Comparing Means Worksheet

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Data

Height Weight Age Gender Smokes Alcohol Exercise Ran Pulse1 Pulse2
173 57 18 2 2 1 2 2 86 88
179 58 19 2 2 1 2 1 82 150
167 62 18 2 2 1 1 1 96 176
195 84 18 1 2 1 1 2 71 73
173 64 18 2 2 1 3 2 90 88
184 74 22 1 2 1 3 1 78 141
162 57 20 2 2 1 2 2 68 72
169 55 18 2 2 1 2 2 71 77
164 56 19 2 2 1 1 2 68 68
168 60 23 1 2 1 2 1 88 150
170 75 20 1 2 1 1 1 76 88
178 58 19 1 2 2 3 2 74 76
170 68 22 1 1 1 2 2 70 71
187 59 18 1 2 1 1 2 78 82
180 72 18 1 2 1 2 2 69 67
185 110 22 1 2 1 3 2 77 73
170 56 19 1 2 2 3 2 64 63
180 70 18 1 2 1 2 1 80 146
166 56 21 2 1 2 2 2 83 79
155 50 19 2 2 2 2 2 78 79
175 60 19 1 2 2 3 2 88 86
140 50 34 2 2 2 3 1 70 98
163 55 20 2 2 2 3 2 78 74
182 75 26 1 1 1 2 2 80 76
176 59 19 1 2 2 2 2 68 69
177 74 18 2 2 2 2 1 70 96
170 60 18 1 2 1 2 2 62 59
172 60 21 2 2 2 3 2 81 79
189 60 19 1 2 1 2 1 78 168
178 56 21 2 2 1 2 1 86 150
175 75 20 1 2 1 2 1 59 92
180 85 19 1 1 1 2 1 68 125
160 57 19 2 2 2 2 1 75 130
164 66 23 2 2 2 3 1 74 168
175 65 19 1 2 1 2 1 60 104
163 55 20 2 2 2 2 1 70 119
185 90 18 1 2 2 3 1 80 140
169 68 19 1 2 2 2 2 58 58
165 63 18 2 2 1 2 2 84 84
155 49 18 2 2 1 2 2 104 92
175 66 20 1 2 1 2 2 66 68
178 63 23 1 2 1 3 2 84 90
184 65 21 1 1 2 2 2 65 67
170 60 19 2 2 1 2 2 80 80
162 60 19 2 2 1 2 2 66 60
164 46 18 2 2 2 2 2 104 96
171 70 26 2 2 2 2 2 76 76
182 85 20 1 1 1 3 2 70 68
174 60 19 2 2 1 3 1 66 89
167 70 22 1 1 1 3 2 92 84
157 41 20 2 2 2 2 1 70 95
183 73 20 1 2 1 2 2 63 65
167 75 20 2 2 1 2 2 65 67
171 67 18 2 2 1 3 2 76 74
182 63 20 1 2 1 1 1 56 110

Information

Variable Description
Height Height (cm)
Weight Weight (kg)
Age Age (years)
Gender Sex (1 = male, 2 = female)
Smokes Regular smoker? (1 = yes, 2 = no)
Alcohol Regular drinker? (1 = yes, 2 = no)
Exercise Frequency of exercise (1 = high, 2 = moderate, 3 = low)
Ran Whether the student ran or sat between the first and second pulse measurements (1 = ran, 2 = sat)
Pulse1 First pulse measurement (rate per minute)
Pulse2 Second pulse measurement (rate per minute)

Structure A COMPREHENSIVE Goal-Setting Program To Help An Athlete Overcome Either Disorder.

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Anorexia nervosa is a psychological disease characterized by an intense fear of becoming obese, a disturbed and distorted body image, significant weight loss unrelated to other illness, refusal to maintain normal body weight, and amenorrhea. Bulimia is an episodic pattern of uncontrollable food bingeing followed by purging. It is characterized by awareness that the pattern is abnormal, fear of being unable to stop eating voluntarily, depressed mood, and self-deprecation. Anorexia nervosa and bulimia are the two most common eating disorders. It is difficult to get an accurate assessment of eating disorders due to under-reporting. Athletes, in particular, are very secretive because they run the risk of being dropped from the team if the problem is discovered. They will only share the problem when the problem is almost catastrophic and professional help is needed. As a coach, I have known that at least six of my athletes suffered from this self-destructive behavior.

Research demonstrates that goals are a powerful means for effecting behavior changes. Goals that directly influence behavior focus a performer’s attention on important elements, increase motivation and persistence, and facilitate the development of new learning strategies. Goals that indirectly influence behavior can alter important psychological factors, such as self-confidence, anxiety, and satisfaction.

Structure a COMPREHENSIVE goal-setting program to help an athlete overcome either disorder.

Describe the hypothesis test

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Due September 16, 2018

In 500-750

PSY-380 Introduction to Probability and Statistics

Project 2

 

Locate a scholarly article in a psychology journal that utilizes a hypothesis test. Use library resources, attached in course materials, if you need help finding an article.

In 500-750 words, do the following:

1. Describe the hypothesis test

2. Discuss the hypothesis’ role in the context of the whole article (i.e., what information does it actually give, what were the results of the test).

3. Consider the following questions while you are reading the article and writing your analysis.

a. What is the research question?

b. What is the null hypothesis?

c. What is the alternative hypothesis?

d. Which test statistics was used?

e. What level of significance was used?

f. What were the calculated results?

g. What statistical conclusion was reached?

h. What was the experimental conclusion?

i. What, if any, future research was suggested?

