Instruction: Write a paragraph response to peer 1 and 2 each, using APA 7 formatting guidelines for in-line citation and references, citing a minimum of 1 source.
peer 1 decision : The first example of effective communication occurred at work. I had a patient that recently was listed for a heart and kidney transplant. Unfortunately, the patient suffered a stroke that caused him to be removed from the list. This was devasting news because the stroke left his treatment options few to none for the time being. The effective communication occurred when the doctor notified the patient that he was no longer a transplant candidate. She muted the TV, made great eye contact, soften here tone, and even ignored a phone call that came through. All these nonverbal gestures showed the patient that the doctor was present and sincere (Friderg & Creasia, 2016).
Another example of effective communication was when an older nurse was listening to her patient talk, she precisely used minimal cues such as “uh huh” and “go on” to show active listening and she even complimented it with some humor. Humor in the right amount and setting can act as a healing aid. Her effective communication led to the patient smiling.
Two examples I saw of ineffective communication were two people arguing and a couple in a movie having a disagreement. The two people arguing were a bad example of communication because nobody was taking the time to actively listen. You cannot give an appropriate response if you do not actively listen. This results in further damage to the relationship. The couple that was having a disagreement in the movie were slightly different. One spouse was pouring out their heart while the other spouse ignored them. The spouse that was ignoring had their arms crossed and their eyes were focused in the opposition direction which all indicated that she was not listening. According to Friderg and Creasia (2016), it is appropriate to make eye contact if it is within the culture norm and it is better to have a relax body stature verse a rigid one (Friderg & Creasia, 2016, p. 165-166).
The three characteristics that a critical thinker possesses that a colleague may say I practice are inquisitiveness, open-mindedness, and maturity. I harbor the characteristic of inquisitiveness because I am constantly asking either doctors or other nurses to explain treatment plans or disease processes. I also like to do research online to better equip myself in my practice. I show open-mindedness and maturity by approaching every problem and patient individually. I realize that what worked in the last situation may not work in the present situation and that there are multiple factors to consider to have successful outcomes. With that being said, finding answers can be difficult but not impossible (Friderg & Creasia, 2016).
peer 2 decision : Effective communication is important in daily interactions. Effective interpersonal communication is particularly vital to the teamwork aspect of nursing care in both acute and critical care settings. From personal experience, effective communication in the nursing setting allows for a relatively even exchange of information between parties in order to achieve the outcome of improved patient status (Friberg, 2020).
An example of effective communication that I participated in was during a medical emergency; the physician asked for medications to relax the patient after intubation to prevent biting on the endotracheal tube but refused a sedative, etomidate, that four different nurses suggested. The physician asked for pain medication, fentanyl, which was ineffective, and then asked for the initially suggested etomidate, which was effective. In this example, the physician missed the nonverbal cue when one nurse stated that she was going to retrieve the etomidate. He also missed other cues when 4 different nurses suggested etomidate instead of fentanyl. We as the nurses did not communicate our disagreements effectively with the physician and failed to include our reasoning for requesting etomidate immediately instead of fentanyl.
Another example of ineffective communication was one that I committed last night. My patient decompensated and was hypotensive. I initially asked a newer nurse to pull epinephrine for me in order to spike a new bag. What I didn’t realize was that I meant to tell her to pull norepinephrine. I realized that I knew what drug I meant for her to pull but didn’t communicate it to her exactly which drug I wanted, which could have resulted in a medication error.
An example of effective communication, also occurring last night, is when the nurse next to me was having a busy time with her patients. Her first patient was on the verge of being emergently intubated, but her other surgical patient had a neurological change requiring an emergent scan. The nurse communicated to me, the respiratory therapist, and the charge nurse what was happening. We all in turn were able to find another therapist to go to the CT scanner with me, while she was able to assist with intubating her patient. The initial nurse was able to effectively communicate that she couldn’t complete both tasks simultaneously and requested help.
