Nursing

Assignment:PSYCH625 Statistics Homework
Assignment:PSYCH625 Statistics Homework
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Some questions in Part A require that you access data from Statistics for People Who (Think They) Hate Statistics. This data is available on the student website under the Student Text Resources link.
Practice the following problems by hand just to see if you can get the numbers right. Using the following information, calculate the t test statistic.
Using the data in the file named Ch. 11 Data Set 3, test the null hypothesis that urban and rural residents both have the same attitude toward gun control. Use IBM® SPSS® software to complete the analysis for this problem.
A public health researcher tested the hypothesis that providing new car buyers with child safety seats will also act as an incentive for parents to take other measures to protect their children (such as driving more safely, child-proofing the home, and so on). Dr. L counted all the occurrences of safe behaviors in the cars and homes of the parents who accepted the seats versus those who did not. The findings: a significant difference at the .013 level. Another researcher did exactly the same study; everything was the same—same type of sample, same outcome measures, same car seats, and so on. Dr. R’s results were marginally significant (recall Ch. 9) at the .051 level. Which result do you trust more and why?
In the following examples, indicate whether you would perform a t test of independent means or dependent means.
Two groups were exposed to different treatment levels for ankle sprains. Which treatment was most effective?
A researcher in nursing wanted to know if the recovery of patients was quicker when some received additional in-home care whereas when others received the standard amount.
A group of adolescent boys was offered interpersonal skills counseling and then tested in September and May to see if there was any impact on family harmony.
One group of adult men was given instructions in reducing their high blood pressure whereas another was not given any instructions.
One group of men was provided access to an exercise program and tested two times over a 6-month period for heart health.
Do this exercise by hand. A famous brand-name manufacturer wants to know whether people prefer Nibbles or Wribbles. They sample each type of cracker and indicate their like or dislike on a scale from 1 to 10. Which do they like the most?
Nibbles rating Wribbles rating
9 4
3 7
1 6
6 8
5 7
7 7
8 8
3 6
10 7
3 8
5 9
2 8
9 7
6 3
2 6
5 7
8 6
1 5
6 5
3
Assignment:PSYCH625 Statistics Homework
6
Using the following table, provide three examples of a simple one-way ANOVA, two examples of a two-factor ANOVA, and one example of a three-factor ANOVA. Complete the table for the missing examples. Identify the grouping and the test variable.
Design Grouping variable(s) Test variable
Simple ANOVA Four levels of hours of training—2, 4, 6, and 8 hours Typing accuracy
Enter Your Example Here Enter Your Example Here
Enter Your Example Here Enter Your Example Here
Enter Your Example Here Enter Your Example Here
Two-factor ANOVA Two levels of training and gender (two-way design) Typing accuracy
Enter Your Example Here Enter Your Example Here
Enter Your Example Here Enter Your Example Here
Three-factor ANOVA Two levels of training, two of gender, and three of income Voting attitudes
Enter Your Example Here Enter Your Example Here
Using the data in Ch. 13 Data Set 2 and the IBM® SPSS® software, compute the F ratio for a comparison between the three levels representing the average amount of time that swimmers practice weekly (< 15, 15–25, and > 25 hours) with the outcome variable being their time for the 100-yard freestyle. Does practice time make a difference? Use the Options feature to obtain the means for the groups.
When would you use a factorial ANOVA rather than a simple ANOVA to test the significance of the difference between the averages of two or more groups?
Create a drawing or plan for a 2 × 3 experimental design that would lend itself to a factorial ANOVA. Identify the independent and dependent variables.
From Salkind (2011). Copyright © 2012 SAGE. All Rights Reserved. Adapted with permission.
Part C
Complete the questions below. Be specific and provide examples when relevant.
Cite any sources consistent with APA guidelines.
Question Answer
What is meant by independent samples? Provide a research example of two independent samples.
When is it appropriate to use a t test for dependent samples? What is the key piece of information you must know in order to decide?
When is it appropriate to use an ANOVA? What is the key piece of information you must know in order to decide?
Why would you want to do an ANOVA when you have more than two groups, rather than just comparing each pair of means with a t test?

Benchmark: Capstone Project Change Proposal
Benchmark: Capstone Project Change Proposal
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In this assignment, students will pull together the change proposal project components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. At the conclusion of this project, the student will be able to apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice.
Students will develop a 1,500 word paper that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal:
Background
Problem statement
Purpose of the change proposal
PICOT
Literature search strategy employed
Evaluation of the literature
Applicable change or nursing theory utilized
Proposed implementation plan with outcome measures
Identification of potential barriers to plan implementation, and a discussion of how these could be overcome
Appendix section, if tables, graphs, surveys, educational materials, etc. are created
Review the feedback on the Topic 3 assignment, PICOT Statement Paper, and Topic 6 assignment, Literature Review. Use the feedback to make appropriate revisions to the portfolio components before submitting.
Prepare this assignment according to the guidelines found in the APA Style Guide.
In this assignment, students will pull together the change proposal project components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. At the conclusion of this project, the student will be able to apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice.
Students will develop a 1,500 word paper that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal:
Background
Problem statement
Purpose of the change proposal
PICOT
Literature search strategy employed
Evaluation of the literature
Applicable change or nursing theory utilized
Proposed implementation plan with outcome measures
Identification of potential barriers to plan implementation, and a discussion of how these could be overcome
Appendix section, if tables, graphs, surveys, educational materials, etc. are created
Review the feedback on the Topic 3 assignment, PICOT Statement Paper, and Topic 6 assignment, Literature Review. Use the feedback to make appropriate revisions to the portfolio components before submitting.
Prepare this assignment according to the guidelines found in the APA Style Guide.

Cholesterol Levels
Cholesterol Levels
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The following data were collected in a clinical trial to compare a new drug to a placebo
for its effectiveness in lowering total serum cholesterol. Generate a 95% confidence
interval for the difference in mean total cholesterol levels between treatments.
