Advise the US subsidiary of Greenfields plc on the hedging strategy that should be adopted for the contract with Palermo Plc based on your analysis.

Instructions for completion and submission of written assignment
 
Students should answer all the questions included in the coursework. Marks distribution is provided below;

This assessment is worth 70% of the marks for the module;

You must submit your assessment electronically on MyBeckett using the Turnitin icon;

The word count is 3,500 words. There is a tolerance of 10% as per school policy. Marks will be deducted if report wordcount is outside this limit

Words included in the bibliography are not included in the word count;

You should only use Harvard referencing;

Any websites referred to must be properly referenced;

Coursework Brief:

Background to case study

Greenfields plc is a multinational company based in the UK. The company specialises in farm equipment including tractors, ploughs, seed drills, harvesters, balers, etc. Greenfields plc has subsidiaries in various countries and territories including Jifi, Camaija, USA, Italy, etc. The company operates a centralised treasury management system from London.

Part A:

The subsidiary in Jifi produces Tech-Plough. Annually it produces 800 units and sells all of them to the subsidiary in Camaija for £10,000 each. It incurs variable costs of £5,000 for each unit and total annual fixed costs of £400,000. The subsidiary in Camaija builds additional functionality to Tech-Plough to make Tech-Plough Plus. The company incurs variable costs of £8,000 each and annual fixed costs of £450,000. It then sells all the units of Tech-Plough Plus to customers in Camaija at £30,000 each.

Corporation tax in Jifi is 40% with a withholding tax on dividends of 6%. Corporation tax in Camaija is 20% with no withholding tax. Camaija, however, imposes an import duty of 5% on Tech-Plough. Greenfields plc is liable to UK Corporation tax at the rate of 25%. A double taxation agreement exists for both countries whereby credits are given for overseas taxation against UK taxation. Any unrelieved credits from any individual income streams can be offset against other overseas income.

Both companies remit all profits in the form of dividends to the UK.

It has been suggested that the Jifi subsidiary should reduce its selling price to £8,000. It is argued that the Jifi company can charge the Camaija company whatever it chooses as all its products are sold to the Camaija company. This would be an effective way, therefore, of reducing Greenfield plc’s global tax bill.

You may ignore any foreign exchange implications.

Required:

A1) Calculate the combined tax bill of Greenfields plc and its subsidiaries in Jifi and Camaija for the current prices. (10 marks)

A2) Calculate the combined tax bill for the proposed prices. (8 marks)

A3) Evaluate the effect of the change in prices on Greenfield plc’s global tax bill and explain the logic underlying the suggestion. (7 marks)

A4) Explain whether or not Greenfields plc is likely to succeed in its tactic of reducing the tax bill using the transfer price to the Camaija subsidiary. (10 marks)

Marks for Part A: 35

Part B

On 1st March 2022, the US subsidiary of Greenfields plc signed a contract to sell two batches of seed drills to Jordanian company Palermo Plc for JD12,000,000, with JD7,000,000 payable on 1st June 2022 and JD5,000,000 on 1st September 2022. The US subsidiary’s director of finance now wonders if the company should hedge against a reversal of the recent trend of the Jordanian Dinar. The current spot rate is $1.10/JD.
  
The US subsidiary has three hedging alternatives available:

a) Hedge in the forward market. The 3-month forward exchange quote is $1.1060/JD, the 6-month quote was $1.1130/JD, the 9-month quote was $1.1134/JD, and the 12-month quote was $1.1138/JD.

b) Hedge in the money market. The company could borrow Jordanian Dinars from the Munich branch of Deutsche Bank at 8%

c) Hedge with foreign currency options. June put options are available at a strike price of $1.13/JD for a premium of 2% per contract and September put options are available for the same strike price of $1.13/JD at a premium of 1.2%. June call options are available at strike price of $1.1000/JD for a premium of 3% per contract, September call options are available at strike price of $1.1000/JD for a premium of 2.6%. 

The US subsidiary has a cost of capital of 12%.  

Required:

B1) Indicate the factors that influence changes in exchange rates between currencies. Describe a theory to estimate future spot rates. (5 marks)

B2) Calculate the expected US$ value of the contract based on:
Forward contract (5 marks)
Money market hedge (10 marks)
Foreign currency options (10 marks)

B3) Advise the US subsidiary of Greenfields plc on the hedging strategy that should be adopted for the contract with Palermo Plc based on your analysis.
(5 marks)

Marks for part B 35

Part C

There has been a political shift in the UK where Greenfields plc is headquartered. This has new implications for Greenfields plc, in terms of changes to regulations on trade tariffs including additional compliance requirements. New regulations will come into effect from 1st January 2023 at 00:01 hours.

Tractors manufactured in Greenfields plc’s subsidiary in Italy have the biggest market in the UK. New regulations and import tariffs will mean an additional import cost of £3,500 per tractor (annual estimate: £10million) imported from the subsidiary in Italy to the UK. There is also an additional requirement to obtain import certification along with having to pay a processing fee of £200 per consignment of tractors. Besides this, there is also a possibility of administrative delays in obtaining import certificates.

Required:
C1) Prepare a report on behalf of the general manager for central treasure of Greenfields plc in London with recommendations to address:
The new import tariff implications (15 marks)

Processing fees and possible administrative delays in obtaining import certificates (5 marks)

Total for part C 20

Discuss your findings within the context of existing literature and other evidence. Was there a consensus within the findings or was an overall effect/picture difficult to assess?

Assessment Specification
This dissertation requires you to complete a systematic review of literature; you will need to produce a systematic and critical review of empirical studies focussed on a chosen topic area.
Dissertation: Suggested structure for your systematic review
Below you will find some general guidance on how to format your systematic review for the dissertation.
• There will be variations in how you present your dissertation work, this will depend
on the type of review – e.g. quantitative, qualitative or mixed-methods review.
• You should also refer to relevant guidance on the conduct or reporting of your type
of review to determine whether adaptations are necessary
• It would be wise to read some published systematic reviews in areas aligned to
your review to determine if there are any templates that may help you with presenting your work.
These guidelines have been developed using the preferred reporting items for systematic
reviews and meta-analysis (PRISMA statement) (Moher et al., 2009).

Title:
You should clearly state the type of review that you are doing (i.e. systematic review) and the focus of the review. The focus of the review should be specified according to the framework used to structure your research question e.g. PICO or PEO etc.

