HLT 362V Week 2 Assignment Workbook Exercise 10, 18, 26 

HLT 362V Week 2 Assignment Workbook Exercise 10, 18, 26

HLT 362V Week 2 Assignment Workbook Exercise 10, 18, 26

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Exercise # 10

What demographic variables were measured at the nominal level of measurement in the Oh et al. (2014) study? Provide a rationale for your answer.

What statistics were calculated to describe body mass index (BMI) in this study? Were these appropriate? Provide a rationale for your answer.

Were the distributions of scores for BMI similar for the intervention and control groups? Provide a rationale for your answer.

Was there a significant difference in BMI between the intervention and control groups? Provide a rationale for your answer.

Based on the sample size of N = 41, what frequency and percentage of the sample smoked? What frequency and percentage of the sample were nondrinkers (alcohol)? Show your calculations and round to the nearest whole percent.

What measurement method was used to measure the bone mineral density (BMD) for the study participants? Discuss the quality of this measurement method and document your response.

What statistic was calculated to determine differences between the intervention and control groups for the lumbar and femur neck BMDs? Were the groups significantly different for BMDs?

The researchers stated that there were no significant differences in the baseline character­istics of the intervention and control groups (see Table 2). Are these groups heterogeneous or homogeneous at the beginning of the study? Why is this important in testing the effec­tiveness of the therapeutic lifestyle modification (TLM) program?

Oh et al. (2014, p. 296) stated that “the adherence rate to the TLM program was 99.6%.” Discuss the importance of intervention adherence, and document your response.

Was the sample for this study adequately described? Provide a rationale for your answer.

 

Exercise # 18

Assuming that the distribution is normal for weight relative to the ideal and 99% of the male participants scored between (–53.68, 64.64), where did 95% of the values for weight relative to the ideal lie? Round your answer to two decimal places.

Which of the following values from Table 1 tells us about variability of the scores in a distribution? a. 60.22
b. 11.94 c. 22.57 d. 53.66

Assuming that the distribution for General Health Perceptions is normal, 95% of the females’ scores around the mean were between what values? Round your answer to two decimal places.

Assuming that the distribution of scores for Pain is normal, 95% of the men’s scores around the mean were between what two values? Round your answer to two decimal places.

Were the body image scores significantly different for women versus men? Provide a rationale for your answer.

Assuming that the distribution of Mental Health scores for men is normal, where are 99% of the men’s mental health scores around the mean in this distribution? Round your answer to two decimal places.

Assuming that the distribution of scores for Physical Functioning in women is normal, where are 99%of the women’s scores around the mean in this distribution? Round your answer to two decimal places.

Assuming that the distribution of scores is normal, 99% of HIV-positive body image scores around the mean were between what two values? Round your answer to two decimal places.

Assuming that the distribution of scores for Role Functioning is normal, 99% of the men’s scores around the mean were between what values? Round your answer to two decimal places.

What are some of the limitations of this study that decrease the potential for generalizing the findings to the target population?

 

Exercise # 26

Plot the frequency distribution for “Age at Enrollment” by hand or by using SPSS.

How would you characterize the skewness of the distribution in Question 1—positively skewed, negatively skewed, or approximately normal? Provide a rationale for your answer.

Compare the original skewness statistic and Shapiro-Wilk statistic with those of the smaller dataset (n = 15) for the variable “Age at First Arrest.” How did the statistics change, and how would you explain these differences?

Plot the frequency distribution for “Years of Education” by hand or by using SPSS.

How would you characterize the kurtosis of the distribution in Question 4————, mesokurtic, or platykurtic? Provide a rationale for your answer.

What is the skewness statistic for “Age at Enrollment”? How would you characterize the magnitude of the skewness statistic for “Age at Enrollment”?

What is the kurtosis statistic for “Years of Education”? How would you characterize the magnitude of kurtosis for “Years of Education”?

Using SPSS, compute the Shapiro-Wilk statistic for “Number of Times Fired from Job.” What would you conclude from the results?

In the SPSS output table titled “Tests of Normality,” the Shapiro-Wilk statistic is reported along with the Kolmogorov-Smirnov statistic. Why is the Kolmogorov-Smirnov statistic inappropriate to report for these example data?

How would you explain the skewness statistic for a particular frequency distribution being low and the Shapiro-Wilk statistic still being significant at p < 0.05?

  • Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS:HLT 362V Week 2 Assignment Workbook Exercise 10, 18, 26

    HLT 362V Week 2 Assignment Workbook Exercise 10, 18, 26 
    HLT 362V Week 2 Assignment Workbook Exercise 10, 18, 26

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    Grading Rubric

    Performance Category 100% or highest level of performance

    100%

    16 points

    		 Very good or high level of performance

    88%

    14 points

    		 Acceptable level of performance

    81%

    13 points

    		 Inadequate demonstration of expectations

    68%

    11 points

    		 Deficient level of performance

    56%

    9 points

     

    		 Failing level

    of performance

    55% or less

    0 points
     Total Points Possible= 50           16 Points    14 Points 13 Points        11 Points           9 Points          0 Points
    Scholarliness

    Demonstrates achievement of scholarly inquiry for professional and academic topics.

