Example of a Permutation Test

One question that it is always important to ask in statistics is, â€Å"Is the observed result due to chance alone, or is it statistically significant?† One class of hypothesis tests, called permutation tests, allow us to test this question. The overview and steps of such a test are: We split our subjects into a control and an experimental group.  The null hypothesis is that there is no difference between these two groups.Apply a treatment to the experimental group.Measure the response to the treatmentConsider every possible configuration of the experimental group and the observed response.Calculate a p-value based upon our observed response relative to all of the potential experimental groups. This is an outline of a permutation.  To flesh of this outline, we will spend time looking at a worked out example of such a permutation test in great detail. Example Suppose we are studying mice.  In particular, we are interested in how quickly the mice finish a maze that they have never encountered before.  We wish to provide evidence in favor of an experimental treatment.  The goal is to demonstrate that mice in the treatment group will solve the maze more quickly than untreated mice.   We begin with our subjects: six mice.  For convenience, the mice will be referred to by the letters A, B, C, D, E, F. Three of these mice are to be randomly selected for the experimental treatment, and the other three are put into a control group in which the subjects receive a placebo. We will next randomly choose the order in which the mice are selected to run the maze. The time spent finishing the maze for all of the mice will be noted, and a mean of each group will be computed. Suppose that our random selection has mice A, C, and E in the experimental group, with the other mice in the placebo control group. After the treatment has been implemented, we randomly choose the order for the mice to run through the maze.   The run times for each of the mice are: Mouse A runs the race in 10 secondsMouse B runs the race in 12 secondsMouse C runs the race in 9 secondsMouse D runs the race in 11 secondsMouse E runs the race in 11 secondsMouse F runs the race in 13 seconds. The average time to complete the maze for the mice in the experimental group is 10 seconds. The average time to complete the maze for those in the control group is 12 seconds. We could ask a couple of questions. Is the treatment really the reason for the faster average time? Or were we just lucky in our selection of control and experimental group?  The treatment may have had no effect and we randomly chose the slower mice to receive the placebo and faster mice to receive the treatment.  A permutation test will help to answer these questions. Hypotheses The hypotheses for our permutation test are: The null hypothesis is the statement of no effect.  For this specific test, we have H0: There is no difference between treatment groups.  The mean time to run the maze for all mice with no treatment is the same as the mean time for all mice with the treatment.The alternative hypothesis is what we are trying to establish evidence in favor of. In this case, we would have Ha: The mean time for all mice with the treatment will be faster than the mean time for all mice without the treatment. Permutations There are six mice, and there are three places in the experimental group. This means that the number of possible experimental groups are given by the number of combinations C(6,3) 6!/(3!3!) 20. The remaining individuals would be part of the control group. So there are 20 different ways to randomly choose individuals into our two groups. The assignment of A, C, and E to the experimental group was done randomly.  Since there are 20 such configurations, the specific one with A, C, and E in the experimental group has a probability of 1/20 5% of occurring. We need to determine all 20 configurations of the experimental group of the individuals in our study. Experimental group: A B C and Control group: D E FExperimental group: A B D and Control group: C E FExperimental group: A B E and Control group: C D FExperimental group: A B F and Control group: C D EExperimental group: A C D and Control group: B E FExperimental group: A C E and Control group: B D FExperimental group: A C F and Control group: B D EExperimental group: A D E and Control group: B C FExperimental group: A D F and Control group: B C EExperimental group: A E F and Control group: B C DExperimental group: B C D and Control group: A E FExperimental group: B C E and Control group: A D FExperimental group: B C F and Control group: A D EExperimental group: B D E and Control group: A C FExperimental group: B D F and Control group: A C EExperimental group: B E F and Control group: A C DExperimental group: C D E and Control group: A B FExperimental group: C D F and Control group: A B EExperimental group: C E F and Control group: A B DExperimental group: D E F and Control group: A B C We then look at each configuration of experimental and control groups. We calculate the mean for each of the 20 permutations in the listing above.  