• PICOS is an acronym for a standard minimum set of descriptors employed in Cochrane reviews covering: Population; Intervention; Comparison; Outcome; Study design.

Abstract (awarded as part of overall presentation):
It is recommended to write this after you have completed the rest of your dissertation. The abstract should be structured, and should provide the following information:

• Background: provide a brief background with reference to review objectives
• Methods: refer to data sources, study eligibility, study appraisal and synthesis
  methods
• Results: include a brief summary of the synthesised results
• Conclusions and implications: Include a brief conclusion with implications for
  practice and research.
  Typically abstracts are between 300 and 500 words in length i.e. usually not more than one
  A4 page .

Each chapter below should contain a brief (2-3 sentences) introduction (at the beginning) and summary (at the end) and be structured using subheadings to signpost
the reader.

Introduction (15%):
You should provide some broad context to the topic area, who does it impact? (Including some statistics would be helpful here) and why this is an important topic (some reference to contemporary policy is important).
You should also include some reference to what we currently know about the topic area (i.e. what is the current evidence base?). You may refer to a systematic review in a closely aligned area and state how your review will differ.
Overall: You should describe the rationale for the review in the context of what is already known.
It is important that you explicitly state the research question that your review will address with reference to a framework (e.g. PEO – population, exposure, outcome or PICO – participants, interventions, comparisons, outcomes.).
It is also important that you clearly articulate the aims and objectives of the literature review. Remember objectives are smaller bite size versions of the aim.

Methods (20%):
The purpose of this section (covering search strategy, eligibility criteria, study selection, data collection, critical appraisal and synthesis on the marking rubric) is to provide
sufficient detail to the reader to enable another researcher to replicate the review process. This section will be tailored to the type of review (i.e. qualitative, quantitative and mixed methods) you are conducting.

It is important that you also demonstrate understanding of the systematic review process by including some justification for your decisions. It is useful to refer to a recognised systematic review methodology during this chapter e.g. Cochrane or JBI or CEBM to help guide the process.
You will need to describe the search strategy, including the methods used to identify relevant primary studies, extract relevant information, assess the quality of the identified studies, and synthesize the findings. This list is not intended to be exhaustive and should be adapted according to the type of review you are reporting.

Your methods section will include sub-sections such as:
▪ Eligibility criteria – Specify study characteristics (such as PICO or PEO, length of
follow-up) and report characteristics (such as years considered, language, publication
status) used as criteria for eligibility. You will need to give a rationale for each with
some references.
▪ Information sources – Describe all information sources employed in the search (such as databases used with dates of coverage) and the date last searched with justification for decisions about the data sources and time coverage.
▪ Search strategy – Present your full electronic search strategy for at least one database, including any limits used, such that it could be repeated. This search can be
included in the appendices and referred to. In the main body of the text include explicit reference in the concepts searched (it may be helpful to include this in a table format, see formative assignment guidelines and should include the use of truncation/wildcards, phrase searching and the use of Boolean operators).
▪ Study selection – State the process for selecting studies (i.e. how were the inclusion and exclusion criteria applied to each study).
▪ Data extraction process – Describe the method of data extraction from reports. What was included in the standardized data extraction forms?
▪ Quality Assessment: – Describe methods used for assessing the quality of the studies and how this information will be used in the data synthesis. What type of critical appraisal tool did you use? And what is the rationale for using the chosen tool?
▪ Synthesis of results – Describe the methods of handling data and combining results of studies (e.g. vote count procedure; meta-analysis; thematic synthesis; meta- ethnography). For all types of review you should provide sufficient detail to allow another researcher to replicate the procedure. A rationale should be provided for the approach you have chosen (you should not include the findings of studies in this section – this is about how you will manage/present the findings in the next chapter).

Results (30%):
This section will need to be adapted according to the reporting requirements for the type of review. Most studies will include the following sections:
▪ Study selection – All reviews should include a flow diagram of study selection
(templates are available for this – PRISMA). The flow diagram should include four
main stages (identification, screening; eligibility and number of included studies). The
number of exclusions, and reasons for exclusion, should be reported as a minimum at
the full-text stage.
▪ Study characteristics – This should present relevant characteristics for which data
were extracted (such as study size, PICO, follow-up period). For example, you may
have studies from different countries or that used different study designs. It is
important that this information is reported alongside the citations. This should be a
short paragraph and should refer the reader to a summary table.

▪ Tabulated results of individual studies – For each included study present summary data in relation to the outcomes of interest or the themes identified together with any additional information required to appropriately interpret the data for each study. This should be presented in a table format. You may however make use of several tables to present your results if this seems logical.
▪ Quality assessment of individual studies – Any assessment of the quality or rigour of the primary studies should be described.
▪ Synthesis of results – Present the synthesised interpretation of the results according to the methods described in your methods chapter across all included studies and
offer some assessment of the magnitude, accuracy, consistency and coherence of the findings. For this part of the dissertation you will be summarising direction/commonalities/differences across studies (qualitatively or quantitatively).

Discussion, conclusions and recommendations (25%):
This section is usually broken down into the following subsections:
• Briefly refer back to your aim(s): Reintroduce the aim of the review and how you
have met this by undertaking the work you have presented.
• Summary of evidence – Summarise the main findings including the strength of
evidence (consider the use of GRADE or GRADE CERQual if appropriate) for each
main outcome or theme (or other substantive finding). Provide an initial
representative overview of the findings.
• Critical Discussion – Discuss your findings within the context of existing literature and
other evidence. Was there a consensus within the findings or was an overall
effect/picture difficult to assess? Were there any contradictory findings, why may this
have been so?
• Strengths and Limitations – Discuss the strengths and limitations of your review.
Highlight methodological limitations of the study design, and at the outcome level
(e.g. risk of bias; difficult comparing outcomes/ data across the identified studies).
Include a critique of the limitations at review level (such as incomplete retrieval of
identified research; reporting bias; weaknesses of the primary literature; lack of
inter-rater reliability checks).
• Implications- Provide an overall interpretation of the results in the context of other evidence, taking into account the limitations of the study, and present implications or recommendations for future research, practice, policy and/or education.

The word limit for this piece of work is 10,000 words (+/- 10%). Pass Mark
The pass mark for this assessment is 50%.