1. Upper limit of CI: (2 points)
2. Lower limit of CI: (2 points)
3. Based on the confidence interval which of the following is (are) true? (4 points)
a. There is significant evidence, alpha=0.05, to show that there is a difference in Total
Serum Cholesterol between treatments New Drug and Placebo.
b. There is not significant evidence, alpha=0.05, to show that there is a difference in
Total Serum Cholesterol between treatments New Drug and Placebo.
c. The difference between Total Serum Cholesterol between treatments New Drug and
Placebo is essentially 0.
d. b and c.
Team leadership theory enhances the quality of the organization through employee participation, realizing every individual on the team has leadership potential. This model motivates people within the team to work towards a common goal while maintaining the best interests of the organization, the team, and the people it serves as a focal point when making decisions.
With this is mind and after reading the case study below, complete the following:
· Case Study: .
· Determine what your needs are for this case study in terms of human capital. List the members (job titles) of this project management team as well as the functional management team that will be involved in the overall success of the project.
· What are the roles and functions of each team member you identified that are involved on both teams: project management team and functional management team?
Need to go into a lot of detail on each part please- got a C on last assignment for not enough detail on a lot of the points.
Team leadership theory enhances the quality of the organization through employee participation, realizing every individual on the team has leadership potential. This model motivates people within the team to work towards a common goal while maintaining the best interests of the organization, the team, and the people it serves as a focal point when making decisions.
With this is mind and after reading the case study below, complete the following:
· Case Study: .
· Determine what your needs are for this case study in terms of human capital. List the members (job titles) of this project management team as well as the functional management team that will be involved in the overall success of the project.
· What are the roles and functions of each team member you identified that are involved on both teams: project management team and functional management team?
Need to go into a lot of detail on each part please- got a C on last assignment for not enough detail on a lot of the points.
data on document, last page…

Assignment: Applying The 21 Synetics
Assignment: Applying The 21 Synetics
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Applying the 21 Synetics
The need for thinking and problem-solving skills dominates our lives. Individuals must analyze problems in the workplace, at school, as a parent, and in many other daily situations. You have an opportunity to practice your problem-solving skills through this assignment.
Assignment: Select one problem from the following list or define your own problem.
Design a new textbook for a psychology class, science class, etc.
Invent a new telephone.
Design a new suitcase.
Design new clothes for soldier/teacher/cook/student/etc.
Invent a new style for a video game.
Create a short story.
Design a new computer.
Invent a new way to protect computers from viruses.
Create a new type of credit card.
Work on solving a problem of your own choosing – a problem that is related to your major field of study.
Requirements:
Remember that you don’t need to create anything physically. You may use images or just descriptions of your ideas.
What is important for this assignment is your ability to generate ideas.
Number your ideas 1 through 21.
Generate 21 ideas about solving it, using the 21 Synectics steps listed below:
Response should be at least 500 words
Note: The 21 Synectics steps were developed by SynecticsWorld, inc.
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Applying the 21 Synectics Steps The need for thinking and problem-solving skills dominates our lives. Individuals must analyze problems in the workplace, at school, as a parent, and in many other daily situations. You have an opportunity to practice your problem-solving skills through this assignment. Assignment: Select one problem from the following list or define your own problem. Design a new textbook for a psychology class, science class, etc. Invent a new telephone. Design a new suitcase. Design new clothes for soldier/teacher/cook/student/ etc. Invent a new style for a video game. Create a short story. Design a new computer. Invent a new way to protect computers from viruses. Create a new type of credit card. Work on solving a problem of your own choosing – a problem that is related to your major field of study. Remember that you don’t need to create anything physically. You may use images or just descriptions of your ideas. What is important for this assignment is your ability to generate ideas. Number your ideas 1 through 21. Generate 21 ideas about solving it, using the 21 Synectics steps listed below: Note: The 21 Synectics steps were developed by SynecticsWorld, inc. Invention Labs & Workshops | Synecticsworld. (n.d.). Synecticsworld. Retrieved May 23, 2012, from
Applying the 21 Synectics Steps
Invent a new style for a video game
There exists a major trend in the scope of video engagement when most participants are looking more integrated games that enhance the best realistic experience. For this reason, there has been a need to develop a traffic games integrated with actions that mimic the real nature of human. The 21 Synectics steps have been applied in order to better analyze and understand the games aspects.
Subtract –The game should eliminate the traditional and obvious computing
OR
OR

Assignment: Independent Samples t-Test
Assignment: Independent Samples t-Test
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Exercise 16: Understanding Independent Samples t-Test: Statistical Technique in ReviewThe independent samples t-test is a parametric statistical technique used to determine significant differences between the scores obtained from two samples or groups. Since the t-test is considered fairly easy to calculate, researchers often use it in determining differences between two groups. The t-test examines the differences between the means of the two groups in a study and adjusts that difference for the variability (computed by the standard error) among the data. When interpreting the results of t-tests, the larger the calculated t ratio, in absolute value, the greater the difference between the two groups. The significance of a t ratio can be determined by comparison with the critical values in a statistical table for the t distribution using the degrees of freedom (df) for the study (see Critical Values for Student’s t Distribution at the back of this text). The formula for df for an independent t-test is as follows:
df=(numberofsubjectsinsample1+numberofsubjectsinsample2)?2
Exampledf=(65insample1+67insample2)?2=132?2=130
The t-test should be conducted only once to examine differences between two groups in a study, because conducting multiple t-tests on study data can result in an inflated Type 1 error rate. A Type I error occurs when the researcher rejects the null hypothesis when it is in actuality true. Researchers need to consider other statistical analysis options for their study data rather than conducting multiple t-tests. However, if multiple t-tests are conducted, researchers can perform a Bonferroni procedure or more conservative post hoc tests like Tukey’s honestly significant difference (HSD), Student-Newman-Keuls, or Scheffé test to reduce the risk of a Type I error. Only the Bonferroni procedure is covered in this text; details about the other, more stringent post hoc tests can be found in and .