For example, for the first, A, B and C have times of 10, 12 and 9, respectively.  The mean of these three numbers is 10.3333.  Also in this first permutation, D, E and F have times of 11, 11 and 13, respectively.  This has an average of 11.6666. After calculating the mean of each group, we calculate the difference between these means. Each of the following corresponds to the difference between the experimental and control groups that were listed above. Placebo - Treatment   1.333333333 secondsPlacebo - Treatment   0 secondsPlacebo - Treatment   0 secondsPlacebo - Treatment -1.333333333 secondsPlacebo - Treatment 2 secondsPlacebo - Treatment 2 secondsPlacebo - Treatment 0.666666667 secondsPlacebo - Treatment 0.666666667 secondsPlacebo - Treatment -0.666666667 secondsPlacebo - Treatment -0.666666667 secondsPlacebo - Treatment 0.666666667 secondsPlacebo - Treatment   0.666666667 secondsPlacebo - Treatment -0.666666667 secondsPlacebo - Treatment -0.666666667 secondsPlacebo - Treatment -2 secondsPlacebo - Treatment -2 secondsPlacebo - Treatment 1.333333333 secondsPlacebo - Treatment 0 secondsPlacebo - Treatment 0 secondsPlacebo - Treatment -1.333333333 seconds P-Value Now we rank the differences between the means from each group that we noted above. We also tabulate the percentage of our 20 different configurations that are represented by each difference in means. For example, four of the 20 had no difference between the means of the control and treatment groups. This accounts for 20% of the 20 configurations noted above. -2 for 10%-1.33 for 10 %-0.667 for 20%0 for 20 %0.667 for 20%1.33 for 10%2 for 10%. Here we compare this listing to our observed result. Our random selection of mice for the treatment and control groups resulted in an average difference of 2 seconds. We also see that this difference corresponds to 10% of all possible samples.  The result is that for this study we have a p-value of 10%.

Module 6 - 1666 Words

Question 1 Dr. Montessori gave us a Decalogue. Comment on each one of them. What can happen if we did not did not follow them. You could refer to your personal experiences. The Montessori Decalogue are explained as below. 1. Never touch the child unless invited by him (in some way or another). Unless there is a very strong reason to (like avoiding an accident, for example), it is important that one should never touch a child unless a child requests it. Picking up a child without the child’s consent, even if in a playful manner, or grabbing her hand, pushing her, etc., should always be avoided. If children are engaged, looking at a book, working, playing, resting, the same principle applies. Children invite contact in many ways, and†¦show more content†¦Also, â€Å"timeout† and â€Å"go to your room and stay there† approaches are also expressions of abandonment. 6. Respect the child who makes a mistake and can then or later correct it herself, but stop firmly and immediately any misuse of the environment and any action which endangers the child, its own development or that of others. Avoid rushing to correct mistakes a child has committed. Children are learning to cope and function. They will persist and practice to their heart’s content whatever skill they need to acquire, until they master it. If a child starts throwing things around and disrespecting the environment, by all means, stop her. Yet, explain why you had to stop her. Reason and listen to what the child may have to say. Maria Montessori said that â€Å"a child’s first tantrums are the first ills of her soul.† There is always a reason for everything. Try to bring the reason to light. Punishing, isolating the child, etc., will only feed her pain, and burry deep those reasons—she will learn to hide rather than communicate. 7. Respect the child who takes a rest or watches others working or ponders over what she herself has done or will do. Neither call her nor force her to other forms of activity. A child that is idle is often not idle at all†¦ Children need to be given space to find what it is they are interested in and want to do. Once they do, they pursue their interestsShow MoreRelatedModule 61666 Words   |  7 Pages are far more likely to care for others and show concern for and trust others, than those who experience this sort of â€Å"cold shoulder† treatment. Also, â€Å"timeout† and â€Å"go to your room and stay there† approaches are also expressions of abandonment. 6. Respect the child who makes a mistake and can then or later correct it herself, but stop firmly and immediately any misuse of the environment and any action which endangers the child, its own development or that of others. 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Occupational Theoretical Approach for People and Environment

