Risk, Older Adults etc. Please consider the various social identities and their various intersections, such as race, age, gender, socio-economic status, ethnicity, family status, education level etc. Please be specific! Community. Which geographical location do you want to work in? ex. The region of Peel, the city of Mississauga, the Meadowvale community? The GTA, the city of Scarborough, Malvern community Ex. Our group would like to work with young Black boys, aged 4-6 living in the Applewood Community. We are interested in working with this group because…...... Rationale (mini literature review) In this section you will outline 3 key challenges and/or needs of your population and make a claim. Ex. Black boys aged 4-6 living in the applewood community experience difficulties recognizing the letters of the alphabet, have low phonetic awareness, and are not reading at their grade level. How do you know this? This is where you must research what has already been written to verify and validate your claim. Use high-quality sources of existing secondary data (e.g., Statistics Canada, social planning council data, published reports, newspaper articles etc.) to highlight the needs for this population. To complete this section, you must provide a minimum of 3 different verifiable sources for your secondary research. This is a brief example! DO NOT USE BULLET POINTS, you will lose marks! - Stats Canada confirms that boys 4-8 struggle with reading and letter recognition - A school report confirms that boys in Sk-grade 2 have low reading scores - A peer reviewed article confirms that boys in elementary school struggle with phonetic awareness and decoding - A local news segment speaks to the low reading scores of boys in school - The local news paper has an article about the issue of poor reading scores for black boys Above are 5 different reliable sources that validate your claim, you only need 3. Be sure in this section not to list them in bullet point like above, but rather have a detailed discussion about what each says, highlight common areas, and speak to any differences. This section is proof that your population has a challenge or a need and that you did not just make it up. It is a mini literature review. Ensure that you are using correct APA in text citation and referencing!! Recommendations In this section you will determine which type of group you will run and explain referencing 3 course concepts why it is best for your population. What specific type of group are you proposing (choose only one for the purposes of this assignment)? Define as per your learning in Week 2 and elaborate on the type of group: skills training, task group, self-help etc. Why is this type of group best suited to meet the needs of your proposed group? (ensure your justification is rooted in your learning in the course materials). Additionally, you will begin think about what will be the point of (objective) your group and 1 desired outcome that ensures your group members have met the objective . In the next assignment you will develop your activity, for now, list the objective and one outcome. To write the objective think, what is the point of this group? Overall, what are we trying to accomplish? Ex. The objective of this group will be to support young Black boys in the Applewood Community in learning the beginning stage of reading. To write the outcomes think, what do you want your participants to takeaway by the end of the group? Ex. By the end of this group - participants will be able to recognize all of the letters of the alphabet A-Z - Participants will be able to say and remember the sound each letter makes. - Participants will be able to say the beginning sound of the words in the grade one sight word list. Each of these outcomes are measurable- for example I could show a flashcard of each letter and by the end of the group, the participant will be able to say the letter and make the sound. Also, I will be able to show a flash card of a small word and participants will be able to recognize all of the letters and make the sound of the first letter in the word. You do not need to write an explanation; this is to help you decide if the outcome is measurable or not. It may also help you to look at our course outline, the course description is several of the objectives of this course, we also have several learning outcomes (by the end of this class, students will have successfully demonstrated the ability to…) This section may be written in bullet point as seen above. Use heading and subheadings as outlined in the assignment description on SLATE. This is a 4-5 max page assignment (not including title and reference pages). If you choose to do a power point slide, you must still respond with detail to each of the questions and still include a discussion-based mini literature review. Folx who submitted a PowerPoint often lost significant marks because they did not have enough information. You have been made aware of this risk. You are not presenting the proposal. Please bring any additional questions you may have to lab. Note: You are not allowed to conduct your own primary research (interviews, focus group etc.), engage only in secondary research. useful website: https://www(dot)socialworker(dot)com/feature-articles/practice/Running_An_Effective_Task_Group:_The_Five_C%27/

Research Paper Sample Content Preview:

Proposal: Mississaugas of the Credit First Nation in Toronto Student's Name Institution Course # and Name Professor's Name Submission Date Indigenous Canadians (Aboriginals) have rights to specific requirements delineated in the Numbered Treaties. Aboriginal peoples are distinct from Métis and Inuit and are acknowledged by the Canadian Constitution as Mississaugas or First Nations. They are recognized for their profound cultural traditions, distinctive history, spiritual convictions, and languages. Predominantly comprised of descendants of the Anishinaabe tribe. Numerous people of the Mississaugas reside in urban areas, such as Toronto, where they encounter distinct issues on cultural identity, service accessibility, and socio-economic circumstances. Many contemporary towns and suburban areas can be traced to historic assembly sites of Indigenous populations. Specifically, this proposal focuses on empowering the Mississaugas in Toronto through cultural revitalization and skills development, with an elaborate discussion on addressing the challenges of cultural displacement, health disparities, and educational inequities. Population Group Toronto is one of Canada's largest and most active urban towns on the northern coast of Lake Ontario, Ontario Province (Guo & Fast, 2019). The history dates back over eight thousand years, when prehistoric humans traversed the Atlantic shores, hunting elk and bears in the deep forests. After the Iroquois expelled the Huron from Southern Ontario in 1649-50, the Mississaugas advanced their assaults northward into territories occupied by the Iroquois and their confederates (Birch et al., 2020). The area was subsequently occupied by the Indigenous group known as the Mississaugas, who migrated into southern Ontario from their ancestral territory in the northern regions of Lake Huron around the 17th century. During the late 18th century, the Mississaugas were one of the most dominant Indigenous groups inhabiting the area north of Lake Ontario (Stelter, 2021). The Mississaugas' forebears employed military conquest to migrate into Southern Ontario. The Mississaugas inhabited the western region of Lake Ontario and acquired dominion over 3.9 million acres of land, water, and natural resources in Southern Ontario. Toronto possesses considerable historical importance as it is regarded as a revered site for communal cultural activities and a trading hub for numerous Aboriginal cultures. As per the Government of Canada (2024), First Nations are one of the three acknowledged Indigenous Peoples in Canada, with Inuit and Métis, with a total population of around 1,127,010 individuals. The proposed group program will be implemented in Toronto, primarily focusing on regions with substantial populations of the Mississaugas. The emphasis will be on community centers, cultural organizations, and local educational institutions that cater to Indigenous youth and families. Entities like the Native Canadian Centre of Toronto and Anishnawbe Health Toronto may function as prospective collaborators for the proposed initiative. Partnering with these groups will augment the program's legitimacy, accessibility, and efficacy. Literature Review Cultural Displacement Mississaugas have maintained reciprocal relationships with nature based on respect and management. Indigenous Canadians face socioeconomic hardship due to colonization and forced displacement from their territory and communities. Reichert et al. (2023) reported that European colonization of North America and the development of settler governments forced Indigenous Peoples to be displaced and their traditions suppressed as part of nation-building. Moreover, according to Miltenburg et al. (2023), the socio-ecological factors in these urban contexts have led to the failure of Indigenous Food Sovereignty (IFS) programs. Land and place are essential for Indigenous populations to be healthy and happy (Richmond et al., 2020). The Mississaugas and other Indigenous peoples are prevented from having direct access to their ancestral lands. Canadian scholars such as Scholars Settee and Shukla (2020), contend that the disconnection from ancestral regions impedes preserving Indigenous knowledge systems and their connection to the land, which are critical to one's health and well-being. Health Disparities Currently, racism and discrimination within institutions such as hospitals and healthcare facilities are among the structural issues that Indigenous populations face. According to Durand-Moreau et al. (2022), these systemic problems shed light on the differences in health outcomes that exist between Canadians of Indigenous and non-Indigenous descent. These differences include higher prevalence of mental health illnesses, substance misuse issues, hypertension, and post-surgical mortality and morbidity. In addition, compared to the general population, Indigenou...

Updated on December 29, 2024

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