A second example of effective communication that is utilized often is closed loop communication, restatement, and clarification. In that same code, we each stated what actions were performed or needed to be done at the specified time so that everyone knew what the next steps were.
In regards to critical thinking, I would identify open-mindedness, analyticity, and inquisitiveness as characteristics that I use within my nursing practice. I have learned to become more open-minded to other viewpoints when reasoning out solutions. I have realized that my scope of a problem can be very limited and have become more open to suggestions based on not only my experience but others’ as well. Inquisitiveness is a trait that come together with analyticity when attempting to help solve a problem; these have come together in my own practice when helping another nurse solve a problem or when confirming solutions before implementation
The Souls of Black Folk W.E.B. Du Bois, Shawn Leigh Alexander
Published by University of Massachusetts Press
Bois, W.E.B. Du and Shawn Leigh Alexander. The Souls of Black Folk: Essays and Sketches. University of Massachusetts Press, 2018. Project MUSE. muse.jhu.edu/book/59563.
For additional information about this book https://muse.jhu.edu/book/59563
[ Access provided at 17 Aug 2020 23:33 GMT from University of California, Berkeley ]
https://muse.jhu.edu
https://muse.jhu.edu/book/59563
I
OF OUR SPIRITUAL STRIVINGS
O water, voice of my heart, crying in the sand, All night long crying with a mournful cry,
As I lie and listen, and cannot understand The voice of my heart in my side or the voice of the sea,
O water, crying for rest, is it I, is it I? All night long the water is crying to me.
Unresting water, there shall never be rest Till the last moon droop and the last tide fail,
And the fre of the end begin to burn in the west; And the heart shall be weary and wonder and cry like the
sea, All life long crying without avail,
As the water all night long is crying to me. ARTHUR SYMONS.
BETWEEN me and the other world there is ever an unasked question: unasked by some through feelings of delicacy; by others through the dif-
fculty of rightly framing it. All, nevertheless, futter round it. They approach me in a half-hesitant sort of way, eye me curiously or compassionately, and then, instead of saying directly, How does it feel to be a problem? they
2 THE SOULS OF BLACK FOLK
say, I know an excellent colored man in my town; or, I fought at Mechanicsville; or, Do not these Southern out- rages make your blood boil? At these I smile, or am inter- ested, or reduce the boiling to a simmer, as the occasion may require. To the real question, How does it feel to be a problem? I answer seldom a word.
And yet, being a problem is a strange experience, — peculiar even for one who has never been anything else, save perhaps in babyhood and in Europe. It is in the early days of rollicking boyhood that the revelation frst bursts upon one, all in a day, as it were. I remember well when the shadow swept across me. I was a little thing, away up in the hills of New England, where the dark Housa- tonic winds between Hoosac and Taghkanic to the sea. In a wee wooden schoolhouse, something put it into the boys’ and girls’ heads to buy gorgeous visiting-cards — ten cents a package — and exchange. The exchange was merry, till one girl, a tall newcomer, refused my card, — refused it peremptorily, with a glance. Then it dawned upon me with a certain suddenness that I was different from the others; or like, mayhap, in heart and life and longing, but shut out from their world by a vast veil. I had thereafter no desire to tear down that veil, to creep through; I held all beyond it in common con- tempt, and lived above it in a region of blue sky and great wandering shadows. That sky was bluest when I could beat my mates at examination-time, or beat them at a foot-race, or even beat their stringy heads. Alas, with the years all this fne contempt began to fade; for the worlds I longed for, and all their dazzling opportunities, were theirs, not mine. But they should not keep these
3 OF OUR SPIRITUAL STRIVINGS
prizes, I said; some, all, I would wrest from them. Just how I would do it I could never decide: by reading law, by healing the sick, by telling the wonderful tales that swam in my head, — some way. With other black boys the strife was not so fercely sunny: their youth shrunk into tasteless sycophancy, or into silent hatred of the pale world about them and mocking distrust of every- thing white; or wasted itself in a bitter cry, Why did God make me an outcast and a stranger in mine own house? The shades of the prison-house closed round about us all: walls strait and stubborn to the whitest, but relentlessly narrow, tall, and unscalable to sons of night who must plod darkly on in resignation, or beat unavailing palms against the stone, or steadily, half hopelessly, watch the streak of blue above.