Question: Discuss about theOccupational Theoretical Approach for People and Environment. Answer: Cognitive retraining It is a therapeutic approach that I would focus on grooming on clients with cognitive defects so as the shortcomings would be overcome. For example, keeping him repeating some of the activities such as how to make his lunch and attend to his laundry to facilitate learning of some new skills and develop the ability to solve some problems on his own. Some of the areas to train include triggering the memory by involving him in decision making, training him on the executive skills, how to organize himself, making him more attention and be able to concentrate on the retraining practices, jogging the memory on memory retraining and being able to reason for himself (Priyamvada, Ranjan Shukla, 2017). Peo Model This is an approach that I would use to examine the person's interaction with the other clients. It is subsequent of the dynamic international method that I would use to explore the occupation and the setting of the person. I would also use the PEO model (Metzler Metz, 2010) approach that would involve bridging from the bio Medicare care to social-cultural model and provide tools to have organized evidence for practical use. I would also use the MOHO approach in such a way that I could explain how his schedule has been assembled, raised and motivated (Lee, Kielhofner, Morley, Heasman, Garnham, Willis Taylor, 2012). The conceptual criteria that I would use include the client-centered practice whereby I would practice client-centered consistently. The other plan is the family-centered whereby I would partner with the family in monitoring whether the client is adapting to what I teach him. I would, therefore, allow the family to present their case educate the professional to learn to adhere accordingly to the client. I would also use an approach of information processing to improve the perception processing of information. Strategies for assessing The procedure for evaluating the client varies from the short-term conditions to the long-term requirements. On the short-term, the NHS would provide an occupational therapy. On the long-term, I could access the OT through my local council. I would also ensure that I'm fully qualified and registered with a recognized body, eg. BAOT. Assessing the needs. This is done by carrying out a health and sociocultural assessments to figure out which areas are causing problems to the everyday. I would also identify the equipment to use such as the bed to ensure that he attends the bed every day and as well the laundry to ensure he grasps how to attend to his clothes (Krebs, Cruz, Monzani, Bowyer, Anson, Cadman Mataix-Cols, 2017). Equipment cost. In case the prior assessment has demanded a piece of equipment, it can be gotten either on free or on a charged fee. Equipment for employment. In case of need for equipment, the work scheme may be able to provide funding. It would also be necessary to source advice either on how to use the material or to add on the existing knowledge on how to handle a client. These assessments include; Fatigue. This is the act of being worn which is caused by exhaustion. Under this, what I would assess is the Modified fatigue impact, scale, 25-foot walk, assessment of the equipment, the sleeping questionnaire among others. Walking difficulties What I could examine the walking challenges includes the manual muscle test, 6 and 25-foot minute walk, the analysis of the gait, the environmental analysis and tasks. Weakness The assessments would include the analysis of the gait, the review of the environment and the tasks, the evaluation of transitional movements. Poor balance or the fall risk. The assessments would include the 6 and 25-minute foot walk, the manual muscle test and the timed up and go. Stiffness, spasms, spasticity The assessments include the range of motion, the modified Ashworth and continuous communication with the neurologists. Pain This would include the clinical bulletin and the pain in muscle multiple sclerosis. Poor vision This would include the clinical bulletin and diagnosis management of poor vision problems. Adolescence sensory profile This would be important to improve the behavior of the client on everyday sensory