The Bonferroni procedure is a simple calculation in which the alpha is divided by the number of t-tests conducted on different aspects of the study data. The resulting number is used as the alpha or level of significance for each of the t-tests conducted. The Bonferroni procedure formula is as follows: alpha (?) ÷ number of t-tests performed on study data = more stringent study ? to determine the significance of study results. For example, if a study’s ? was set at 0.05 and the researcher planned on conducting five t-tests on the study data, the ? would be divided by the five t-tests (0.05 ÷ 5 = 0.01), with a resulting ? of 0.01 to be used to determine significant differences in the study.
The t-test for independent samples or groups includes the following assumptions:
1. The raw scores in the population are normally distributed.
2. The dependent variable(s) is(are) measured at the interval or ratio levels.
162
3. The two groups examined for differences have equal variance, which is best achieved by a random sample and random assignment to groups.
4. All scores or observations collected within each group are independent or not related to other study scores or observations.
The t-test is robust, meaning the results are reliable even if one of the assumptions has been violated. However, the t-test is not robust regarding between-samples or within-samples independence assumptions or with respect to extreme violation of the assumption of normality. Groups do not need to be of equal sizes but rather of equal variance. Groups are independent if the two sets of data were not taken from the same subjects and if the scores are not related (; ). This exercise focuses on interpreting and critically appraising the t-tests results presented in research reports. provides a step-by-step process for calculating the independent samples t-test.
Research Article
Source
Canbulat, N., Ayhan, F., & Inal, S. (2015). Effectiveness of external cold and vibration for procedural pain relief during peripheral intravenous cannulation in pediatric patients. Pain Management Nursing, 16(1), 33–39.
Introduction
, p. 33) conducted an experimental study to determine the “effects of external cold and vibration stimulation via Buzzy on the pain and anxiety levels of children during peripheral intravenous (IV) cannulation.” Buzzy is an 8 × 5 × 2.5 cm battery-operated device for delivering external cold and vibration, which resembles a bee in shape and coloring and has a smiling face. A total of 176 children between the ages of 7 and 12 years who had never had an IV insertion before were recruited and randomly assigned into the equally sized intervention and control groups. During IV insertion, “the control group received no treatment. The intervention group received external cold and vibration stimulation via Buzzy?.?.?.?Buzzy was administered about 5 cm above the application area just before the procedure, and the vibration continued until the end of the procedure” (, p. 36). , pp. 37–38) concluded that “the application of external cold and vibration stimulation were effective in relieving pain and anxiety in children during peripheral IV” insertion and were “quick-acting and effective nonpharmacological measures for pain reduction.” The researchers concluded that the Buzzy intervention is inexpensive and can be easily implemented in clinical practice with a pediatric population.
Relevant Study Results
The level of significance for this study was set at ? = 0.05. “There were no differences between the two groups in terms of age, sex [gender], BMI, and preprocedural anxiety according to the self, the parents’, and the observer’s reports (p > 0.05) (). When the pain and anxiety levels were compared with an independent samples t test,?.?.?.?the children in the external cold and vibration stimulation [intervention] group had significantly lower pain levels than the control group according to their self-reports (both WBFC [Wong Baker Faces Scale] and VAS [visual analog scale] scores; p < 0.001) (). The external cold and vibration stimulation group had significantly lower fear and anxiety 163levels than the control group, according to parents’ and the observer’s reports (p < 0.001) ()” (, p. 36). TABLE 1 COMPARISON OF GROUPS IN TERMS OF VARIABLES THAT MAY AFFECT PROCEDURAL PAIN AND ANXIETY LEVELS Characteristic Buzzy (n = 88) Control (n = 88) ?2 p Sex Female (%), n 11 (12.5) 13 (14.8) .82 Male (%), n 77 (87.5) 75 (85.2) .41 Characteristic Buzzy (n = 88) Control (n = 88) t p Age (mean ± SD) 8.25 ± 1.51 8.61 ± 1.69 ?1.498 .136 BMI (mean ± SD) 25.41 ± 6.74 26.94 ± 8.68 ?1.309 .192 Preprocedural anxiety Self-report (mean ± SD) 2.03 ± 1.29 2.11 ± 1.58 ?0.364 .716 Parent report (mean ± SD) 2.11 ± 1.20 2.17 ± 1.42 ?0.285 .776 Observer report (mean ± SD) 2.18 ± 1.17 2.24 ± 1.37 ?0.295 .768 BMI, body mass index. Canbulat, N., Ayban, F., & Inal, S. (2015). Effectiveness of external cold and vibration for procedural pain relief during peripheral intravenous cannulation in pediatric patients. Pain Management Nursing, 16(1), p. 36. TABLE 2 COMPARISON OF GROUPS’ PROCEDURAL PAIN LEVELS DURING PERIPHERAL IV CANNULATION Buzzy (n = 88) Control (n = 88) t p Procedural self-reported pain with WBFS (mean ± SD) 2.75 ± 2.68 5.70 ± 3.31 ?6.498 0.000 Procedural self-reported pain with VAS (mean ± SD) 1.66 ± 1.95 4.09 ± 3.21 ?6.065 0.000 IV, intravenous; WBFS, Wong-Baker Faces Scale; SD, standard deviation; VAS, visual analog scale. Canbulat, N., Ayban, F., & Inal, S. (2015). Effectiveness of external cold and vibration for procedural pain relief during peripheral intravenous cannulation in pediatric patients. Pain Management Nursing, 16(1), p. 37. TABLE 3 COMPARISON OF GROUPS’ PROCEDURAL ANXIETY LEVELS DURING PERIPHERAL IV CANNULATION Procedural Child Anxiety Buzzy (n = 88) Control (n = 88) t p Parent reported (mean ± SD) 0.94 ± 1.06 2.09 ± 1.39 ?6.135 0.000 Observer reported (mean ± SD) 0.92 ± 1.03 2.14 ± 1.34 ?6.745 0.000 SD, standard deviation; IV, intravenous. Canbulat, N., Ayban, F., & Inal, S. (2015). Effectiveness of external cold and vibration for procedural pain relief during peripheral intravenous cannulation in pediatric patients. Pain Management Nursing, 16(1), p. 37. 164 Study Questions 1. What type of statistical test was conducted by to examine group differences in the dependent variables of procedural pain and anxiety levels in this study? What two groups were analyzed for differences? 2. What did set the level of significance, or alpha (?), at for this study? 3. What are the t and p (probability) values for procedural self-reported pain measured with a visual analog scale (VAS)? What do these results mean? 4. What is the null hypothesis for observer-reported procedural anxiety for the two groups? Was this null hypothesis accepted or rejected in this study? Provide a rationale for your answer. 5. What is the t-test result for BMI? Is this result statistically significant? Provide a rationale for your answer. What does this result mean for the study? 