After the Egyptian and Indian, the Greek and Roman, the Teuton and Mongolian, the Negro is a sort of seventh son, born with a veil, and gifted with second-sight in this American world, — a world which yields him no true self- consciousness, but only lets him see himself through the revelation of the other world. It is a peculiar sensation, this double-consciousness, this sense of always looking at one’s self through the eyes of others, of measuring one’s soul by the tape of a world that looks on in amused con- tempt and pity. One ever feels his two-ness, — an Ameri- can, a Negro; two souls, two thoughts, two unreconciled strivings; two warring ideals in one dark body, whose dogged strength alone keeps it from being torn asunder.
The history of the American Negro is the history of this strife, — this longing to attain self-conscious man- hood, to merge his double self into a better and truer self.
4 THE SOULS OF BLACK FOLK
In this merging he wishes neither of the older selves to be lost. He would not Africanize America, for America has too much to teach the world and Africa. He would not bleach his Negro soul in a food of white American- ism, for he knows that Negro blood has a message for the world. He simply wishes to make it possible for a man to be both a Negro and an American, without being cursed and spit upon by his fellows, without having the doors of Opportunity closed roughly in his face.
This, then, is the end of his striving: to be a co-worker in the kingdom of culture, to escape both death and isolation, to husband and use his best powers and his latent genius. These powers of body and mind have in the past been strangely wasted, dispersed, or forgotten. The shadow of a mighty Negro past fits through the tale of Ethiopia the Shadowy and of Egypt the Sphinx. Throughout history, the powers of single black men fash here and there like falling stars, and die sometimes before the world has rightly gauged their brightness. Here in America, in the few days since Emancipation, the black man’s turning hither and thither in hesitant and doubtful striving has often made his very strength to lose effectiveness, to seem like absence of power, like weakness. And yet it is not weakness, — it is the contra- diction of double aims. The double-aimed struggle of the black artisan — on the one hand to escape white con- tempt for a nation of mere hewers of wood and drawers of water, and on the other hand to plough and nail and dig for a poverty-stricken horde — could only result in mak- ing him a poor craftsman, for he had but half a heart in either cause. By the poverty and ignorance of his people,
5 OF OUR SPIRITUAL STRIVINGS
the Negro minister or doctor was tempted toward quack- ery and demagogy; and by the criticism of the other world, toward ideals that made him ashamed of his lowly tasks. The would-be black savant was confronted by the para- dox that the knowledge his people needed was a twice-told tale to his white neighbors, while the knowledge which would teach the white world was Greek to his own fesh and blood. The innate love of harmony and beauty that set the ruder souls of his people a-dancing and a-singing raised but confusion and doubt in the soul of the black artist; for the beauty revealed to him was the soul-beauty of a race which his larger audience despised, and he could not articulate the message of another people. This waste of double aims, this seeking to satisfy two unreconciled ideals, has wrought sad havoc with the courage and faith and deeds of ten thousand thousand people, — has sent them often wooing false gods and invoking false means of salvation, and at times has even seemed about to make them ashamed of themselves.
Away back in the days of bondage they thought to see in one divine event the end of all doubt and disappoint- ment; few men ever worshipped Freedom with half such unquestioning faith as did the American Negro for two centuries. To him, so far as he thought and dreamed, slavery was indeed the sum of all villainies, the cause of all sorrow, the root of all prejudice; Emancipation was the key to a promised land of sweeter beauty than ever stretched before the eyes of wearied Israelites. In song and exhortation swelled one refrain — Liberty; in his tears and curses the God he implored had Freedom in his right hand. At last it came, — suddenly, fearfully,
6 THE SOULS OF BLACK FOLK
like a dream. With one wild carnival of blood and passion came the message in his own plaintive cadences: —
“Shout, O children! Shout, you’re free! For God has bought your liberty!”