Marking Criteria
This piece of work will not be marked anonymously due to the supervisory requirement for this assessment. Please find the marking criteria on Moodle (Dissertation – Systematic Review Marking Rubric). They are descriptors, based on the module learning outcomes, of the skills, knowledge or attributes you need to demonstrate in order to complete this assessment successfully. Your feedback will be based on them

Advise Adam on the strength of the claim by ‘Elite Computers Ltd’, with detailed explanation of the relevant legal principles.

Company Law Coursework [MAIN] 2022

Adam has worked for 10 years for ‘Elite Computers Ltd’, a company which installs and manages complex IT networks for large companies. During his time with the firm, Adam has gained access to both the company’s client list and also many of the confidential processes which give the company an advantage over its competitors. For this reason, as part of his contract of employment, Adam has agreed not to set up in competition with ‘Elite Computers Ltd’ for a period of five years should he leave the company. After a row with his manager, Adam resigns and works out that he could make a good living if he could take 10% of the clients of ‘Elite Computers Ltd’ with him. To this end he has incorporated a company, ‘Adam IT Ltd’ and sent a mailshot to all of his former clients offering to undercut their existing contracts with ‘Elite Computers Ltd’. Solicitors for his former employers have contacted him to remind him of his agreement not to compete, but Adam has argue that it is the new company ‘Adam IT Ltd’, not him personally, which is competing with ‘Elite Computers Ltd’.

Together with Adam, there are two other shareholders in ‘Adam IT Ltd’. They are Adam’s brothers, Tim and Donald. Each owns 33% of the shares and all act as directors of the company. Donald has found himself increasingly isolated from decision making within the company. Adam and Tim make the decisions and, because they each own a third of the shares, they are able to outvote Donald, whom they generally ignore. Donald has decided that he has had enough and wants to leave the company, taking advantage of a provision in the articles of association which requires the remaining shareholders to purchase the shares of any member who wishes to sell. Donald has approached Adam and Tim to buy his shares, but they have told him to ‘get lost’.

The company has failed to make much profit over the past year and, in January, the accountant warns Adam that the business will be technically insolvent by June if it has not secured orders worth £100,000. When June comes, Adam realises that he has only made £25,000.Without telling Tim and Donald, Adam decides to ‘soldier on’.

Questions (NB all questions carry equal marks)

Advise Adam on the strength of the claim by ‘Elite Computers Ltd’, with detailed explanation of the relevant legal principles.

Advise Donald as to the remedies available to him if he still wishes to leave the company, with detailed explanation of the relevant legal principles.

Advise Adam, Tim and Donald of the significance of Adam’s decision to ‘soldier on’, with detailed explanation of the relevant legal principles.

Note that your answers should set out the relevant legal principles SUPPORTED BY RELEVANT PROVISIONS AND CASES and offer advice to the parties.

Identify a significant change initiative in the Darwin region that will enable DM to regain the trust of its shareholders, employees and most importantly, the public (this can be any pro-active change and does not have to relate to the liquor licence scenario outlined in the Dan Murphy’s case study).

Assignment task:
Locate and read the Dan Murphy’s (DM) case study, in the Assignment 2 folder.
Noting the past events surrounding and contributing to DM’s situation, you have now been appointed by
DM as a change management team to complete the following tasks:
1) Identify a significant change initiative in the Darwin region that will enable DM to regain the trust of
its shareholders, employees and most importantly, the public (this can be any pro-active change
and does not have to relate to the liquor licence scenario outlined in the Dan Murphy’s case study).
In providing a rationale for this initiative, you must clearly explain why the change initiative has
been chosen and what the outcome will be once the initiative has been successfully implemented
(ie. what value will be generated).
2) A successful change implementation can only be achieved if those parties impacted by the change
(ie. stakeholders) are convinced that the change is worthwhile and that the resultant benefits
outweigh the costs involved. In relation to the change selected, you must clearly state who the
stakeholders are (remembering that these stakeholders may not have been present in the liquor
licence scenario detailed in the Dan Murphy’s case study), how they are impacted and what their
level of interest, power and influence is. (Tip: The stakeholder grid was covered in the unit and
remember that stakeholders could comprise individuals and/or teams).
3) The successful implementation of your change initiative is a critical undertaking for DM and
therefore;
a. DM has stipulated that you must utilize the PROSCI ADKAR methodology to guide your
implementation project. Drawing from the unit content and further research, you must
explain and apply each phase of the methodology in detail.
b. Within the above discussion, how will you know the outcome of each phase has been
achieved in relation to the three major stakeholders?
(N.B The ADKAR model stipulates that you cannot move to a subsequent phase until the outcome relating to
the previous phase has been achieved)

What would you do differently in a similar patient evaluation?

Assignment 2: Comprehensive Psychiatric Evaluation and Patient Case Presentation 

For this Assignment, you will document information about a patient that you examined during the last 3 weeks, using the Comprehensive Psychiatric Evaluation Template provided. You will then use this note to develop and record a case presentation for this patient. Be sure to incorporate any feedback you received on your Week 3 and Week 6 case presentations into this final presentation for the course. 
To Prepare
Review this week’s Learning Resources and consider the insights they provide. Also review the Kaltura Media Uploader resource in the left-hand navigation of the classroom for help creating your self-recorded Kaltura video.
Select a patient that you examined during the last 3 weeks who presented with a disorder for which you have not already conducted an evaluation in Weeks 3 or 6. (For instance, if you selected a patient with OCD in Week 6, you must choose a patient with another type of disorder for this week.) Conduct a Comprehensive Psychiatric Evaluation on this patient using the template provided in the Learning Resources. There is also a completed exemplar document in the Learning Resources so that you can see an example of the types of information a completed evaluation document should contain. All psychiatric evaluations must be signed, and each page must be initialed by your Preceptor. When you submit your document, you should include the complete Comprehensive Psychiatric Evaluation as a Word document, as well as a PDF/images of each page that is initialed and signed by your Preceptor. You must submit your document using SafeAssign. Please Note: Electronic signatures are not accepted. If both files are not received by the due date, Faculty will deduct points per the Walden Late Policies.
Then, based on your evaluation of this patient, develop a video case presentation that includes chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; and current psychiatric diagnosis including differentials that were ruled out.
Include at least five (5) scholarly resources to support your assessment and diagnostic reasoning.
Ensure that you have the appropriate lighting and equipment to record the presentation
Assignment
Record yourself presenting the complex case for your clinical patient. In your presentation:
Dress professionally and present yourself in a professional manner.
Display your photo ID at the start of the video when you introduce yourself.
Ensure that you do not include any information that violates the principles of HIPAA (i.e., don’t use the patient’s name or any other identifying information).
Present the full case. Include chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; and current psychiatric diagnosis including differentials that were ruled out.
Report normal diagnostic results as the name of the test and “normal” (rather than specific value). Abnormal results should be reported as a specific value.
Be succinct in your presentation, and do not exceed 8 minutes. Address the following:
Subjective: What details did the patient provide regarding their personal and medical history? What are their symptoms of concern? How long have they been experiencing them, and what is the severity? How are their symptoms impacting their functioning?
Objective: What observations did you make during the interview and review of systems? 
Assessment: What were your differential diagnoses? Provide a minimum of three (3) possible diagnoses. List them from highest to lowest priority. What was your primary diagnosis, and why? 
Reflection notes: What would you do differently in a similar patient evaluation?