165 6. What causes an increased risk for Type I errors when t-tests are conducted in a study? How might researchers reduce the increased risk for a Type I error in a study? 7. Assuming that the t-tests presented in and are all the t-tests performed by to analyze the dependent variables’ data, calculate a Bonferroni procedure for this study. 8. Would the t-test for observer-reported procedural anxiety be significant based on the more stringent ? calculated using the Bonferroni procedure in question 7? Provide a rationale for your answer. 9. The results in indicate that the Buzzy intervention group and the control group were not significantly different for gender, age, body mass index (BMI), or preprocedural anxiety (as measured by self-report, parent report, or observer report). What do these results indicate about the equivalence of the intervention and control groups at the beginning of the study? Why are these results important? 10. conducted the ?2 test to analyze the difference in sex or gender between the Buzzy intervention group and the control group. Would an independent samples t-test be appropriate to analyze the gender data in this study (review algorithm in )? Provide a rationale for your answer. 166 Answers to Study Questions 1. An independent samples t-test was conducted to examine group differences in the dependent variables in this study. The two groups analyzed for differences were the Buzzy experimental or intervention group and the control group. 2. The level of significance or alpha (?) was set at 0.05. 3. The result was t = ?6.065, p = 0.000 for procedural self-reported pain with the VAS (see ). The t value is statistically significant as indicated by the p = 0.000, which is less than ? = 0.05 set for this study. The t result means there is a significant difference between the Buzzy intervention group and the control group in terms of the procedural self-reported pain measured with the VAS. As a point of clarification, p values are never zero in a study. There is always some chance of error. 4. The null hypothesis is: There is no difference in observer-reported procedural anxiety levels between the Buzzy intervention and the control groups for school-age children. The t = ?6.745 for observer-reported procedural anxiety levels, p = 0.000, which is less than ? = 0.05 set for this study. Since this study result was statistically significant, the null hypothesis was rejected. 5. The t = ?1.309 for BMI. The nonsignificant p = .192 for BMI is greater than ? = 0.05 set for this study. The nonsignificant result means there is no statistically significant difference between the Buzzy intervention and control groups for BMI. The two groups need to be similar for demographic variables to decrease the potential for error and increase the likelihood that the results are an accurate reflection of reality. 6. The conduct of multiple t-tests causes an increased risk for Type I errors. If only one t-test is conducted on study data, the risk of Type I error does not increase. The Bonferroni procedure and the more stringent Tukey’s honestly significant difference (HSD), Student Newman-Keuls, or Scheffé test can be calculated to reduce the risk of a Type I error (; ). 7. The Bonferroni procedure is calculated by alpha ÷ number of t-tests conducted on study variables’ data. Note that researchers do not always report all t-tests conducted, especially if they were not statistically significant. The t-tests conducted on demographic data are not of concern. Canbulat et al. reported the results of four t-tests conducted to examine differences between the intervention and control groups for the dependent variables procedural self-reported pain with WBFS, procedural self-reported pain with VAS, parent-reported anxiety levels, and observer-reported anxiety levels. The Bonferroni calculation for this study: 0.05 (alpha) ÷ number of t-tests conducted = 0.05 ÷ 4 = 0.0125. The new ? set for the study is 0.0125. 8. Based on the Bonferroni result = 0.0125 obtained in Question 7, the t = ?6.745, p = 0.000, is still significant since it is less than 0.0125. 167 9. The intervention and control groups were examined for differences related to the demographic variables gender, age, and BMI and the dependent variable preprocedural anxiety that might have affected the procedural pain and anxiety posttest levels in the children 7 to 12 years old. These nonsignificant results indicate the intervention and control groups were similar or equivalent for these variables at the beginning of the study. Thus, can conclude the significant differences found between the two groups for procedural pain and anxiety levels were probably due to the effects of the intervention rather than sampling error or initial group differences. 10. No, the independent samples t-test would not have been appropriate to analyze the differences in gender between the Buzzy intervention and control groups. The demographic variable gender is measured at the nominal level or categories of females and males. Thus, the ?2 test is the appropriate statistic for analyzing gender data (see ). In contrast, the t-test is appropriate for analyzing data for the demographic variables age and BMI measured at the ratio level. 169 EXERCISE 16 Questions to Be Graded Follow your instructor’s directions to submit your answers to the following questions for grading. Your instructor may ask you to write your answers below and submit them as a hard copy for grading. Alternatively, your instructor may ask you to use the space below for notes and submit your answers online at under “Questions to Be Graded.” Name: _______________________________________________________ Class: _____________________ Date: ___________________________________________________________________________________ 1. What do degrees of freedom (df) mean? Canbulat et al. (2015) did not provide the dfs in their study. Why is it important to know the df for a t ratio? Using the df formula, calculate the df for this study. 2. What are the means and standard deviations (SDs) for age for the Buzzy intervention and control groups? What statistical analysis is conducted to determine the difference in means for age for the two groups? Was this an appropriate analysis technique? Provide a rationale for your answer. 3. What are the t value and p value for age? What do these results mean? 4. What are the assumptions for conducting the independent samples t-test? 170 5. Are the groups in this study independent or dependent? Provide a rationale for your answer. 6. What is the null hypothesis for procedural self-reported pain measured with the Wong Baker Faces Scale (WBFS) for the two groups? Was this null hypothesis accepted or rejected in this study? Provide a rationale for your answer. 7. Should a Bonferroni procedure be conducted in this study? Provide a rationale for your answer. 8. What variable has a result of t = ?6.135, p = 0.000? What does the result mean? 9. In your opinion, is it an expected or unexpected finding that both t values on were found to be statistically significant. Provide a rationale for your answer. 