Years have passed away since then, — ten, twenty, forty; forty years of national life, forty years of renewal and development, and yet the swarthy spectre sits in its accustomed seat at the Nation’s feast. In vain do we cry to this our vastest social problem: —
“Take any shape but that, and my frm nerves Shall never tremble!”
The Nation has not yet found peace from its sins; the freedman has not yet found in freedom his promised land. Whatever of good may have come in these years of change, the shadow of a deep disappointment rests upon the Negro people, — a disappointment all the more bitter because the unattained ideal was unbounded save by the simple ignorance of a lowly people.
The frst decade was merely a prolongation of the vain search for freedom, the boon that seemed ever barely to elude their grasp, — like a tantalizing will-o’-the-wisp, maddening and misleading the headless host. The holo- caust of war, the terrors of the Ku-Klux Klan, the lies of carpet-baggers, the disorganization of industry, and the contradictory advice of friends and foes, left the bewildered serf with no new watchword beyond the old
7 OF OUR SPIRITUAL STRIVINGS
cry for freedom. As the time few, however, he began to grasp a new idea. The ideal of liberty demanded for its attainment powerful means, and these the Fifteenth Amendment gave him. The ballot, which before he had looked upon as a visible sign of freedom, he now regarded as the chief means of gaining and perfecting the liberty with which war had partially endowed him. And why not? Had not votes made war and emancipated millions? Had not votes enfranchised the freedmen? Was anything impossible to a power that had done all this? A million black men started with renewed zeal to vote themselves into the kingdom. So the decade few away, the revolution of 1876 came, and left the half-free serf weary, wonder- ing, but still inspired. Slowly but steadily, in the following years, a new vision began gradually to replace the dream of political power, — a powerful movement, the rise of another ideal to guide the unguided, another pillar of fre by night after a clouded day. It was the ideal of “book- learning”; the curiosity, born of compulsory ignorance, to know and test the power of the cabalistic letters of the white man, the longing to know. Here at last seemed to have been discovered the mountain path to Canaan; lon- ger than the highway of Emancipation and law, steep and rugged, but straight, leading to heights high enough to overlook life.
Up the new path the advance guard toiled, slowly, heavily, doggedly; only those who have watched and guided the faltering feet, the misty minds, the dull understandings, of the dark pupils of these schools know how faithfully, how piteously, this people strove to learn. It was weary work. The cold statistician wrote down the
8 THE SOULS OF BLACK FOLK
inches of progress here and there, noted also where here and there a foot had slipped or some one had fallen. To the tired climbers, the horizon was ever dark, the mists were often cold, the Canaan was always dim and far away. If, however, the vistas disclosed as yet no goal, no resting-place, little but fattery and criticism, the journey at least gave leisure for refection and self-examination; it changed the child of Emancipation to the youth with dawning self-consciousness, self-realization, self-respect. In those sombre forests of his striving his own soul rose before him, and he saw himself, — darkly as through a veil; and yet he saw in himself some faint revelation of his power, of his mission. He began to have a dim feel- ing that, to attain his place in the world, he must be himself, and not another. For the frst time he sought to analyze the burden he bore upon his back, that dead- weight of social degradation partially masked behind a half-named Negro problem. He felt his poverty; with- out a cent, without a home, without land, tools, or sav- ings, he had entered into competition with rich, landed, skilled neighbors. To be a poor man is hard, but to be a poor race in a land of dollars is the very bottom of hard- ships. He felt the weight of his ignorance, — not sim- ply of letters, but of life, of business, of the humanities; the accumulated sloth and shirking and awkwardness of decades and centuries shackled his hands and feet. Nor was his burden all poverty and ignorance. The red stain of bastardy, which two centuries of systematic legal deflement of Negro women had stamped upon his race, meant not only the loss of ancient African chastity, but also the hereditary weight of a mass of corruption from
9 OF OUR SPIRITUAL STRIVINGS
white adulterers, threatening almost the obliteration of the Negro home.