About patient to use
Patient and his parents present. Reason for therapy is family concerns about the problem their son (patient, presents at home. Patient was asked about the problems he knows he exhibits at home.
 Patient unable to verbalize any information at the moment. The APN asked  the parents to step out the room, who quietly left the session room.
Patient keeps shaking his legs nearly the entire length of the session. He chose to narrate how his life has been since he left High school. States he was more in school during his college years than being at home. As a result, he had little issues with his parents, states most of the behavioral and interpersonal problems he is currently experiencing with them are because he lives with them. He mentions the stress on him is mostly from interacting with them. Patient states he has had many physical assaults with his father. Patient is not explaining the reasons those physical assaults were happening nor how they happened but is, saying “may be I’m in a bad mood”
Pt’s diagnosis is Attention-deficit hyperactivity disorder, predominantly inattentive type, F90.0 (ICD-10) (Active)
Meds:
Alprazolam 0.5 mg PO Daily PRN anxiety
Trazodone 50 mg PO 1/2 QHS
Depakote 250 mg PO BID
Clomipramine 50mg PO QHS

Learning Resources

Required Readings (click to expand/reduce)

Carlat, D. J. (2017). The psychiatric interview (4th ed.). Wolters Kluwer.
Chapter 31, “Assessing Personality Disorders”
Chapter 32, “How to Educate Your Patient”

HSoft Corporation. (2020). Meditrek: Home. https://edu.meditrek.com/Default.html 
Note: Use this website to log into Meditrek to report your clinical hours and patient encounters.

Document: Comprehensive Psychiatric Evaluation Template (Word document)

Document: Comprehensive Psychiatric Evaluation Exemplar (Word document)

Recommended

American Psychiatric Association. (2013). Sexual dysfunctions. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

American Psychiatric Association. (2013). Personality disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm18

American Psychiatric Association. (2013). Paraphilic disorders. In Diagnostic and statistical manual of mental disorders (5th ed., pp. 685–706). Author.

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan and Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Wolters Kluwer.
Chapter 17, “Human Sexuality and Sexual Dysfunction”
Chapter 22, “Personality Disorders”

How would you assess the overall financial health of Largo Global Inc. (LGI)?

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Project 1 Report

Instructions: Answer the five questions below. They focus entirely on the financial health of Largo Global Inc. (LGI) based on the three years of income statement and balance sheet data provided in the Excel workbook. Base your analysis only on the financial statements provided in the Excel workbook. Provide support for your reasoning from the readings in Project 1, Step 1, and the discussion in Project 1, Step 3. Be sure to cite your sources.

Provide a detailed response below each question. Use 12-point font and double spacing. Maintain the existing margins in this document. Your final Word document, including the questions, should not exceed 5 pages. Include a title page in addition to the five pages. Any tables and graphs you choose to include are also excluded from the five-page limit. Name your document as follows: P1_Final_lastname_Report_date.

You must address all five questions and make full use of the information on tabs 2–4 as well as the competitor and industry data in the Excel workbook (ratio, common-size, and cash flow analysis).

You are strongly encouraged to exceed the requirements by refining your analysis. Consider other tools and techniques that were discussed in the required and recommended reading for Project 1. This means adding an in-depth explanation of what happened in the three years for which data was provided to make precise recommendations.

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Questions:

1. How would you assess the overall financial health of Largo Global Inc. (LGI)? You will need to provide a broad view of the main trends that emerge from your analyses of the information in tabs 2, 3, and 4. Your key findings should be synthesized and highlight a clear diagnostic of LGI’s financial strength and/or weakness. [HINT: all 5 questions are interrelated and may sometimes build on each other – it is imperative that you develop a “blue-print” or an outline of what you are answering for each question. Do not answer each question independently as if they were not connected. You should not be redundant but should make sure that you are judiciously coordinating these 5 questions. Question 1 and 5 should be providing the introduction and conclusion of your analysis. Questions 2, 3, and 4 should be providing the “body” or development of your analysis – with a focus on operations, investing, and financing]

[insert your answer here]

2. How is LGI doing in terms of operating efficiency? How would you assess its performance compared to its main competitor and the industry index? What are the principal areas that need to be addressed to strengthen LGI’ s bottom line? Identify and use key indicators from all 3 analyses that provide insight about LGI’s operations. [HINT: Focus of this question is the Income Statement and the Net Working Capital (NWC) as it relates to Current Assets and Current Liabilities]

[insert your answer here]

3. How is LGI doing in terms of using assets efficiently? How would you assess it compared to its main competitor and the industry index? What are the principal areas that need to be addressed to strengthen the left-hand side of its balance sheet? Identify and use key indicators from all 3 analyses that provide insight about LGI’s assets. [HINT: Focus of this question is the firm’s assets excluding current asset]

[insert your answer here]

4. How is LGI doing in terms of financial leverage? How would you assess it compared to its main competitor and the industry index? What are the principal areas that need to be addressed to strengthen the right-hand side of its balance sheet? Identify and use key indicators from all 3 analyses that provide insight about LGI’s debt and equity mix. [HINT: Focus of this question is the firm’s liabilities and equity excluding current liabilities]

[insert your answer here]

5. Based on the financial strengths and weaknesses of LGI, how would you prioritize actions that will ultimately satisfy LGI’ s shareholders? Make specific recommendations that clearly identify the decisions LGI’ s board and executives need to make. What actions do they need to take? Set quantifiable targets and objectives for LGI. Your answers must be supported by all arguments developed in questions 2, 3, and 4. In addition, make sure you use data not already used in previous questions. [HINT: Be strategic as you will revisit this question when you reach the last project of this course.]