10. Describe one potential clinical benefit for pediatric patients to receive the Buzzy intervention that combined cold and vibration Exercise 17 Understanding Paired or Dependent Samples t-Test Statistical Technique in Review The paired or dependent samples t-test is a parametric statistical procedure calculated to determine differences between two sets of repeated measures data from one group of people. The scores used in the analysis might be obtained from the same subjects under different conditions, such as the one group pretest–posttest design. With this type of design, a single group of subjects experiences the pretest, treatment, and posttest. Subjects are referred to as serving as their own control during the pretest, which is then compared with the posttest scores following the treatment. Paired scores also result from a one-group repeated measures design, where one group of participants is exposed to different levels of an intervention. For example, one group of participants might be exposed to two different doses of a medication and the outcomes for each participant for each dose of medication are measured, resulting in paired scores. The one group design is considered a weak quasi-experimental design because it is difficult to determine the effects of a treatment without a comparison to a separate control group (). A less common type of paired groups is when the groups are matched as part of the design to ensure similarities between the two groups and thus reduce the effect of extraneous variables (; ). For example, two groups might be matched on demographic variables such as gender, age, and severity of illness to reduce the extraneous effects of these variables on the study results. The assumptions for the paired samples t-test are as follows: 1. The distribution of scores is normal or approximately normal. 2. The dependent variable(s) is(are) measured at interval or ratio levels. 3. Repeated measures data are collected from one group of subjects, resulting in paired scores. 4. The differences between the paired scores are independent. Research Article Source Lindseth, G. N., Coolahan, S. E., Petros, T. V., & Lindseth, P. D. (2014). Neurobehavioral effects of aspartame consumption. Research in Nursing & Health, 37(3), 185–193. Introduction Despite the widespread use of the artificial sweetener aspartame in drinks and food, there are concern and controversy about the mixed research evidence on its neurobehavioral 172effects. Thus conducted a one-group repeated measures design to determine the neurobehavioral effects of consuming both low- and high-aspartame diets in a sample of 28 college students. “The participants served as their own controls.?.?.?.?A random assignment of the diets was used to avoid an error of variance for possible systematic effects of order” (, p. 187). “Healthy adults who consumed a study-prepared high-aspartame diet (25 mg/kg body weight/day) for 8 days and a low-aspartame diet (10 mg/kg body weight/day) for 8 days, with a 2-week washout between the diets, were examined for within-subject differences in cognition, depression, mood, and headache. Measures included weight of foods consumed containing aspartame, mood and depression scales, and cognitive tests for working memory and spatial orientation. When consuming high-aspartame diets, participants had more irritable mood, exhibited more depression, and performed worse on spatial orientation tests. Aspartame consumption did not influence working memory. Given that the higher intake level tested here was well below the maximum acceptable daily intake level of 40–50 mg/kg body weight/day, careful consideration is warranted when consuming food products that may affect neurobehavioral health” (, p. 185). Relevant Study Results “The mean age of the study participants was 20.8 years (SD = 2.5). The average number of years of education was 13.4 (SD = 1.0), and the mean body mass index was 24.1 (SD = 3.5).?.?.?.?Based on Vandenberg MRT scores, spatial orientation scores were significantly better for participants after their low-aspartame intake period than after their high intake period (). Two participants had clinically significant cognitive impairment after consuming high-aspartame diets.?.?.?.?Participants were significantly more depressed after they consumed the high-aspartame diet compared to when they consumed the low-aspartame diet ().?.?.?.?Only one participant reported a headache; no difference in headache incidence between high- and low-aspartame intake periods could be established” (, p. 190). TABLE 2 WITHIN-SUBJECT DIFFERENCES IN NEUROBEHAVIOR SCORES AFTER HIGH AND LOW ASPARTAME INTAKE (N = 28) Variable M SD Paired t-Test p Spatial orientation High-aspartame 14.1 4.2 2.4 .03 Low-aspartame 16.6 4.3 Working memory High-aspartame 730.0 152.7 1.5 N.S. Low-aspartame 761.1 201.6 Mood (irritability) High-aspartame 33.4 9.0 3.4 .002 Low-aspartame 30.5 7.3 Depression High-aspartame 36.8 7.0 3.8 .001 Low-aspartame 34.4 6.2 p < .05. p < .01. M = Mean; SD = Standard deviation; N.S. = Nonsignificant. Lindseth, G. N., Coolahan, S. E., Petros, T. V., & Lindseth, P. D. (2014). Neurobehavioral effects of aspartame consumption. Research in Nursing & Health, 37(3), p. 190 173 Study Questions 1. Are independent or dependent (paired) scores examined in this study? Provide a rationale for your answer. 2. What independent (intervention) and dependent (outcome) variables were included in this study? 3. What inferential statistical technique was calculated to examine differences in the participants when they received the high-aspartame diet intervention versus the low-aspartame diet? Is this technique appropriate? Provide a rationale for your answer. 4. What statistical techniques were calculated to describe spatial orientation for the participants consuming low- and high-aspartame diets? Were these techniques appropriate? Provide a rationale for your answer. 5. What was the dispersion of the scores for spatial orientation for the high- and low-aspartame diets? Is the dispersion of these scores similar or different? Provide a rationale for your answer. 6. What is the paired t-test value for spatial orientation between the participants’ consumption of high- and low-aspartame diets? Are these results significant? Provide a rationale for your answer. 174 7. State the null hypothesis for spatial orientation for this study. Was this hypothesis accepted or rejected? Provide a rationale for your answer. 8. Discuss the meaning of the results regarding spatial orientation for this study. What is the clinical importance of this result? Document your answer. 9. Was there a significant difference in the participants’ reported headaches between the high- and low-aspartame intake periods? What does the result indicate? 10. What additional research is needed to determine the neurobehavioral effects of aspartame consumption? 