experiences. Evaluation of his handwriting. The handwriting of the client should be improved as from his childhood experiences in writing. The assessment would be done on his books and the papers he writes on and encourages on a proper and suitable handwriting. Practitioner assessments This is the clinical assessments of the fitness to perform tasks such as driving, which is administered by the occupational therapists and clinical driving rehabilitation specialists. Family assessments This refers to the fitness to drive screening. It also includes the relations records between the family members and the clients and his improvement on the relations overdue. Why use the assessments The fundamental importance of the evaluations is to help the pediatric occupational therapist design a useful program that will aim to improve the deficiencies of the individual (Ciucurel Iconaru, 2012). The individual then works on the occupational therapist, developing essential skills to help in the improvement of the clients life. This is so since the OT evaluations help to determine the areas a client is experiencing a deficiency in. The data would be collected using both the standardized and non-standardized assessments. The client's data is recorded by an individual as part of the patient's accessories inventory cards. The information recorded here is the simple information that can be retracted quickly from the patient. For example the client's appetite, sleeping duration, cognitive abilities among others. The short-term goals are achieved in a shorter duration of time, unlike the long-term goals that take longer to effect. These goals when they work and succeed helps the patient learn to be independent. The goal that I would ensure that Michael has performed as a short-term OT goal is the making up of his bed and performing other household chores such as washing utensils and attending clothes on a laundry. This would be attained by continuous repetition of the same thing and allow him to perform under the supervision and gradually perform on his own (Bar Ratzon, 2016). On the other hand, the long-term goal could mean that the client has reached the ultimate goal. This means that he can live independently fully with his disability. He may even perform better without the aid of the therapist. This would take even more than a year to achieve fully. My ultimate goal here as the guider would be to ensure that he can live a better standard life, work unaided and be able to perform other ta sks such as car driving (OMay, McWhirter, Kantartzis, Rees Murray, 2016). Task analysis Job details Person disabilities Step by step Short-term Long-term goals Achievements Occupational Therapy records and goals Michael Walking 6 minutes every day Take a shower by himself Learn how to pronounce words and learn new words every day Feed himself once in every week Attend to laundry Attend to his bed Learn how to use a computer mouse Send him to shop Teach him to feed himself Pick something on the floor Climb on a ladder Take care of a pet Make his bed and room tidy Go to a normal school Earn by himself Drive a vehicle Live a normal life Ability to read and write Ability to live alone Be able to ride a bicycle Have a general sense of well being Session day venue Purpose of session Planned therapy session Week one Tuesday School 25-metre 6 minute walk Learn new words Understanding clients life experience Manage and control treatment Week two Friday Home Make his bed Keep his room tidy Week three Tuesday School Teach him how to write Learn how to use a computer mouse Maintaining appropriate hand strength Stabilization of the books when writing Visualizing what he has learned. Week four Friday Home Identify and take care of his pet Feed himself Cook Learn to be responsible Learn to be independent Carry out certain tasks individually Week five Tuesday school Put him in a crowd draw learn communication skills Improve the ability to be creative. Learn how to socialize with the people especially members of the opposite sex An outcome measure is an assessment that can be reliable in helping someone count on the real changes that have been noted in patients regarding the OT treatment that has been provided. It involves pursuing tests and using that analysis to treat and determine the outcome. I would use the any of the two outcome measurements. These include the Functional Autonomy Measurement System (SMAF) and the assessment of motor and process skills (AMPS) (Ayres Panickacheril John, 2015). The SMAF is an instrument or a tool used to measure the needs of an older adult or a disabled person. It can perform 29 functions in 5 different sectors inactivity. These activities are such as the