[insert your answer here]

Why do women from ethnic minorities and the LGBTQ community attend commercial gyms less frequently than white women?

Research Objectives:
1) To explore and understand the social constructs and factors which prevent women from all backgrounds to attend gyms, including culture, gender gap and intimidation from men.
2) To evaluate the economic profitability of setting up a women’s only gym in a major city within the UK.
3) To evaluate the demand for women’s only gyms within the UK.
4) To compare the financial viability of franchising a small gym vs commercial gym (e.g., Pure gym)
5) To assess whether women only sections in commercial gym’s fulfil the needs of women looking to get into exercise.
6) To assess the cultural/religious barriers which prevent women from exercising and methods to break them down. (education)

Research questions:

1) Why do women from ethnic minorities and the LGBTQ community attend commercial gyms less frequently than white women? -Qualitative
2) Do women make any conscious changes to their gym schedule, behaviour and outfit choices when attending mixed gendered gyms and why? – Qualitative
3) Is it financially viable to have a women’s only gym targeting ethnic minorities within large cities such as London/Manchester? -Quantitative
4) Would it be economically profitable for the owners of a women’s only gym to franchise across the UK? -Quantitative

Literature Review:
On a review that explores the effects of exercise and healthy eating in the prevention of illness, Robert and Barnard’s research has established that regular exercise is an integral part of preventing chronic diseases, including heart disease, diabetes, and cancer (Robert and Barnard, 2005). In the United Kingdom, there are around 6.7 thousand fitness clubs with 9.7 million members, earning a total revenue of £1.9 billion (Statista, 2020). The current economic success portrays a promising demand for the gymnasium sector. However, Guthold et al (2017) research finds a global gap in the market. The study aimed to find whether there is a global trend in inadequate physical activity. This method was done by pooling data from 358 surveys in 168 countries, including 1.9 million participants. By analysing men’s and women’s participation in different areas of activity, part of their findings found that women train less than men, thus leaving significant space in the market on a global scale that awaits to be filled (Guthold et al, 2018). Another study conducted by the Centres for Disease Control (CDC) (2017) further supports the matter surrounding women training less regularly than men: 57 per cent of adult men train the recommended amount, compared to 49 per cent of women (CDC, 2017). According to Kale (2020), the increase in women being harassed or approached in gyms violates women’s right to exist in public spaces as they are made to feel uncomfortable (Kale, 2020). Her report files frequent amounts of shared stories; one told by Ellen, a 19-year-old student from Newcastle, repeatedly followed and watched by a man who would imitate and laugh at her doing squats from a distance. While exercising was a hobby of hers, Ellen now claims that this experience has made her lose interest and has altered her choices in gym clothing, despite it not stopping him from following Ellen (Kale, 2020).
A supporting study was conducted by the Sheffield fitness firm DNA Lean (2021) to explore 400 female participants’ experiences in the gym. The results concluded that three-quarters of those who participated felt uncomfortable in the gym, with 91% reporting that they had been stared at while exercising (Maciuca, 2021). Almost 50% of the participants shared that unsolicited and inappropriate comments were made toward them, with experiences of men taking photos of women. One participant had additionally claimed to have been followed by a car after leaving her gym, forcing her to cancel her membership (Maciuca, 2021). Women will adapt their performance to avoid harassers, according to Fileborn (2020), such as changing their training plan and skipping the weight area. Therefore, when women are led to believe that gyms are unfriendly environments, they are less likely to exercise (Kale, 2020). As a result, almost every participant who participated in DNA Lean’s study praised the idea of opening a women-only gym (Maciuca, 2020). However, an opposing argument made by broadcaster Janet Street Porter suggests that the only way to change a man’s behaviour is to remain in the same environment but report those who do not conform with what makes a person feel comfortable (Johnston, 2022). Colleen Nolan supported this statement by claiming that opening a women-only gym is sexist and only promotes a double standard for the equality women have fought so hard toward. The journalist stated that there should be a no-phone policy if women did not want photos taken of them. At the same time, Porter (2022) validated her statement in the quote, “You do not change men’s behaviour by running away from it” (Johnston, 2022). Porter and Nolan’s (2022) views against the idea for a safe zone for women suggest the notion that opening a women’s only gym is merely a temporary fix for the sake of women’s sanity and it, therefore, lacks success in long term solutions to change men’s behaviour, which in hand, could be more effective than running away from the problem.
Despite the proposals made by Porter and Nolan in encouraging women to complain so that gyms can implement stricter rules, evidence shows that they do not work. For example, Kate Ng (2020) wrote a report for the Telegraph on a member of the Gymbox chain. The woman had received an employee’s dismissive reply to a complaint explaining that a man at the same gym harassed her. The employee justified the man’s actions with “high testosterone levels” being high during exercise, meaning these experiences are expected (Ng, 2020). In addition, far more supportive evidence advocates that women feel less comfortable in mixed-gender gyms than in women-only gyms. For example, Willinger et al (2020) created a study that compared women’s attendance performance and membership length at women-only gyms and mixed-gender gyms for 12 months to find influences explaining both behaviours. Data was analysed from one female-only and eight mixed gender gyms across England, involving demographics, member visits and membership characteristics. The results found that women attending female-only gyms showed a higher membership length and attendance frequency than in mixed gyms. However, demographic and membership associated purposes only explained a small segment of the member’s influence, signifying a deeper motivation towards their preference such as being a part of a community of women’s training (Willinger et al, 2020). These findings have prompted me to investigate the relationship between gender and the fitness sector to see if women’s only gyms are lucrative. 

