# HLT 362V Week 3 Workbook Assignment Exercise 16, 17, 20, 31 and 32

## Sample Answer for HLT 362V Week 3 Workbook Assignment Exercise 16, 17, 20, 31 and 32 Included After Question

HLT 362V Week 3 Workbook Assignment Exercise 16 17 20 31 and 32

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### Exercise # 16: Understanding Independent Samples t-Test

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.

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.

What are the t value and p value for age? What do these results mean?

What are the assumptions for conducting the independent samples t-test?

Are the groups in this study independent or dependent? Provide a rationale for your answer.

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?

Should a Bonferroni procedure be conducted in this study? Provide a rationale for your answer.

What variable has a result of t = −6.135, p = 0.000? What does this result mean?

In your opinion, is it an expected or unexpected finding that both t values on Table 2 were found to be statistically significant. Provide a rationale for your answer.

Describe one potential clinical benefit for pediatric patients to receive the Buzzy intervention that combined cold and vibration during IV insertion.

### Exercise # 17

Understanding Paired or Dependent Samples t-Test

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 Lindseth et al. (2014) study?

In the introduction, Lindseth et al. (2014) described a “2-week washout between diets.” What does this mean? Why is this important?

What is the paired t-test value for mood (irritability) between the participants’ consump¬tion of high- versus low-aspartame diets? Is the result statistically significant? Provide a rationale for your answer.

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.

Which t value in Table 2 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.​

Discuss why the larger t values are more likely to be statistically significant.

Discuss the meaning of the results regarding depression for this study. What is the clinical importance of this result?

What is the smallest, paired t-test value in Table 2? Why do you think the smaller t values are not statistically significant?

Discuss the statistical and clinical importance of these study results about the consump¬tion of aspartame. Document your answer with a relevant source.

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 # 20

Which patient scored the highest on the preoperative CVLT Acquisition? What was his or her T score?

Which patient scored the lowest on postoperative CVLT Retrieval? What was this patient’s T score?

Did the patient in Question 2 have more of a memory performance decline than average on the CVLT Retrieval? Provide a rationale for your answer.

What is the mean ( ) and standard deviation (SD) for preoperative T score for CVLT Acquisition?

Is the preoperative Retrieval T score for Patient 5 above or below the mean for the norm of the group? Provide a rationale for your answer.

Assuming that the distribution of the preoperative CVLT Retrieval T scores is normal, the middle 68% of the patients had T scores between what two values?

Assuming that the distribution of scores for the postoperative CVLT Retrieval T scores is normal, the middle 68% of the patients had T scores between what two values?

The researchers state that it appears that the functional integrity of the left temporal lobe, despite evidence of structural abnormality, plays a considerable role when it comes to memory outcomes following left ATL. Can the findings from this study be generalized to a larger population? Provide a rationale for your answer.

If a patient had a raw score = 30, what would his/her postoperative CVLT Retrieval T score be?

Did patients demonstrate more postoperative memory declines among CVLT Retrieval T scores than CVLT Acquisition T scores?

### Exercise # 31: Calculating t-tests for Independent Samples

Do the example data meet the assumptions for the independent samples t-test? Provide a rationale for your answer.

If calculating by hand, draw the frequency distributions of the dependent variable, wages earned. What is the shape of the distribution? If using SPSS, what is the result of the Shapiro-Wilk test of normality for the dependent variable?

What are the means for two group’s wages earned?

What is the independent samples t-test value?

Is the t-test significant at a = 0.05? Specify how you arrived at your answer.

If using SPSS, what is the exact likelihood of obtaining a t-test value at least as extreme or as close to the one that was actually observed, assuming that the null hypothesis is true?
Which group earned the most money post-treatment?
Write your interpretation of the results, as you would in an APA-formatted journal.

What do the results indicate regarding the impact of the supported employment voca¬tional rehabilitation on wages earned?
Was the sample size adequate to detect significant differences between the two groups in this example? Provide a rationale for your answer.

### Exercise # 32: Calculating t-tests for Paired (Dependent) Samples

Do the data meet the assumptions for the paired samples t-test? Provide a rationale for your

If calculating by hand, draw the frequency distributions of the two variables. What are the shapes of the distributions? If using SPSS, what are the results of the Shapiro-Wilk tests of normality for the two variables?

What are the means for the baseline and post-treatment affective distress scores, respectively?

What is the paired samples t-test value?

Is the t-test significant at α = 0.05? Specify how you arrived at your answer.

If using SPSS, what is the exact likelihood of obtaining a t-test value at least as extreme as or as close to the one that was actually observed, assuming that the null hypothesis is true?

On average, did the affective distress scores improve or deteriorate over time? Provide a rationale for your answer.

Write your interpretation of the results as you would in an APA-formatted journal.

What do the results indicate regarding the impact of the rehabilitation on emotional dis¬tress levels?

## Title: HLT 362V Week 3 Workbook Assignment Exercise 16, 17, 20, 31 and 32

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 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 2 Discussion Question 2 How Large Would Your Population

As we begin this session, I would like to take this opportunity to clarify my expectations for this course:

Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).

### Course Room Etiquette:

• It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
• All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!

### Office Hours:

• My office hours vary so feel free to shoot me an email at Kelly.[email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
• Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
• I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forum I will respond to all posts or emails within 24 or sooner.

### Discussion questions:

• I do not mark off for late DQ’s.
•  I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
• I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
• Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.

### Assignments:

• Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
• Any activity or assignment submitted after the due date will be subject to GCU’s late policy
• Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
• No assignments can be accepted for grading after midnight on the final day of class.
• All assignments will be graded in accordance with the Assignment Grading Rubrics

### Participation

• Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
• Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
• It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
• substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do not meet the active engagement expectation.
• Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
• I do expect outside sources as well as class materials to formulate your post.
• APA format is not necessary for DQ responses, but I do expect a proper citation for references.
• Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
• will not accept responses that are from Wikipedia, Business dictionary.com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
• Stay away from the use of personal pronouns when writing. As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.

### Plagiarism

• Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
• This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
• Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
• Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).

### Plagiarism includes:

• Representing the ideas, expressions, or materials of another without due credit.
• Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
• Failing to document direct quotations without proper citation and referencing.
• Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
• If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
• We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.

### LopesWrite

• All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
• Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.

### Assignment Submissions

• Please note that Microsoft Office is the software requirement at GCU.
• I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
• If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.