 

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

© Grand Canyon University 2015 1

words, do the following:

1. Describe the hypothesis test

2. Discuss the hypothesis’ role in the context of the whole article (i.e., what information does it actually give, what were the results of the test).

3. Consider the following questions while you are reading the article and writing your analysis.

a. What is the research question?

b. What is the null hypothesis?

c. What is the alternative hypothesis?

d. Which test statistics was used?

e. What level of significance was used?

f. What were the calculated results?

g. What statistical conclusion was reached?

h. What was the experimental conclusion?

i. What, if any, future research was suggested?

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

 

1
Unsatisfactory
0.00%

2
Less than Satisfactory
65.00%

3
Satisfactory
75.00%

4
Good
85.00%

5
Excellent
100.00%

70.0 %Content

20.0 %Described the hypothesis test.

Description of hypothesis test is present and clear; makes some connections to research.

Description of hypothesis test is clear and thorough; makes connections to current research.

25.0 %Identified and discussed the questions listed.

Identification and discussion of questions listed is present and appropriate.

Identification and discussion of questions listed is present and clear; makes some connections to research.

Identification and discussion of questions listed is clear and thorough; makes connections to current research.

25.0 %Interpreted questions listed.

Interpretation of questions listed is present and clear; makes some connections to research.

Interpretation of questions listed is clear and thorough; makes connections to current research.

20.0 %Organization and Effectiveness

7.0 %Thesis Development and Purpose

Thesis is apparent and appropriate to purpose.

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

8.0 %Argument Logic and Construction

Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Writer is clearly in command of standard, written, academic English.

10.0 %Format

5.0 %Paper Format (use of appropriate style for the major and assignment)

Appropriate template is fully used. There are virtually no errors in formatting style.

All format elements are correct.

5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

100 %Total Weightage

Characteristics And Roles I Hope To Embody As A Counselor

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The textbook and the readings for this first topic begin to describe some of the key elements for a successful therapeutic relationship.

Write a 1,200-1,500-word essay that describes the characteristics and roles you hope to embody as a counselor and the counselor dispositions that you want to bring with you. You may write in the first person for this assignment. Include the following in your paper:

  1. Your role as the therapist in the counseling process within community and private mental health systems
  2. Refer to the Counselor Dispositions. Which of these dispositions will you incorporate into the counseling relationship and how?
  3. Counseling skills you plan to practice for building rapport with clients
  4. Strategies to advocate for persons with mental health issues

Prepare this assignment according to the guidelines found in the APA Style Guide

 

Counselor Dispositional Expectations 

Dispositions are the values, commitments, and professional ethics that influence behaviors toward others, and, if sincerely held, dispositions lead to actions and patterns of professional conduct. The Grand Canyon University Counseling Program’s dispositions adhere to the University’s mission statement, as well as to the established counseling profession codes of ethics.

The Grand Canyon University Counseling Program have adopted the following dispositions for its students derived from the American Counseling Association (ACA) Code of Ethics. Although these dispositions are not all inclusive, they do represent values and qualities that are warranted by counseling students. Students who fail to adhere to or demonstrate such dispositions may be subject to disciplinary actions.

· Psychological Fitness: Counselors* are aware and assess their motives for pursuing the counseling profession. They are aware of their unfinished emotional and/or mental health issues, and resolve them before starting to provide counseling services to others. Counselors engage in self-care and seek resolutions to issues that arise during their practice. Counselors adhere to the American Counseling Association (ACA) Code of Ethics and/or the NAADAC, the Association for Addiction Professionals Code of Ethics.

· Self-Awareness: Counselors are aware of their personal moral, ethical, and value systems and provide counseling services with objectivity, justice, fidelity, veracity, and benevolence. Counselors are acutely aware of their personal limitations in providing services, and are willing to refer clients to another provider when necessary.

· Cultural Diversity: Counselors respect, engage, honor, and embrace diversity and a multicultural approach that supports the worth, dignity, potential, and uniqueness of people within their social and cultural context. Counselors promote self-advocacy and assist clients in advocating for empowerment within their cultural context.

· Acceptance: Counselors foster a healthy climate of change by providing and promoting acceptance, and a nonjudgmental environment during the therapeutic process. They understand their personal value system and do not impose their values, attitudes, beliefs, and behaviors on their clients.

· Empathy: Counselors foster understanding, compassion, and avoid any actions that can cause harm to a client. Counselors treat others with dignity and respect.

· Genuineness: Counselors deal truthfully with themselves and their clients, in order to avoid harming their clients.

· Flexibility: Counselors practice a client-centered approach, and align treatment to the client’s goals for therapy.

· Patience: Counselors understand the therapeutic process and respect client’s efforts to gain control over their lives. Counselors encourage an environment that promotes self-empowerment and allows client’s voice in the therapeutic process.

· Amiability: Counselors do not support or engage in any act of discrimination against a prospective, current, or former client. Counselors promote and practice social justice and do not exploit others in their professional relationships.

· Professional Identity: Counselors adhere to regulatory state boards and nationally recognized codes of ethics. Counselors practice only within their scope and competencies. They seek to utilize best practices and empirically supported treatments. Counselors stay current with the counseling profession through seeking continuing education, and by supporting counseling associations.

* The term counselor is used to refer to counselors in training at the graduate level. 

American Counseling Association (2014). ACA Code of Ethics. Alexandria, VA: Author.

Walz, G. R., & Bleuer, J. C. (2010). Counselor dispositions: An added dimension for admission decisions. Vistas Online publication, 1, 11-11.