    		 Presentation of information was exceptional and included all of the following elements:

    • Provides evidence of scholarly inquiry relevant to required TD topic(s).
    • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
    • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
    • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
    		 Presentation of information was good, but was superficial in places and included all of the following elements:

    • Provides evidence of scholarly inquiry relevant to required TD topic(s).
    • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
    • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
    • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
    		 Presentation of information was minimally demonstrated in all of the following elements:

    • Provides evidence of scholarly inquiry relevant to required TD topic(s).
    • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
    • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
    • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
    		  

    Presentation of information is unsatisfactory in one of the following elements:

    • Provides evidence of scholarly inquiry relevant to required TD topic(s).
    • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
    • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
    • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
    		  

    Presentation of information is unsatisfactory in two of the following elements:

    • Provides evidence of scholarly inquiry relevant to required TD topic(s).
    • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
    • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
    • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
    		 Presentation of information is unsatisfactory in three or more of the following elements

    • Provides evidence of scholarly inquiry relevant to required TD topic(s).
    • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
    • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
    • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
     16 Points  14 Points  13 Points 11 Points 9 Points  0 Points
    Application of Course Knowledge

    Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

    		 Presentation of information was exceptional and included all of the following elements:

    • Applies principles, knowledge and information from scholarly resources to the required topic.
    • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
    • Application of information is comprehensive and specific to the required topic.
    		 Presentation of information was good, but was superficial in places and included all of the following elements:

    • Applies principles, knowledge and information from scholarly resources to the required topic.
    • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
    • Application of information is comprehensive and specific to the required topic.
    		 Presentation of information was minimally demonstrated in the all of the following elements:

    • Applies principles, knowledge and information from scholarly resources to the required topic.
    • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
    • Application of information is comprehensive and specific to the required topic.
    		 Presentation of information is unsatisfactory in one of the following elements:

    • Applies principles, knowledge and information from scholarly resources to the required topic.
    • Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
    • Application of information is comprehensive and specific to the required topic.
    		 Presentation of information is unsatisfactory in two of the following elements:

    • Applies principles, knowledge and information from scholarly resources to the required topic.
    • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
    • Application of information is comprehensive and specific to the required topic.
    		 Presentation of information is unsatisfactory in three of the following elements

    • Applies principles, knowledge and information and scholarly resources to the required topic.
    • Applies facts, principles or concepts learned scholarly resources to a professional experience.
    • Application of information is comprehensive and specific to the required topic.
       10 Points 9 Points  6 Points  0 Points
    Interactive Dialogue

    Initial post should be a minimum of 300 words (references do not count toward word count)

    The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)

    Responses are substantive and relate to the topic.

    		 Demonstrated all of the following:

    • Initial post must be a minimum of 300 words.
    • The peer and instructor responses must be a minimum of 150 words each.
    • Responses are substantive
    • Responses are related to the topic of discussion.
    		 Demonstrated 3 of the following:

    • Initial post must be a minimum of 300 words.
    • The peer and instructor responses must be a minimum of 150 words each.
    • Responses are substantive
    • Responses are related to the topic of discussion.
    		 Demonstrated 2 of the following:

    • Initial post must be a minimum of 300 words.
    • The peer and instructor responses must be a minimum of 150 words each.
    • Responses are substantive
    • Responses are related to the topic of discussion.
    		 Demonstrated 1 or less of the following:

    • Initial post must be a minimum of 300 words.
    • The peer and instructor responses must be a minimum of 150 words each.
    • Responses are substantive
    • Responses are related to the topic of discussion.
      8 Points 7 Points  6 Points         5 Points          4 Points  0 Points
    Grammar, Syntax, APA

    Points deducted for improper grammar, syntax and APA style of writing.

    The source of information is the APA Manual 6th Edition

    Error is defined to be a unique APA error. Same type of error is only counted as one error.

    		 The following was present:

    • 0-3 errors in APA format

    AND

    • Responses have 0-3 grammatical, spelling or punctuation errors

    AND

    • Writing style is generally clear, focused on topic,and facilitates communication.
    		 The following was present:

    • 4-6 errors in APA format.

    AND/OR

    • Responses have 4-5 grammatical, spelling or punctuation errors

    AND/OR

    • Writing style is somewhat focused on topic.
    		 The following was present:

    • 7-9 errors in APA format.

    AND/OR

    • Responses have 6-7 grammatical, spelling or punctuation errors

    AND/OR

    • Writing style is slightly focused on topic making discussion difficult to understand.
    		  

    The following was present:

    • 10- 12 errors in APA format

    AND/OR

    • Responses have 8-9 grammatical, spelling and punctuation errors

    AND/OR

    • Writing style is not focused on topic, making discussion difficult to understand.
    		  

    The following was present:

    • 13 – 15 errors in APA format

    AND/OR

    • Responses have 8-10 grammatical, spelling or punctuation errors

    AND/OR

    • Writing style is not focused on topic, making discussion difficult to understand.

    AND/OR

    • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
    		 The following was present:

    • 16 to greater errors in APA format.

    AND/OR

    • Responses have more than 10 grammatical, spelling or punctuation errors.

    AND/OR

    • Writing style does not facilitate communication
      0 Points Deducted 5 Points Lost
    Participation

    Requirements

    		Demonstrated the following:

    • Initial, peer, and faculty postings were made on 3 separate days
    		 Failed to demonstrate the following:

    • Initial, peer, and faculty postings were made on 3 separate days
      0 Points Lost 5 Points Lost
    Due Date Requirements Demonstrated all of the following:

    • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

    A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

    		Demonstrates one or less of the following.

    • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

    A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

    Also Read: HLT 362V Week 1 Discussion Question 2 What Are The Characteristics Of A Population