A people thus handicapped ought not to be asked to race with the world, but rather allowed to give all its time and thought to its own social problems. But alas! while sociologists gleefully count his bastards and his prostitutes, the very soul of the toiling, sweating black man is darkened by the shadow of a vast despair. Men call the shadow prejudice, and learnedly explain it as the natural defence of culture against barbarism, learning against ignorance, purity against crime, the “higher” against the “lower” races. To which the Negro cries Amen! and swears that to so much of this strange prejudice as is founded on just homage to civilization, culture, righteousness, and progress, he humbly bows and meekly does obeisance. But before that nameless prejudice that leaps beyond all this he stands helpless, dismayed, and well-nigh speechless; before that personal disrespect and mockery, the ridicule and systematic humiliation, the distortion of fact and wanton license of fancy, the cynical ignoring of the better and the boister- ous welcoming of the worse, the all-pervading desire to inculcate disdain for everything black, from Toussaint to the devil, — before this there rises a sickening despair that would disarm and discourage any nation save that black host to whom “discouragement” is an unwritten word.
But the facing of so vast a prejudice could not but bring the inevitable self-questioning, self-disparagement, and lowering of ideals which ever accompany repres- sion and breed in an atmosphere of contempt and hate.
10 THE SOULS OF BLACK FOLK
Whisperings and portents came borne upon the four winds: Lo! we are diseased and dying, cried the dark hosts; we cannot write, our voting is vain; what need of education, since we must always cook and serve? And the Nation echoed and enforced this self-criticism, say- ing: Be content to be servants, and nothing more; what need of higher culture for half-men? Away with the black man’s ballot, by force or fraud, — and behold the suicide of a race! Nevertheless, out of the evil came something of good, — the more careful adjustment of education to real life, the clearer perception of the Negroes’ social respon- sibilities, and the sobering realization of the meaning of progress.
So dawned the time of Sturm und Drang: storm and stress to-day rocks our little boat on the mad waters of the world-sea; there is within and without the sound of con- fict, the burning of body and rending of soul; inspiration strives with doubt, and faith with vain questionings. The bright ideals of the past, — physical freedom, political power, the training of brains and the training of hands, — all these in turn have waxed and waned, until even the last grows dim and overcast. Are they all wrong, — all false? No, not that, but each alone was over-simple and incomplete, — the dreams of a credulous race-childhood, or the fond imaginings of the other world which does not know and does not want to know our power. To be really true, all these ideals must be melted and welded into one. The training of the schools we need to-day more than ever, — the training of deft hands, quick eyes and ears, and above all the broader, deeper, higher culture of gifted minds and pure hearts. The power of the ballot
11 OF OUR SPIRITUAL STRIVINGS
we need in sheer self-defence, — else what shall save us from a second slavery? Freedom, too, the long-sought, we still seek, — the freedom of life and limb, the free- dom to work and think, the freedom to love and aspire. Work, culture, liberty, — all these we need, not singly but together, not successively but together, each growing and aiding each, and all striving toward that vaster ideal that swims before the Negro people, the ideal of human brotherhood, gained through the unifying ideal of Race; the ideal of fostering and developing the traits and tal- ents of the Negro, not in opposition to or contempt for other races, but rather in large conformity to the greater ideals of the American Republic, in order that some day on American soil two world-races may give each to each those characteristics both so sadly lack. We the darker ones come even now not altogether empty-handed: there are to-day no truer exponents of the pure human spirit of the Declaration of Independence than the American Negroes; there is no true American music but the wild sweet melodies of the Negro slave; the American fairy tales and folk-lore are Indian and African; and, all in all, we black men seem the sole oasis of simple faith and reverence in a dusty desert of dollars and smartness. Will America be poorer if she replace her brutal dyspep- tic blundering with lighthearted but determined Negro humility? or her coarse and cruel wit with loving jovial good humor? or her vulgar music with the soul of the Sorrow Songs?