175 Answers to Study Questions 1. This study was conducted using one group of 28 college students who consumed both high- and low- aspartame diets and differences in their responses to these two diets (interventions) were examined. , p. 187) stated that “the participants served as their own controls” in this study, indicating the scores from the one group are paired. In , the t-tests are identified as paired t-tests, which are conducted on dependent or paired samples. 2. The interventions were high-aspartame diet (25 mg/kg body weight/day) and low-aspartame diet (10 mg/kg body weight/day). The dependent or outcome variables were spatial orientation, working memory, mood (irritability), depression, and headaches (see and narrative of results). 3. Differences were examined with the paired t-test (see ). This statistical technique is appropriate since the study included one group and the participants served as their own control (). The dependent variables were measured at least at the interval level for each subject following their consumption of high- and low-aspartame diets and were then examined for differences to determine the effects of the two aspartame diets. 4. Means and standard deviations (SDs) were used to describe spatial orientation for high- and low-aspartame diets. The data in the study were considered at least interval level, so means and SDs are the appropriate analysis techniques for describing the study dependent variables (). 5. Standard deviation (SD) is a measure of dispersion that was reported in this study. Spatial orientation following a high-aspartame diet had an SD = 4.2 and an SD = 4.3 for a low-aspartame diet. These SDs are very similar, indicating similar dispersions of spatial orientation scores following the two aspartame diets. 6. Paired t-test = 2.4 for spatial orientation, which is a statistically significant result since p = .03*. The single asterisk (*) directs the reader to the footnote at the bottom of the table, which identifies * p < .05. Since the study result of p = .03 is less than ? = .05 set for this study, then the result is statistically significant. 7. There is no significant difference in spatial orientation scores for participants following consumption of a low-aspartame diet versus a high-aspartame diet. The null hypothesis was rejected because of the significant difference found for spatial orientation (see the answer to Question 6). Significant results cause the rejection of the null hypothesis and lend support to the research hypothesis that the levels of aspartame do effect spatial orientation. 8. The researchers reported, “Based on Vandenberg MRT scores, spatial orientation scores were significantly better for participants after their low-aspartame intake period than after their high intake period ()” (, p. 190). This result is clinically important since the high-aspartame diet significantly reduced the participants’ spatial orientation. 176Healthcare providers need to be aware of this finding, since it is consistent with previous research, and encourage people to consume fewer diet drinks and foods with aspartame. The American Heart Association and the American Diabetic Association have provided a statement about the effects of aspartame that can be found on the National Guideline Clearinghouse website at . 9. There was no significant difference in reported headaches based on the level (high or low) of aspartame diet consumed. Additional research is needed to determine if this result is an accurate reflection of reality or is due to design weaknesses, sampling or data collection errors, or chance (). 10. Additional studies are needed with larger samples to determine the effects of aspartame in the diet. conducted a power analysis that indicated the sample size should have been at least 30 participants. Thus, the sample size was small at N = 28, which increased the potential for a Type II error. Diets higher in aspartame (40–50 mg/kg body weight/day) should be examined for neurobehavioral effects. Longitudinal studies to examine the effects of aspartame over more than 8 days are needed. Future research needs to examine the length of washout period needed between the different levels of aspartame diets. Researchers also need to examine the measurement methods to ensure they have strong validity and reliability. Could a stronger test of working memory be used in future research? 177 EXERCISE 17 Questions to Be Graded Name: _______________________________________________________ Class: _____________________ Date: ___________________________________________________________________________________ Follow your instructor’s directions to submit your answers to the following questions for grading. Your instructor may ask you to write your answers below and submit them as a hard copy for grading. Alternatively, your instructor may ask you to use the space below for notes and submit your answers online at under “Questions to Be Graded.” 1. What are the assumptions for conducting a paired or dependent samples t-test in a study? Which of these assumptions do you think were met by the study? 2. In the introduction, described a “2-week washout between diets.” What does this mean? Why is this important? 3. What is the paired t-test value for mood (irritability) between the participants’ consumption of high- versus low-aspartame diets? Is this result statistically significant? Provide a rationale for your answer. 4. State the null hypothesis for mood (irritability) that was tested in this study. Was this hypothesis accepted or rejected? Provide a rationale for your answer. 178 5. Which t value in represents the greatest relative or standardized difference between the high- and low-aspartame diets? Is this t value statistically significant? Provide a rationale for your answer. 6. Discuss why the larger t values are more likely to be statistically significant. 7. Discuss the meaning of the results regarding depression for this study. What is the clinical importance of this result? 8. What is the smallest, paired t-test value in ? Why do you think the smaller t values are not statistically significant? 9. Discuss the clinical importance of these study results about the consumption of aspartame. Document your answer with a relevant source. 