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]

  1. 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]

  1. 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]

  1. 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]

  1. 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.
Describe two or three ways in which the measurements you made could lead to errors in the results.

The Molar Mass of a Condensable Vapor
Reading assignment: Chang, Chemistry, 10th edition, pp. 85-87; 185-187.
Goals
To determine the molar mass of a condensable vapor through use of the ideal gas law.
Equipment and Materials
Hot plate, ring stand, analytical balance, 1-L beaker, 250-mL round bottom flask, tap water, 5-cm by 5-cm
piece of aluminum foil, 5-mL of a volatile organic liquid (methyl ethyl ketone or ethyl acetate).
Safety
Safety glasses or goggles are required for this experiment. Heating should take place in a fume hood. Waste
must be disposed of in an organic chemicals waste container.
Discussion
The molar mass of a condensable vapor can be determined by adding an excess of the corresponding liquid to
a weighed bulb, heating the assembly to volatilize all the liquid and to expel the excess vapor, cooling, and
then weighing the bulb with the condensed vapor. We will use one of two organic liquids, either methyl ethyl
ketone (MEK) or ethyl acetate (EA) to study.
In this experiment we place a liquid that possesses a low boiling point in a flask that possesses a small
opening. The flask is then placed into a beaker of boiling water (this is sometimes called a water bath). The
water bath ensures that the temperature of the gas is the same as the boiling point of the water (100C if the
barometric pressure is 1 atm). The small opening in the flask allows the vapor from the liquid to escape at a
controlled rate and ensures that the pressure of the vapor in the container is equal to the barometric pressure.
The ideal gas law (PV = nRT) can then be used to determine the number of moles of a gas that occupies the
container:
PV
n=
RT
where P is the barometric pressure, V is the volume of the gas occupying the container, R is the
universal gas constant, and T is the temperature of the gas and is the same temperature as the water.
If we rapidly cool the vapor, then the gas will be liquefied and can be weighed. The mass of this condensed
vapor is equal to the mass of vapor that fills the flask at the elevated temperature and barometric pressure.
The molar mass of the liquid/vapor is then

mass m

moles n
M  . We can compare the results of this procedure to
the known molar mass of the compound. A result within 20% of the actual value is not unusual.
Procedure

  1. Place a hot plate squarely at the bottom of a ring stand. Place a one-liter beaker, containing about 700 mL
    of tap water, on the plate and use setting “HI” to achieve quick heating. When the water boils, reduce the
    setting to 5 or 6 to maintain gentle boiling until you complete all mass measurements in this experiment.
    Place a small vessel nearly full of water on one corner of the plate, for later use in maintaining the water level
    in the big beaker.
  2. Obtain a square of aluminum foil (about 5 cm on a side), and fashion a cap for your 250 mL flask by
    laying the foil on the mouth and folding down the sides. With a pin, poke a tiny hole (as small as possible) in
    the center of the cap. Determine the mass of the unwashed flask with cap to the nearest 0.1 mg using the
    analytical balance. From your instructor obtain about 3 mL of an unknown liquid (which contains a few

milligrams of dye to help you see the liquid’s disappearance) in the flask. Replace the cap securely. Do not
weigh the flask at this point.

  1. Clamp the flask on its lip and place the flask as far down in the beaker as the clamp permits. Fix the clamp
    to the pole so that the flask is tilted enough to concentrate its liquid in one “corner.” Also record the
    barometric pressure.
  2. As the water boils, watch the liquid in the flask. One minute after all of the liquid appears to have
    evaporated, remove the flask and clamp from the pole. Allow cool tap water to run over the flask, being
    careful that no water gets on or under the foil cap. Use paper towels to dry the flask and to dab the foil in case
    any water droplets are on it. Weigh the flask, cap, and condensed unknown liquid. Be sure to readjust the
    water level in the beaker to about 700 mL.
  3. Without pouring the liquid out of the flask, add more of the liquid to the flask (perhaps 1 mL) so that you
    have a similar amount of liquid as you did earlier. Then proceed as you did with the first sample (re-do steps 3
    and 4). If your two weights of condensed vapor differ by more than 0.05 g, you must obtain more liquid and
    repeat the procedure. Your two closest weights, those within 0.05 g of each other, should be used to find the
    average mass of condensed vapor.
  4. Dispose of the liquid (MEK or EA) in the organic waste container provided. Rinse the flask and fill it
    completely with tap water. The round bottom flask does not have a volume of 250 mL. Measure the volume
    of the flask all the way to the top with a graduated cylinder to the nearest 1 mL.
    3
    Report
    Calculations
  5. 1 atm = 760 torr = 760 mm Hg
  6. 1 mL = 10–3 L. The ideal gas law uses volume in liters.
  7. TK= T°C + 273.15
  8. Use the ideal gas law for this calculation: PV = nRT
    5.
    mass of vapor molar mass=
    moles of vapor
  9. Using the actual molar mass of your unknown (calculated from its formula), calculate the actual percent
    error of your molar mass determination.
    actual value measured value 
    % error = x 100
    actual value
    After you have reported your calculated molar mass to the instructor, ask for the name or the formula of your
    unknown.
  10. Calculate the molar mass of the condensable vapor. From the known molar mass calculate a
    percentage error. Show all calculations clearly on a separate piece of paper.
  11. On a separate piece of paper describe (in one paragraph) the evidence that the liquid exists in gaseous
    form at room temperature.
  12. Describe two or three ways in which the measurements you made could lead to errors in the results.
    Explain how each error would affect the answer of molar mass. In other words, would the molar
    mass go up or down and why?
Consider this talk from the vantage point of what you’ve learned so far about psychology and think critically about what was presented here.