mobility function, daily living activities, communication, and cognitive dysfunctions. On the other hand, the Assessment of Motor Process Skills can be used to measure how the client is performing the daily activities. Its main advantage is that it can be used with any client. It uses software to produce an AMPS results that include the clients measures. An outcome measure is vital in the management of a patient care, and for the opportunity, they give the profession in comparison and efficient determining. P.E.O. This is a model that describes the theory and the clinical application in the interaction of a person by the people, environment and the occupation. It, therefore, consists of three components namely the person, the background and the occupation of the individual. The intervention plan would be significant in that it would help identify whether the P.E.O. has achieved it in determining the situation of Michael. Therefore, the components of the P.E.O (Maclean, Carin-Levy, Hunter, Malcolmson Locke, 2012), would be of great importance in assessing the effectiveness of the intervention plan. On the person component, the focus of the behavior of the individual would, therefore, be noted. These ate such as the motivation seen in the person, the levels of interest, the degree of autonomy, skills being developed in the person, emotional changes among others. I would, therefore, be in a position to know the progress of the individual skills on a basic personal level (Hbert, Kehayia, Prelock, Wood-Dauphinee Snider, 2014). The environment can be defined primarily as the surroundings. It can be categorized as socioeconomic, cultural, physical and the social environment. It would be therefore necessary to see to it that the client has this in his evolution and can participate and relate well to the environmental activities. Occupation is the tasks that an individual is involved in his lifespan. The intervention would be critical in such a way that it would monitor the progress of the individual in pursuing his daily tasks and his occupation at large. References Ayres, H., Panickacheril John, A. (2015). The Assessment of Motor and Process Skills as a measure of ADL ability in schizophrenia. Scandinavian Journal Of Occupational Therapy, 22(6), 470-477. doi:10.3109/11038128.2015.1061050 Bar, M. A., Ratzon, N. Z. (2016). Original article: Enhancing Occupational Therapy Students' Knowledge, Competence, Awareness, and Interest in Accessibility. Hong Kong Journal Of Occupational Therapy, 2718-25. doi:10.1016/j.hkjot.2016.04.001 Ciucurel, C., Iconaru, E. I. (2012). Occupational Therapy for Children with Down Syndrome a Case Study. Procedia - Social And Behavioral Sciences, 46(4th WORLD CONFERENCE ON EDUCATIONAL SCIENCES (WCES-2012) 02-05 February 2012 Barcelona, Spain), 3825-3829. doi:10.1016/j.sbspro.2012.06.154 Hbert, M. J., Kehayia, E., Prelock, P., Wood-Dauphinee, S., Snider, L. (2014). Does occupational therapy play a role for communication in children with autism spectrum disorders?. International Journal Of Speech-Language Pathology, 16(6), 594. doi:10.3109/17549507.2013.876665 Krebs, G., de la Cruz, L. F., Monzani, B., Bowyer, L., Anson, M., Cadman, J., ... Mataix-Cols, D. (2017). Long-Term Outcomes of Cognitive-Behavioral Therapy for Adolescent Body Dysmorphic Disorder. Behavior Therapy, 48462-473. doi:10.1016/j.beth.2017.01.001 Lee, S. W., Kielhofner, G., Morley, M., Heasman, D., Garnham, M., Willis, S., ... Taylor, R. R. (2012). Impact of using the Model of Human Occupation: A survey of occupational therapy mental health practitioners' perceptions. Scandinavian Journal Of Occupational Therapy, 19(5), 450-456. doi:10.3109/11038128.2011.645553 Maclean, F., Carin-Levy, G., Hunter, H., Malcolmson, L., Locke, E. (2012). The usefulness of the Person-Environment-Occupation Model in an acute physical health care setting. British Journal Of Occupational Therapy, (12), 555. doi:10.4276/030802212X13548955545530 Metzler, M. J., Metz, G. A. (2010). Analyzing the barriers and supports of knowledge translation using the PEO model. Canadian Journal Of Occupational Therapy, 77(3), 151. doi:10.2182/cjot.2010.77.3.4 OMay, F., Gill, J., McWhirter, E., Kantartzis, S., Rees, C., Murray, K. (2016). A teachable moment for the teachable moment? A prospective study to evaluate delivery of a workshop designed to increase knowledge and skills in relation to alcohol brief interventions (ABIs) amongst final year nursing and occupational therapy undergraduates. Nurse Education In Practice, 2045-53. doi:10.1016/j.nepr.2016.06.004 Priyamvada, R., Ranjan, R., Shukla, P. (2017). Cognitive Retraining in Subdural Haematoma. Indian Journal Of Clinical Psychology, (1), 41.