10. Are these study findings related to the consumption of high- and low-aspartame diets ready for implementation in practice? Provide a rationale for your answer. | Exercise 17 Understanding Paired or Dependent Samples t-Test Statistical Technique in Review The paired or dependent samples t-test is a parametric statistical procedure calculated to determine differences between two sets of repeated measures data from one group of people. The scores used in the analysis might be obtained from the same subjects under different conditions, such as the one group pretest–posttest design. With this type of design, a single group of subjects experiences the pretest, treatment, and posttest. Subjects are referred to as serving as their own control during the pretest, which is then compared with the posttest scores following the treatment. Paired scores also result from a one-group repeated measures design, where one group of participants is exposed to different levels of an intervention. For example, one group of participants might be exposed to two different doses of a medication and the outcomes for each participant for each dose of medication are measured, resulting in paired scores. The one group design is considered a weak quasi-experimental design because it is difficult to determine the effects of a treatment without a comparison to a separate control group (). A less common type of paired groups is when the groups are matched as part of the design to ensure similarities between the two groups and thus reduce the effect of extraneous variables (; ). For example, two groups might be matched on demographic variables such as gender, age, and severity of illness to reduce the extraneous effects of these variables on the study results. The assumptions for the paired samples t-test are as follows: 1. The distribution of scores is normal or approximately normal. 2. The dependent variable(s) is(are) measured at interval or ratio levels. 3. Repeated measures data are collected from one group of subjects, resulting in paired scores. 4. The differences between the paired scores are independent. Research Article Source Lindseth, G. N., Coolahan, S. E., Petros, T. V., & Lindseth, P. D. (2014). Neurobehavioral effects of aspartame consumption. Research in Nursing & Health, 37(3), 185–193. Introduction Despite the widespread use of the artificial sweetener aspartame in drinks and food, there are concern and controversy about the mixed research evidence on its neurobehavioral 172effects. Thus conducted a one-group repeated measures design to determine the neurobehavioral effects of consuming both low- and high-aspartame diets in a sample of 28 college students. “The participants served as their own controls.?.?.?.?A random assignment of the diets was used to avoid an error of variance for possible systematic effects of order” (, p. 187). “Healthy adults who consumed a study-prepared high-aspartame diet (25 mg/kg body weight/day) for 8 days and a low-aspartame diet (10 mg/kg body weight/day) for 8 days, with a 2-week washout between the diets, were examined for within-subject differences in cognition, depression, mood, and headache. Measures included weight of foods consumed containing aspartame, mood and depression scales, and cognitive tests for working memory and spatial orientation. When consuming high-aspartame d

Discussion: Adult Psychiatric Disorders
Discussion: Adult Psychiatric Disorders
Week 6 discussion This week’s content discussed common psychiatric disorders in the Adult and Older Adult client. Often times a secondary diagnosis is masked due to their psychiatric disorder. Review the following case study and answer the following questions. Mr. White is a 72-year-old man, with a history of hypertension, COPD and moderate dementia, who presents with 4 days of increased confusion, nighttime restlessness, visual hallucinations, and urinary incontinence. His physical exam is unremarkable except for tachypnea, a mildly enlarged prostate, inattentiveness, and a worsening of his MMSE score from a baseline of 18 to 12 today. Mr. White’s presentation is most consistent with an acute delirium (acute change in cognition, perceptual derangement, waxing and waning consciousness, and inattention). What is the most likely diagnosis to frequently cause acute delirium in patients with dementia? What additional testing should you consider if any? What are treatment options to consider with this patient? Submission Details: Post your response to the Discussion Area by the due date assigned. Respond to at least two posts by the end of the week.
Mental disorders are characterized by problems that people experience with their mind (thoughts) and their mood (feelings). They are not well understood in terms of their causes, but the symptoms of mental illness are scientifically valid and well known. Treatment — usually involving both psychotherapy and medication — for most types of mental illness and mental health concerns is readily available and, eventually, effective for most people.
The diagnostic criteria for mental disorders (also known as “mental illness”) are composed of symptom checklists that primarily are focused on a person’s behaviors and thoughts. These lists of symptoms have been summarized from current diagnostic criteria commonly used in the United States by mental health professionals (the ). We’ve divided the disorders into three broad categories below: , , and disorders; some disorders may fall under more than one category.
These disorder lists are in the process of being updated to reflect the changes from the latest edition of the diagnosis manual, the DSM-5.

Discussion: Study Orthopedic disorders
Discussion: Study Orthopedic disorders
Discussion: Study Orthopedic disorders
Week 8 discussion This week you have learned about common Orthopedic disorders in the Adult and Geriatric patient. For the purpose of this discussion select one of the following Orthopedic and provide the following in your initial post: Common Signs and symptoms seen Screening assessment tools Recommended diagnostic tests (if any) Treatment plans both pharmacologic and non-pharmacologic based on current clinical practice guidelines Orthopedic: Osteoarthritis, Rheumatoid Arthritis, Osteoporosis Bursitis Fibromyalgia
There are many conditions that affect our body’s musculoskeletal system, that require clinical care by a physician or other healthcare professional. Listed in the directory below are some, for which we have provided a brief overview.
If you cannot find the information in which you are interested, please visit the page in this Web site for an Internet/World Wide Web address that may contain additional information on that topic.
Do you suffer from long-term tendon, muscle, or joint pain? Do you have chronic back problems? There are more than 28 million Americans who develop some type of musculoskeletal problem each year. These problems include, but are not limited to, sprains, strains, and overuse injuries, as well as knee, shoulder, and back pain.
Many people believe that the only solution for these issues is medication. They may have never asked themselves the question: Do I need to see an orthopaedic doctor?
An orthopaedic doctor specializes in issues, diseases, and injuries pertaining to the musculoskeletal system. These doctors play a critical role in the diagnosis, treatment, prevention, and rehabilitation of musculoskeletal conditions. Orthopaedic doctors work in both hospitals and specialized practices to treat infections, sports injuries, broken bones, joint problems (e.g., arthritis), congenital conditions, degenerative conditions (e.g., osteoporosis), and bone tumors. They handle everything from minor issues such as a sprained ankle to complex procedures and surgeries such as a hip replacement.