Its Gym Not Jim

E Coen’s (2018) social science and medicine paper ‘Its gym, not Jim’ explored how physical activity is highly gendered and focused on how exercise embodies gender ideals, gender performance and gender relations (Coen et al., 2018). This paper ties into the gender roles theory in which men and women should fit their social roles within the context of the gym (Littlejohn et al., 2009). Expanding on the concepts of gender roles theory in which males and females ascribe to roles within a societal structure and tend to be judged against divergent expectations, gender body ideals have been tied to women’s limited engagement with lifting weights (Coen et al., 2018). This limited engagement with weightlifting has been called a glass ceiling on women’s strength (Dworkin,2001). In addition, the gym is seen as a hyper-masculine institution (Craig and Liberti, 2007) and can be an additional barrier for men and women (Pridgeon and Grogan, 2012). The types of exercise that both men and women conduct at gyms are highly affected by masculine and feminine ideals such as weightlifting being a male exercise and classes such as Pilates being female exercise (Coen et al., 2018). However, by focusing on elite women bodybuilders, the paper notes how feminine/masculine binaries are reconfigured as women lifting weights challenges the stereotypical norms of exercise (Coen et al., 2018).

E Cohen’s (2018) paper explores how social constructs have helped prevent women from attending gyms and the social constructs in place that limit them to one form of exercise and how deeply entrenched gender ideals and roles have affected the gym space. While the paper has limited LGBGTQ+ representation, it does note how they are equally affected in a hypermasculine environment while conducting not traditional male exercises such as circuits (Coen et al., 2018.) While conducting these exercises, a group of three homosexual men were victims of snide remarks as it seen as potentially out of the ordinary as they were doing what is traditionally seen as a female exercise (Coen et al., 2018).

Difference between tolerance and acceptance 

L. A Turnock (2020) explored women’s experience in gyms and the barriers that they faced in mixed gyms and examined how gym layout and the gendering of specific spaces such as the weightlifting area created ’emotional barriers’ that women faced crossing into these ‘male spaces’ (Turnock, 2020). Personal level emotional barriers such as embarrassment or low self-worth link to the emphasis in gyms on conforming to societal-idealised physical standards (Salvatore & Maracek, 2010), and they further relate to the feelings of ‘non-belonging’ which discourage participation (Sassatelli, 2010). Understanding the setting helps create an informed understanding of women’s access inequalities in gyms. Women feel they are on show and subject to constant judgement from their peers, otherwise known as the ‘male gaze’ (Turnock, 2020). While it is noted that a solution to this would be women-only gyms, Turnock found opposition among the participants as they find training in entirely different spaces demeaning. Therefore, mixed gyms could solve the issues presented by making minor alterations to the gym, such as layout (Turnock,2020). However, a weakness of Turnock’s research is that she interviewed women who were already comfortable attending mixed gyms. Furthermore, it does not take in cultural/religious backgrounds, so it is not very objective to the most excluded members of the female community. Further limitations to the research are that most women interviewed were white, under 30, and had body privilege (able-bodied, slender). This opens the opportunity for better representation that will be conducted as part of this paper’s methodology, which looks to have a wide variety of representations from age to the background to develop the findings on Turnock.

Cause that’s what girls do

Craig & Liberti’s (2007) study highlights the differences in male and female exercise and the organisation structure of a female gym. The study focused on how both the organisation running the gym and its female participants made it a feminised gym as the layout of gym equipment and speech norms by staff, such as asking how the family was, helped enact performances of femininity. Although the gym participants were not aware they were doing so, this created a space where women worked out to lose weight and converse about husbands and children (Craig & Liberti, 2007). The organisation helped shape women’s behaviour rather than accommodate the women’s behaviour (Craig & Liberti, 2007). Some of the drawbacks to the study is that the culture of the women’s only gym is focused from a heterosexual point of view which excludes lesbians from the conversation or women who do not fit into the typical societal norms of heterosexual marriage (Craig & Liberti, 2007). Despite a surface organisation culture that was meant to foster inclusion, the conversations that took place suppressed difference; for example, a single black woman in her 30s felt frustrated that all conversations revolved around husbands/children. 

The Grunt

While studies on gyms establish the theoretical societal framework which helped polarise gender identities such as masculinity and femininity (Johansson, 1997), the often male performance of grunting turns the gym into a place where gender inequalities in health emerge (Lev & Herzog, 2021). A famous claim by de Beauvoir (1956) stated, “A woman is not born a woman but is made one” (de Beauvoir, 1956), and it can be argued that it is also relevant to men who see grunting as a way to establish male identity and brotherhood (Lev & Herzog, 2021). This performance expresses the differences between male and female identity and physical skills. It is also interesting to note how for males, grunting is seen as expected for the masculine male. On the other hand, grunting as a female is often seen as taboo and women are expected to exhale appropriately; otherwise, they risk breaching gym norms. Women grunting is associated with sexuality and breaking gender norms. In the context of the study carried out by Lev, grunting establishes the symbolic and physical differences between gender’s power gap and is used as a tool by males to establish dominance in the gym space (Lev & Herzog, 2021). The findings are supported by Young (2005), which suggests that women feel limited in the spaces they can move around in the gym, whereas men move around unlimited (Young, 2005). 

Feedback reviewed (from Y2 Research Methods essay) but yet to include in improvements:
Comment 10- ‘This is the sort of statistical data that should appear in your introduction to put your proposed research into context’
-However, according to various research, women are less likely than men to train regularly: 57 per cent of adult men train the recommended amount, compared to 49 per cent of women (CDC, 2017).
Comment 13- If you are planning to undertake a case study as part of your research, you should explain this in your methodology. The results of any such case study should appear in the findings/discussion chapter of your final dissertation

New references that are included in this LR:
Coen, S.E., Rosenberg, M.W. and Davidson, J., 2018. “It’s gym, like gym not Jim”: Exploring the role of place in the gendering of physical activity. Social Science & Medicine, 196, pp.29-36.

Craig, M. L. and Liberti, R., 2007. “’Cause That’s What Girls Do”: The Making of a Feminized Gym’, Gender & Society, 21(5), pp. 676–699. doi: 10.1177/0891243207306382.

De Beauvoir, S (1956) The Second Sex. London: Lowe and Brydone.

Dworkin, S.L., Fleming, P.J. and Colvin, C.J., 2015. The promises and limitations of gender-transformative health programming with men: critical reflections from the field. Culture, health & sexuality, 17(sup2), pp.128-143.

Guthold, R., Stevens, A, G., Riley, M, L., Bull C F., The Lancet Global Health., 2018. Worldwide trends in insufficient physical activity from 2001 to 2016: a pooled analysis of 358 population-based surveys with 1·9 million participants. [pdf] Available at:
https://www.thelancet.com/journals/langlo/article/PIIS2214-109X(18)30357-7/fulltext#seccestitle140 [Accessed 8 March 2022]

Johansson, T. The Sculpted Body. Gym Culture, Wellness and Aesthetics; Carlsson Bokforlag: Stockholm, Sweden, 1997.