Merely a concrete test of the underlying principles of the great republic is the Negro Problem, and the spiri- tual striving of the freedmen’s sons is the travail of souls
12 THE SOULS OF BLACK FOLK
whose burden is almost beyond the measure of their strength, but who bear it in the name of an historic race, in the name of this the land of their fathers’ fathers, and in the name of human opportunity.
And now what I have briefy sketched in large outline let me on coming pages tell again in many ways, with loving emphasis and deeper detail, that men may listen to the striving in the souls of black folk
Heart disease remains one of the top causes of mortality in the Unites States. Consider the various types of heart disease covered in class this week. For your discussion, complete these items:
The etiology of the selected heart disease
Modifiable factors
Non-modifiable factors
Use at least one scholarly source to support your findings. Examples of scholarly sources include academic journals, textbooks, reference texts, and CINAHL nursing guides. Be sure to cite your sources in-text and on a References page using APA format.
People learn about the world around them by observation. We see things, examine relationships, and discuss our observations with friends, family, and colleagues. These observations, without passing through the steps of scientific inquiry are anecdotal.
The scientific community goes beyond observing and speculating. The long-established logical sequence employed by scientists is the scientific method.
The first step is to establish something of interest which leads to a study. This culminates in the formation of a hypothesis. The hypothesis is a testable statement based on observations and relationships which have already been established. It is not based on speculation or guessing.
The hypothesis needs to be carefully worded. The intention is that it will most likely be tested again by independent researchers who will want to document the findings. It’s only when the results can be repeated that theories are developed to provide more widespread explanations.
Many scientists prefer to test a null hypothesis (H0), which suggests that the two groups are the same. If, in fact, the two groups are different, you can reject the H0. Otherwise, you have failed to reject the null hypothesis; this is perceived as support for it.
Testing the hypothesis involves the collection of quantitative data. Quantitative means that the information is numerical. This is necessary so that the data can be analyzed by an appropriately selected statistical test.
After this analysis, the investigators present results and draw conclusions. These conclusions include projection towards future studies necessary to expound upon and reveal more of the relationship in question.
For a study to be taken seriously, its results should be published in a scientific journal. Websites, magazines, newspapers, pamphlets, and blogs are loaded with reports that would never pass the scrutiny required to be published in a journal.
Studies reported in scientific journals have been thoroughly and critically reviewed by teams of unbiased experts in the field of study. Findings are generally not approved for publication unless they have been statistically treated and results can be supported by a minimum of 95% confidence.
There are two general types of studies, observational and experimental. Observational studies are very common in the field of nutrition. For example, there are countless longitudinal studies, taking place over long periods of time, during which thousands of people are being tracked but not experimented with.
One group might consist of people who consume a certain type of food, for example salmon. People in the other group may lack salmon in their diet. Data are collected for each group, for example rates of certain diseases.
The independent variable is the inclusion or exclusion of the food type. The dependent variable would be rates of a disease such as CAD (coronary artery disease). The hypothesis addresses the potential that development of CAD is dependent upon diet (the independent variable).
When interesting findings result from observational studies, researchers are encouraged to pursue experimental studies.
In this example, subjects in the experimental group would consume a certain amount of salmon (grams per kg of body weight) for a period of many years. Subjects in the control group would consume the same amount of an equivalent food, tilapia. Rates of CAD would be tracked over many years. Nutritional studies usually take a very long time to complete!
A sensible follow-up to a food study like the one in this example would be to refine the specific nutrient that might be responsible for a potential difference between the experimental and control subjects. What does salmon have that’s lacking in tilapia? Does a component of salmon offer protection from CAD or is there a trigger for the disease in tilapia that’s lacking in salmon? Is salmon “good” or tilapia “bad”?
As you can see, testing one hypothesis usually leads to the formation of more hypotheses and the need to conduct additional studies.