If you are experiencing any type of pain in your ankles, , , , or back, you should consider seeing an orthopaedic surgeon. Symptoms may include any of the following:
Difficulty using that particular body part to perform daily functions (e.g., walking up the stairs or carrying grocery bags)
Pain in muscles, tendons, or joints that persists for more than a few days
Joint pain that becomes more intense during periods of rest
Swelling or bruising around the joint or the location of an injury
Limited range of motion, such as an inability to straighten the back
Joint deformity
Signs of infection including heat, inflammation, fever, and/or redness
Any unusual symptoms in the pain region

Critique And Personal Reflection Paper
Critique And Personal Reflection Paper
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10-page critique and personal reflection on the textbook Why Evolution Is TrueYour paper should allow you to reflect upon each of the themes in the chapters of the book. For example, you should focus on reflections of your growing understanding of what evolution is and what it is not. It should include your personal journey of discovery related to the concept of evolution. It should also include philosophical, theological, and sociological reflections, as well as a demonstration of a scientific understanding of evolution. Additionally, you should critique and evaluate the ideas presented in the book using your scientific understanding of the process of evolution.
The term paper is a major assignment for this course and so ought to evidence the following:
Understanding of the relevant science
The ability to use relevant literature in support of your conclusions
Your individual response to the material and readings. This may involve an assessment of what you found to be particularly compelling and/or problematic; your personal thoughts and/or reactions to what is being considered; consideration of implications implicit in the materials being addressed; an assessment of the strengths and/or shortcomings of particular points; etc.
APA Format

Assignment: Suppression of individual desire
Assignment: Suppression of individual desire
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5. American parents typically tend to encourage which characteristics in their children’s play
behavior?
A. exploration
B. imagination
C. independence
D. all of these
6. The view that supports suppression of individual desire in favor of what is best for the group: Assignment: Suppression of individual desire
A. is rarer in Asian cultures
B. is known as collectivism
C. decreases bonding with parents
D. decreases obedience to authority
Page 1 (Chapter 8 Survey)
7. According to your textbook, around what age do children begin to develop the cognitive skills to
categorize people into different racial groups by using physical characteristics and social cues?
A. 3 B. 5
C. 7 D. 9
8. A person’s sense of self-worth or self-image is part of the overall dimension called:
A. self-esteem B. positive regard
C. cultural awareness D. performance initiative
9. Research has found that childhood self-esteem can:
A. have lifelong effects on attitudes and behavior
B. affect school performance
C. affect family relationships
D. all of these
10. The cognitive structure that we employ for selecting and processing information about ourselves
is the ________. Assignment: Suppression of individual desire
A. personality
B. self
C. personal cognitive structure
D. character
11. One of the central issues of early childhood is:
A. the child learning to trust the child’s caretakers
B. comprehending the concept of object permanence
C. developing a sense of a separate and distinct self
D. developmental achievement of ego integration
12. _______ is a particular type of motivation and inner strength that directs life and growth in such
a way as to become all one is capable of being. Assignment: Suppression of individual desire
A. Telepathy
B. Entelechy
C. Impulse
D. Impetus
13. The sets of cultural expectations that define the ways in which the members of each sex such
behave are known as: Assignment: Suppression of individual desire
A. gender roles
B. stereotypes
C. gender types
D. sexual categories
14. Gender identity is:
A. the characteristic traits one is born with
B. not related to socializing influences
C. an inherited characteristic
D. conception of self as male or female
Page 2 (Chapter 8 Survey)
15. Gender identity usually begins to form around what ages?
A. 1 to 2
B. 3 to 4
C. 5 to 6
D. 7 to 8
16. Brian has a favorite toy that is a baby doll. This is upsetting to Brian’s father because it conflicts
with society’s view of proper gender __________.
A. realities
B. roles
C. identities
D. characteristic
17. Which of the following statements is NOT true regarding hormones?
A. Both males and females have male and female hormones.
B. Progesterone makes males more aggressive than females.
C. The ratio of each hormone varies in males and females.
D. The predominance of female or male hormones influences the development of the fetal brain.
18. According to your textbook, which of the following statements is true?
A. Boys tend to be more verbal at an earlier age than girls do.
B. Girls have a greater tendency to be diagnosed with dyslexia.
C. Girls tend to be more analytical than boys, who are more active.
D. Girls tend to show more interest in people-oriented activities.

Assignment: Life Biologically Psychologically
Assignment: Life Biologically Psychologically
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The onset of puberty marks a significant change in a person’s life biologically, psychologically, and socially. There are some myths regarding puberty that may skew its realities. Describe some of the myths and realities of puberty.
Explain the psychological and social issues a person may face during the transition to puberty.
Define adolescence from the psychological, and social or emotional perspectives.
Explain some of the emotional changes that may occur at the onset of adolescence and as the individual mature through adolescence.
Justify your answers with appropriate reasoning and research from your text and course readings. Comment on the postings of at least two peers, and provide an analysis of each peer’s postings while also suggesting specific additions or clarifications for improving the discussion question response.
Part 2
The transition into adulthood may differ depending on cultural traditions and rites of passage from adolescence to adulthood. The transition into adulthood is also a time for relationships and romance from a normative perspective.
Describe at least two unique rites of passage to adulthood on the basis of ethnic or cultural variations.
Explain the concepts of pluralism and assimilation and describe how they affect the rites of passage of individuals.
Describe different attachment styles.
Explain attachment style do you feel would be most effective in forming lasting relationships?
Describe the different types of attraction.
Explain the type of attraction do you feel would be most effective in establishing lasting relationships?
They must be on separate pages…..