Johnston, H., 2022., Loose Women panel clash over ‘sexist’ female-only gyms that offer ‘protection’ from predatory men – as Colleen Nolan says asking for special treatment is a ‘double standard’ [online] Available at: https://www.dailymail.co.uk/femail/article-10515137/Loose-Women-panel-clash-female-gyms-sexist.html [Accessed 26 March 2022]

Lev, A. and Hertzog, E., 2021. Granting the privilege to grunt: Reconceptualizing the perception of grunting in gyms. International Review for the Sociology of Sport, p.10126902211020170.

Littlejohn, S. W., & Foss, K. A., 2009., Gender role theory. In Encyclopedia of communication theory (Vol. 1, pp. 434-436). SAGE Publications, Inc., https://dx.doi.org/10.4135/9781412959384.n161

Maciuca, A., 2021., The London Economic. Most women made to feel uncomfortable in public gyms, poll reveals. [online] available at: [Accessed 25 March 2022]
Ng, K., 2020. The Independent., Gymbox manager tells woman ‘high testosterone levels’ to blame for ‘extreme reactions’ from male gym-goers. [online] Available at: https://www.independent.co.uk/news/uk/home-news/gymbox-westfield-stratford-women-manager-testosterone-men-a9305861.html [Accessed 1 April 2022]

Poole, G., 2013. The Guardian., Women-only gym sessions are not part of a feminist plot. [online] Available at: https://www.theguardian.com/commentisfree/2013/apr/23/women-only-gym-not-a-feminist-plot [Accessed 1 April 2022]

Pridgeon, L. and Grogan, S., 2012. Understanding exercise adherence and dropout: An interpretative phenomenological analysis of men and women’s accounts of gym attendance and non-attendance. Qualitative research in sport, Exercise and Health, 4(3), pp.382-399.

Salvatore, J. and Marecek, J., 2010. Gender in the gym: Evaluation concerns as barriers to women’s weight lifting. Sex Roles, 63(7), pp.556-567.

Sassatelli, R., 2010. Fitness culture: Gyms and the commercialisation of discipline and fun. Springer.

Turnock, L.A., 2021. ‘There’s a difference between tolerance and acceptance’: Exploring women’s experiences of barriers to access in UK gyms. Wellbeing, Space and Society, 2, p.100049.

Willinger, N., Steele, J., Liguori, G., Atkinson, L., Mann, S., Jimenez, A. and Horton, E., 2020. Comparing And Explaining Membership Length And Attendance Behaviour Of Women In Female-only And Mixed-gender Gyms: 2199 Board #118 May 28 2:00 PM – 3:30 PM. Medicine and science in sports and exercise, 52(7 Suppl), pp.587–588. https://doi.org/10.1249/01.mss.0000680620.48258.35.
Young, I.M., 2005. On female body experience:” Throwing like a girl” and other essays. Oxford University Press.

What are the theoretical and practical implications of your findings?

Presentation of the Major Project
Structure, content and format
10,000 words
Breakdown of project into sections/chapters
(Word counts are approximate and for guidance only)
Ensure UGMP has appropriate cover sheet
Abstract:
An abstract serves as a brief overview of the project. Its purpose is to provide a paragraph that someone can read and decide if they want to read the project in more depth. Therefore it should contain all the major elements of your project in a condensed form.
Structure of an abstract: Five sentences, introduce the topic, state the problem you tackle, why is it important/why has nobody sufficiently answered the issue yet? What you did (methods), what you found.
Abstracts are usually written once the project has been written up
Approx. word count 250 (not included in 10,000 words)

Table of Contents:
An outline of the whole project in list form, setting out the order of the sections, with page numbers. It is conventional to number the preliminary pages (abstract, table of contents) with lower case Roman numerals (i.e. (i), (ii), (iii) etc.) and the main text pages (starting with the first chapter) in Arabic numerals (1, 2, 3, etc.) as shown below.
Contents Page
List of Tables i
List of Figures ii
List of Abbreviations iii
Acknowledgements iv
Chapter 1 (Title) 1
1.1 (First section heading)
1.2 (Second section heading)
1.3 (Third etc.)
Chapter x (Title) y
x.1 (First section heading)
x.2 (Second section heading)
x.3 (Third etc.)
References
Appendices

Introduction:
Introduce the topic and background
Provide rationale for the study
Why is it timely, relevant and interesting?
Introduce focus of the research; aims; objectives; research questions and how you will carry out the research
The organisation of this dissertation
Approx. 1000 words

Literature review:
A key purpose of this chapter is to demonstrate understanding of current research that has been conducted in your field, and to identify gaps in the knowledge, or areas where understanding could be further developed.
Set up your conceptual/theoretical framework – this is particularly important if you are doing secondary research. What concepts have been identified in the literature already?
Start broad and narrow focus down. Conclude literature review with reminder of research objectives/questions.
Approx. 2500 words

Methodology:
Essential contents – philosophical underpinnings of methodology, including ontological and epistemological positioning.
Research design – Structure like the research onion – explain choices from the outer ‘skin’ through to the interior.
Data collection methods – what you actually did to collect your data.
Data analysis – how you analysed the data collected.
Strengths and limitations of methodology – no research is perfect, there are pros and cons of any approach. What did you do to minimise limitations?
Ethical considerations – how did you ensure that you conducted an ethically sound piece of research?
N.B. this UGMP module is exempted from the ethics approval process. Therefore, there is no need to complete the relevant ethics application documents but you must have a subsection about your ethical considerations at the end of the Methodology chapter.
Methodology = both the philosophical aspects of your study, and an instruction manual / recipe so that someone else can follow step-by-step to replicate your work.
Approx. 1500 words

Findings / Data Analysis:
A Presentation of your research results. The findings should not just be a list of bullet points, or a string of quotes. All secondary data presented here should be analysed using the literature reviewed and clearly address your research objectives/questions or hypotheses.
Approx. 1500-2000 words
Discussion:
This chapter integrates your data / results and your literature review. Make sure you return to the key papers, themes, ideas, concepts, evidence (etc) that you have highlighted in your literature review. How does your data match / contradict the literature you have consulted?
Theoretical analysis included here – analyse your findings in terms of a key theory/conceptual framework. E.g. How do your findings fit into a particular framework/theory of understanding?
Approx. 1000-1500 words*

Conclusion:
Summarise the key findings of your study. Outline your previous work. Then discuss:
What are the theoretical and practical implications of your findings?
What are potential limitations of the study as a whole?
What are your recommended directions for future research? (the potential limitations should help to lead you to recommendations e.g. small sample size as a limitation = larger scale study in the future)
Approx. 1000 words

References:
These should be listed in alphabetical order following the ARU/ Harvard referencing style explained here: http://libweb.anglia.ac.uk/referencing/harvard.htm. Only the references cited in your dissertation should be included (not bibliography). If sources are used which are not written in English then the English translation is required.
Appendices:
These should only contain material which is genuinely supportive of the argument in the chapters of the dissertation.