The story nature Essay Example For Students

The story nature Essay Over a century ago, in the late 1800s, some scientists were already very interested in separating human nature with the real self. Today, a descendant of a remarkably talented scientist of that time revealed a long kept family secret.  David Utterson is a middle-aged man. He had been working as a bank cashier for twenty-three years. This coincidence made him a lot of benefice.  My father passed away, four months ago. Said Mr. Utterson, He was old, and when he knew that his time was short. He left me a key and a letter. In the letter, he exhorted me to take good care of the key and to make sure I would pass it on to my children, the way it has always been. He also claims in the letter that he doesnt know what secret the key leads to, but there is one thing he is sure of: this secret is so important, the Uttersons family must risk their lives if they have to in order to keep the key in a safe place. We will write a custom essay on The story nature specifically for you for only $16.38 $13.9/page Order now As soon as David Utterson got the message, he started to do some very detailed research about this mysterious key. With the initials engraved on the sides and the unique round shape of the teeth on the key, Mr Utterson was led to one of the safest and most ancient banks of the region.  Mr Utterson opened the deposit box with an anxious heart, and with a vague wave of deception, he started to read the two letters he had found in the box. What Mr Utterson didnt know at that time, is that these simple letters would later completely upset the scientific view we have known so far. The two letters were all intended to a certain Utterson. We believe that two hundred years ago, this Utterson was an ancestor of David Utterson the secret revealer. A scientist named Hastie Lanyon wrote the first letter, dated on the 9th of January, 18. It may be hard to believe, but the letter writes about a man changing himself into a certain Dr Jekyll after drinking a potion. Below is a passage in the letter describing the man who appeared one night at Dr Lanyons house:   Twelve Oclock had scarce rung out over London, ere the knocker sounded very gently on the door. I went myself at the summons, and found a small man crouching against the pillars of the portico,   at last, I had a chance of clearly seeing him. I had never set eyes on him before, so much was certain. He was small, as I have said; I was struck besides with the shocking expression of his face, with his remarkable combination of great muscular activity and great appaent debility of constitution, and last but not least- with the odd, subjective disturbance caused by his neighbourhood I have since had reason to believe the cause to lie much deeper in the nature of man, and to turn on some nobler hinge than the principle of hatred  According to the letter, that man with a very odd countenance came to Dr Lanyons house to get some chemicals back. He claims that he really needs them for some reasons that are not mentioned in this first letter, but comes out in the second one. Dr Jekyll himself writes the second letter. At the beginning of the letter, he goes through his own life, talking about his early ambitions, it chanced that the direction of my scientific studies, which led wholly towards the mystic and the transcendental, reacted and shed a strong light on this consciousness of the perennial war among my members. With every day, and from both sides of my intelligence, the moral and the intellectual, I thus drew steadily nearer to that truth by whose partial discovery I have been doomed to such a dreadful shipwreck: that men is not truly one, but truly two .uc8ce39fcfb29980d50a8da1348947f3b , .uc8ce39fcfb29980d50a8da1348947f3b .postImageUrl , .uc8ce39fcfb29980d50a8da1348947f3b .centered-text-area { min-height: 80px; position: relative; } .uc8ce39fcfb29980d50a8da1348947f3b , .uc8ce39fcfb29980d50a8da1348947f3b:hover , .uc8ce39fcfb29980d50a8da1348947f3b:visited , .uc8ce39fcfb29980d50a8da1348947f3b:active { border:0!important; } .uc8ce39fcfb29980d50a8da1348947f3b .clearfix:after { content: ""; display: table; clear: both; } .uc8ce39fcfb29980d50a8da1348947f3b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc8ce39fcfb29980d50a8da1348947f3b:active , .uc8ce39fcfb29980d50a8da1348947f3b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc8ce39fcfb29980d50a8da1348947f3b .centered-text-area { width: 100%; position: relative ; } .uc8ce39fcfb29980d50a8da1348947f3b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc8ce39fcfb29980d50a8da1348947f3b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc8ce39fcfb29980d50a8da1348947f3b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc8ce39fcfb29980d50a8da1348947f3b:hover .ctaButton { background-color: #34495E!important; } .uc8ce39fcfb29980d50a8da1348947f3b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc8ce39fcfb29980d50a8da1348947f3b .uc8ce39fcfb29980d50a8da1348947f3b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc8ce39fcfb29980d50a8da1348947f3b:after { content: ""; display: block; clear: both; } READ: Ideals of a Victorian man EssayNotice that Dr Jekyll is interested in splitting a human into two. After long years of scientific studies, he actually does manage to separate human nature with the real self. He is changed into a small man with a very evil looking.  Evil besides (which I must still believe to be the lethal side of man) had left on that body an imprint of deformity and decay , is how Dr Jekyll himself describes Mr. Edward Hyde. Specialists later examined the letters and most of its content was proven to be true, a certain Mr. Hyde has existed at that time, he even committed a crime; he killed a landowner in a very cold way, this was published on a newspaper article at that time.  The letter says that Mr. Hyde would emerge every time Dr Jekyll drank the potion, and then Hyde slowly started to possess him. Since this part of the story has not yet been proved, many psychologists say that Dr Jekyll must have became schizophrenia; he exaggerated the story in a way that is unbelievable.