Statistics Extra Credit

Watch this video of a message delivered at a church  https://www.newspring.org/sermons/detail/these-things-that-are-pleasing-you/

Consider this talk from the vantage point of what you’ve learned so far about psychology and think critically about what was presented here. Then, find at least one journal article that deals with conflict, persuasion, or resistance to change and consider how that article supports or argues against what was presented in this talk.
Then, write a three-page paper (the three pages do not include the title page and references page) that includes the following:
About one page summary about the talk
About one page summary about the article, you chose
About one page about how the article agrees with or refutes what was shared in the talk
Use at least one source
Do not worry if your article argues against what I have presented in this talk.

If you can account for your chosen retailer’s planned international growth by applying PLIN theory, can you see limitations implied by this theory for continued international growth?

Retail and Shopper Marketing Assignment Guideline
For a non-domestic retailer operating in a country of your choice analyse each element of the retail mix. The analysis should include:
Merchandise range and assortment
Retail communications
Store layout, design and visual merchandising
Customer service and facilitating services
Formats and locations
Pricing strategy and tactics 40%
For the same non domestic retailer, assess the extent to which the retail mix provides a basis for sustainable competitive advantage 30%
For the same non domestic retailer, evaluate the challenges to continued international growth that will be faced by your chosen retailer. Consider, for example, PEST factors, the competitive context, growth objectives, growth strategy, market selection and entry methods, emerging retailing trends. 30%

It is important to understand in great depth how your chosen retailer implements its retail mix in respect of each element described above. This understanding can only de developed from detailed observations undertaken during store visits and through analysis of in-store and printed/broadcast marketing communications.
It is important, however, that your work is not merely a description of each element of the retail mix, but rather seeks to analyse the contribution of each element to sustainable competitive advantage.
According to Crawford and Mathews (2001) retailers compete for target customers on five major factors:

  • the price for the benefits offered
  • service level
  • product selection (merchandise line width and depth)
  • location
  • customer experience (positive feelings and behaviours generated in the purchase process). They must dominate on one key factor and differentiate themselves on at least one secondary factor within their primary competitive set.
    Levy and Weitz (2007) describe sustainable competitive advantage as “an advantage over the competition that is not easily copied and thus can be maintained over a long period of time.”
    According to Johnson and Scholes (2008) competitive advantage is built on core competences which are the skills and abilities by which resources are deployed through an organisation’s activities and processes in ways that are difficult for competitors to imitate.
    Resource-Advantage Theory (Hunt and Morgan 1996) argues that firms gain competitive advantage by offering superior value to customers and/or having lower operating costs. Advantage is based on tangible and/or intangible resources. Because retail demand is dynamic in order to sustain competitive advantage resources must be applied to create changing retail mixes to accommodate changing consumer preferences
    Porter (1985) proposed three generic strategies by which a business might achieve competitive advantage: overall cost leadership, differentiation and focus.
    Bowman (1995) proposed “market facing” generic strategies based on price and perceived benefits: no frills, low price, hybrid, differentiation (with and without price premium) and focused differentiation.
    Applied to retailing the strategies represent the different retail value equations of different segments of shoppers. For example, “no frills” customers are primarily concerned with price and emphasise functionality over factors such as customer service and retail atmospherics.
    For retailers pursuing price based strategies competitive advantage might be sustained by developing capabilities that deliver cost advantages to support price advantages over the competition. Differentiation strategies on the other hand might create sustainable advantage through difficulties of imitation or through intangible assets such as brand, image or reputation (Johnson, Scholes and Whittington, 2008).
    Ghosh (1994) proposes that retailers must give consumers superior reasons to visit their stores, which means that the retail mix must be analysed in a competitive context.
    Walters and Knee (1989) propose that “retail offer advantage” is built on advantages in merchandise, trading formats, customer communication and customer service.
    According to Bridson and Evans (2004) marketing and the resource based view of the firm are combined in the brand orientation model described by Urde (1999) as “an approach in which the processes of the organisation revolve around the creation, development and protection of brand identity in an ongoing interaction with target customers with the aim of achieving lasting competitive advantages in the form of brands”.
    Levy and Weitz (2007) propose a number of bases for sustainability of advantage:
  • customer loyalty (brand image with an emotional connection with customers)
  • location (convenient locations)
  • HRM (committed knowledgeable employees)
  • distribution and information systems (systems shared with suppliers)
  • unique merchandise (private label/unique brands)
  • customer service (knowledgeable and helpful sales people, facilitating services, customer charter).
    Your retailer is an international retailer and has already addressed the fundamental strategic question of whether to replicate their retail operations globally with only modest adaptations or to operate distinct operations in different markets and embrace local needs to a significant degree. Your discussion will recognise different theoretical approaches to retail internationalisation. For example, Simpson and Thorpe (1995) proposed the “Product, Lifestyle, Image and Niche” (PLIN) model suggesting that these elements must exist simultaneously to create a competitive advantage in a foreign marketplace (Alexander and Doherty, 2009). Sternquist’s SIRE model (1997) proposes that competitive advantage in a foreign market must be based on “ownership advantages” such as unique products or superior reputation and “transaction advantages” that come about because of “the way things are done”.
    You have been asked to evaluate challenges facing the retailer in its continued international growth. Your answer to this part involves engagement with the world of retailing and an understanding of how the world of retailing is being shaped by PEST and competitive forces. There is no “book” based answer to this question but rather your own critical examination of current trends in retailing. Your analysis might include though not be restricted to the following: multi/omni-channel developments; PEST factors; ownership structures; the competitive context; market entry decisions and strategies; operational/supply chain issues. It is likely that retail internationalisation theories will be incorporated in this part of the discussion. If you can account for your chosen retailer’s planned international growth by applying PLIN theory, can you see limitations implied by this theory for continued international growth?
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