It is crucial to control variables other than the one being studied. All subjects participating in a study should have equivalent levels of general health, be as physically similar to each other as possible, be either non-smokers or smoke equally, and be taking no other drugs or herbal supplements.
Generally speaking, for any good study, the subjects should be as uniform as possible (age, gender, size….) to try to eliminate the potential for other influential variables. These subjects then need to be randomly assigned to the experimental and control groups; there can be no bias in assigning certain individuals to the experimental group.
Lab Report – The Scientific Method
Before proceeding, carefully read through this lab exercise. You should also read the section on the scientific method in your lecture textbook so that you have a solid background in the subject matter.
Based on observations that you have made in the past, or relationships that you might have heard about, you will develop and test your own hypothesis. Your challenge is to hypothesize a relationship between certain populations of people and some quantifiable (numerical) anatomical or physiological feature related to the course content.
Make sure that your hypothesis is testable and that you will be able to collect relevant data. Remember to control as many other variables as possible. All of your subjects should be in good health, the same gender and as close to the same age and height as possible.
Suggested Studies
The following examples are worded as null hypotheses, meaning that the statement predicts no difference between groups. If, in fact, there seems to be a difference, the null hypothesis will be rejected. Remember that the hypothesis is just a statement that you are testing; it is not what you think or predict.
You are free to test one of these suggestions or modify one to suit your own interests.
Smoking has no effect on resting pulse.Note that a lower resting heart rate is linked to good cardiovascular fitness and that the average rate for a healthy adult is 75 beats per minute (BPM).
Example: “People smoking a minimum of three cigarettes a day for a minimum of two years have similar resting pulse rates to non-smokers.” You would need to be careful to keep other variables, such as age and general health, constant.
You can compare body composition, reflected by body mass indices (BMIs) between two different groups of people. The contrast can be between athletes playing different positions, musicians playing different instruments, male vs. female actors; be creative!
For example:
BMIs are the same between professional golfers and soccer players.
BMIs can be determined from public record of heights and weights.
People on different types of diets, for example vegetarian vs. meat eaters, have similar BMIs. Once again, it would be very important to keep other variables, such as age and level of activity, as constant as possible when selecting subjects.
These are merely a few of countless comparisons that can be done. Your instructor will work with you to refine your hypothesis and help you set up your study. Unless you plan to test one of the suggested hypotheses, YOU ARE REQUIRED TO DISCUSS THIS STUDY WITH YOUR INSTRUCTOR BEFORE BEGINNING WORK ON IT. THERE WILL BE POINT DEDUCTIONS IF YOUR STUDY IS NOT SET UP WELL AS A RESULT OF NOT SEEKING GUIDANCE!
General Instructions
You will need a total of twenty subjects. Ten will be in each group.
All twenty individuals should be as similar to each other as possible regarding variables that might mask the one being studied.
For example, if you were interested in the relationship between diet and BMI you would not want to compare elderly vegetarians with thyroid disorders, who never exercise with young, active meat eaters.
You will collect the relevant data, display results in a table, and perform a statistical test to determine if you can reject the null hypothesis.
What to Submit – all submissions should be in the form of a Word document.
The following are required sections to be included in your report. Grading preference will be given to concise and well-structured sentences that do not stray off topic:
Introduction – This will include your hypothesis and how you decided upon it.
Methods – How you selected your subjects and gathered data.
Results – A description of your findings which includes a table displaying the data.
Analysis – A brief description of your statistical review, using the student’s t test described below. You should report the mean (average) and sample variance for each group, as well as the calculated t value. You may lose points if you don’t show your work.
Discussion – Does your t value allow you to accept or reject your null hypothesis? What are your thoughts regarding this?
Conclusions – Suggest a follow up study for further investigation. What would you have done differently this time?
Instructions for performing a student’s t test
This statistical test will allow you to assign confidence to a statement that you make regarding your null hypothesis. You will only be able to reject the null hypothesis, suggesting that your two groups are different, if the t value that you calculate is greater than 1.833.