Suggested Format
Your dissertation must be written in English in typescript form on A4 format.
You must submit one digital copy through Turnitin as explained above. You should also retain a copy in case any issues occur with your submission.
Type double spaced.
Margins should be approximately:
3 cm on left hand side of page
At least 1 cm on the right-hand side
3 cm top and bottom
Pages should be numbered in a single sequence from the contents page onwards.
Short quotations can run in the text within single quotation marks (double quotation marks reserved for quotations within quotations). Quotations longer than about 30 words should be set in from the right-hand side of the page (normally the indent should be more than the paragraph indent).
Always write in complete sentences. Do not resort to note form.
All abbreviations must be explained when they first appear and included in the front of the document following the contents page and the list of tables and figures.
A table is a presentation of data in tabular form; a figure is a diagrammatic representation of data or other material. Tables and figures should be clearly and consistently numbered, either above or below the table or figure. Each table and figure should have a separate heading (caption). The reader should be able to understand what the table or figure is about from this heading / caption without referring to the text for explanations. The numbers of the tables and the figures you use in the text and in the lists at the beginning should correspond exactly.

Thinking about the examples discussed in the blog post, do you see similar examples of deficit model-based programs at Foothill or in your workplace?

Recall from our debrief of Dr. Natalia’s case study that the teacher – and everyone involved – initially made the assumption that the lower scoring student lacked sufficient preparation for and effort in the concept mapping test.  Of course, we now know both students involved demonstrated similar understanding and exerted equal effort.  The lower scoring student simply had fewer resources and less confidence to break perceived “rules” during the activity.
Unfortunately, this sort of thing happens all the time in school and at work (and in life in general).  If we see something or someone that does not meet our expectations, we might assume that is due to deficiencies in the individuals involved.  We might then seek to “fix” the situation and create equity by “fixing” the deficiencies we perceive in the individuals.
We defined this type of thinking as having a Student or Colleague Deficit Model (i.e., perceiving deficits in students or in our colleagues).  We could contrast that with a Classroom or Workplace Deficit Model, in which we would look for deficiencies in our classrooms or work environments and try to fix our classes and workplaces to make them more inclusive.

 
“The programs are designed to fix the students, but the real problem is us.”
This is a quote from a blog post we will look at.  The post describes what the author views as a classic example of a STEM diversity program that is based on the Student Deficit Model.  The blog post eloquently describes how this extremely well-meaning, and arguably quite successful, program is rooted in concepts of students being deficient because they don’t fit expectations for who scientists are.
Click here to read the post titled “Play The Game, or Change The Rules?” (Links to an external site.)
Once you have finished reviewing the blog post, write 250 words or more here on any of the following (your choice!):
⦁ What was most interesting or stood out most to you in this blog post?
⦁ How did you see the Student Deficit Model reflected in this post?
⦁ Have you ever felt like your teachers, supervisors, or peers assumed you were lacking in motivation or interest or a skill when in reality the environment was lacking in support or structure for you to succeed?  When or how so?
⦁ Do you think you’ve ever assumed someone else was “lacking” when in reality the environment was lacking in support for them?
⦁ Thinking about the examples discussed in the blog post, do you see similar examples of deficit model-based programs at Foothill or in your workplace?
(Note: This is not meant to shame the Meyerhoff Scholars program or other programs that might adopt a deficit-model.  Such programs have good intentions and are often still extremely helpful to those involved.  But maybe we need to also think about changing the system and not just the students.)

determine the molar volume of carbon dioxide gas and the amount of sodium carbonate in a sample.

Reading assignment: Julia Burdge, Chemistry 3rd edition, Chapter 10.
Goals
To determine the molar volume of carbon dioxide gas and the amount of sodium carbonate in a sample.
Equipment and Materials
Analytical balance, 50-mL graduated cylinder, gas generator and gas collection tray, carbonate source,
3.0 M hydrochloric acid, Alka-Seltzer tablet.
Discussion
Carbonates react with acids to produce carbon dioxide gas. An example is the reaction between sodium
carbonate and hydrochloric acid:
Na2CO3 (s) + 2 HCl (aq)  2 NaCl (aq) + H2O (l) + CO2 (g)
The molar volume (VM) of carbon dioxide can be found from by measuring the volume of the gas and the number
of moles of the gas:
2
2
CO
M
CO
V
V =
n
Equation 1
In this experiment we will not be measuring the volume at standard temperature and pressure (STP). But we can
calculate the volume at STP by taking into account a correction for temperature and pressure:
exp
exp
exp
273K P
V(STP)=V
T 760mmHg
          
Equation 2
Where the “exp” subscripts refer to the experimental temperature and pressure acquired in the laboratory.
Procedure
SAFETY PRECAUTIONS
Safety glasses are required for this experiment. Hydrochloric acid is a strong acid and can damage clothing or skin.
Students work in pairs on this experiment.
Sample Preparation

1. Prepare your sample of sodium carbonate by weighing out between 0.17 g and 0.18 g. Record the mass of your
   sample to 0.1 mg.
2. Carefully transfer your carbonate sample to a 75-mm test tube.
3. Pour 10 mL of 3.0 M HCl solution into a 200-mm test tube using a 10-mL transfer pipet.
4. Carefully slide the 75-mm test tube into the 200-mm test tube. Be sure not to allow any acid solution to enter
   the smaller test tube.
5. Place the two test tubes with the sample into a 100-mL beaker and weight the apparatus to the nearest 0.1 mg.