In order to determine the t value you will need to calculate the mean (average) for each of your two groups. (The “x” with the bar over it is the symbol for mean.) Designate the group with the higher mean as group 1. The group with the lower mean will be group 2.
FORMULA FOR CALCULATING THE t VALUE:
Measures of Dispersion represent how widely spread observations are relative to the mean. It’s more difficult to demonstrate difference between two groups when there is great dispersion.
One measure of dispersion is variance. Variance is measure of how much variation exists in the population. You will need to calculate sample variance for each group to determine the t value.
This is done by subtracting the mean from each data value and then squaring that value as depicted by the equation below. These values are then added up and divided by n-1, which will be 9.
s2 = sample variance
Once you know the sample variance and mean for each group you can calculate the t value. Assign the group with the higher mean as Group 1 so your t value will be positive:
The numerator is the difference between the group means. The denominator is the square of the sum of the sample variances divided by n-1, which is 9.
As you can see, the t value will be larger with a bigger difference between the group averages and with less variance within each group, making the numerator larger than the denominator.
This means that even if the group averages are very different, if there’s also a lot of variation (scientists sometimes refer to this is “slop”) the t value will be small and the groups will not be significantly different.
THESE INSTRUCTIONS ARE ONLY RELEVANT IF YOU HAVE TWO GROUPS WITH TEN SUBJECTS IN EACH.
If your calculated t value is at least 1.833 you can reject the null hypothesis and you would be at least 95% certain that the two groups are different. If the t value is less than 1.833, you cannot reject the null hypothesis; the two groups are not significantly different
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Case Study 1 Calculations: Calculate the client’s target heart rate using the Karvonen formula. Training Program: Design full a 12-week periodized training program for the client described in the Clie
Case Study 1
Calculations: Calculate the client’s target heart rate using the Karvonen formula.
Training Program: Design full a 12-week periodized training program for the client described in the Client Profile. Be very specific as you design the training program. This is an opportunity for you to demonstrate your full comprehension of the information and concepts discussed throughout the course. List the types of exercise, duration, sets, reps, rest intervals, and so on.
Include the following in your case study submission:
A description of your professional responsibilities as discussed in the stages of the drawing-in process (Unit 12)
Discussion of any fitness tests, methods of evaluation, and data collection used to assess and evaluate the client’s needs
Specific conditions that you have identified in the client profile
A fully detailed 12-week comprehensive and periodized training program including specific exercises, sets, repetitions, suggested rest times, etc. Use an integrated approach in your program recommendations.
Specific and detailed nutritional strategies and an explanation as to how the strategies will assist the client in meeting energy needs
Explanation for your chosen assessment, programming, and nutritional recommendations. (Be sure to reference course concepts when discussing rationale for your recommendations.
Keep in mind that a client should be able to take your program and put it into practice without having to contact you to clarify what you intended by your recommendations or to explain parts of your program.
Don’t forget your explanation for WHY you listed and recommended what you did. Reference the concepts and theories covered in the course. Be sure to address why the program and exercises recommended are appropriate for the specific client given the clientÕs history, current abilities, and intended goal(s). For example: if you are developing a program for a beginner client without any resistance training experience, explain how your program addresses the lack of experience, initial need for foundational development, process by which you would safely progress the client, etc. Tying your program to course concepts is a critical component of your case study.
Review the Client Profile below.
Client Profile: Steve Rogers
Age: 27
Gender: Male
Resting Heart Rate: 60 bpm
Height: 6’0″
Weight: 178 lb
Body Fat Percentage: 11%
Background and Goals: Steve is an avid runner and has been quite slim his whole life. He runs moderate- to long-distances three or four days per week. Running is his only physical activity. Steve has never been interested in resistance training because it is not his strong suit. Steve recently decided that he is tired of being skinny. He would like to put on some size and muscle before he travels back to his hometown for a good friend’s wedding in 12 weeks.
