Cite an effective passage from your preferred essay and describe why it works?

For this discussion we will focus on the different approaches to making an argument. In the following readings, each author shares his view on a controversial topic. Their method of persuasion is the focus of our discussion, Read: Our Blind Spot about Guns, Nicholas Kristof (attached below) Don’t Make English Official–Ban It Instead, Dennis Baron https://blogs.illinois.edu/view/25/130039 For the Written Text answer the following questions: How do the two essays differ? Which one is more effective? Why? Does the source use evidence? Cite an effective passage from your preferred essay and describe why it works?

Discuss how the company cope on pandemic and how they manage their human resource and how they support their employees?

Make a Power Point More pictures or videos to visualizes Synopsis Search for a company either in the USA or Canada, Research all the information you can from the company website, industry reports, research papers, news etc. and discuss how they manage their Human Resources during this Pandemic. Table of Content: I . Background of the Company  What is the product and service of the company?  How long is the company in the business?  Who are their customer?  What kind of employee do they have: Male , Female , Age group or nationality  Search as much as you can about the company special on their man power?  Research all information all you can about the company  History of the company II. Discuss how the company cope on pandemic and how they manage their human resource and how they support their employees?  Did they lay off some of their employee?  Did they offer early retirement?  Did they terminate  Did they freeze hiring?  Is the company give they benefit of the employee even they are lay off  Describe their current situation III. If you are the owner of the business / company, how will you handle the Human Resource during this pandemic. Given the employees are consider the most important resources in the business.

identify, analyse and study the design of the newest and most advanced jet trainers in the world.

 

Military Pilot Trainer Aircraft Review and Design

 

 

Aim: The aim of this research is to identify, analyse and study the design of the newest and most advanced jet trainers in the world.

 

 

Objectives:

• Identify existing trainer jets around the world.
• Analysing and finding what is needed.
• Write new trainer jet specification to improve all existing.
• Use aircraft design to come up with new concept.

 

 

Project summary:

It can be a considerable amount of time to build the requirements and ensure current military aircraft are supported. Given the growing operational demand and some eras of current Air Force training aircraft, new aircraft and ground systems used to train pilots are expected to have capabilities designed to carry out future military missions. It is time to consider how this will affect the ability to do so.

 

 

Introduction:

Military training aircrafts are jets that are used for basic and advanced flight training purposes. A jet trainer is a manual airplane or a modification of an existing airplane. With the advent of military jets at the end of World War II, it became very important to have pilots ready to fly this type of aircraft [1]. With the advent of training, various air forces have begun using jet trainers for different training periods. At this point, the pilots selected for war or attack aircraft began training aircraft [2]. Similarly, training aircraft have been used to train weapons, so few trainers have modified them as light attack aircraft. The two seats in the training aircraft are lined with pilots and trainers, usually with the pilot in front and the instructor in the back. The tandem configuration is much closer to a normal workplace than a high – speed jet pilot [3] [4]. Given the cost of training military pilots, the Air force will train gradually to eliminate generally unacceptable candidates. Air force calculations that do not follow a step-by-step training routine are determined not only by money but also by human life [5].

 

 

Existing trainer-jets around the world:

Table 1. List of current jet trainers in the world .[6]

	Aircraft Name	Country of origin	First flight	No built	Status
1	Aermacchi   MB.326	Italy	1957	800	Active, Limited service
2	Aermacchi   MB.339	Italy	1976	213	Active, In-service
3	Alenia Aermacchi S-211	Italy	1984	58	Active, In-service
4	Aero L-159 ALCA	Czech Republic	1997	72	Active, In-service
5	Aero L-29 Delfin/Maya	Czech Republic	1963	3600	Active, Limited service
6	Aero L-39 Albatros	Czech Republic	1968	+2800	Active, In-service
7	Aero L-59 Super Albatros	Czech Republic	1986	67	Active, In-service
8	SPECAT Jaguar	British/France	1969	543	Active, Limited service
9	SOKO G-4 Super Galeb (Super Seagull)	Yugoslavia	1978	130	Active, Limited service
10	Sukhoi Su-20 (Fitter C)	Soviet Union	1973	156	Active, Limited Service
11	Sukhoi Su-27 (Flanker)	Soviet Union	1985	809	Active, In-service
12	Yakovlev Yak-130 (Mitten)	Russia	1996	145	Active, In-service
13	AIDC AT-3 Tz-Chiang	Taiwan	1984	60	Active, In-service
14	AIDC F-C K-1	Taiwan	1989	131	Active, In-service
15	AMX International AMX	Italy	1984	206	Active, In-service
16	Avioane IAR 99 Soim(Hawk)	Romania	1985	22	Active, In-service
17	BAe Hawk	UK	1974	+1000	Active, In-service
18	Boeing (MC Donnell Douglas) T-45 Goshawk	USA	1988	207	Active, In-service
19	Boeing-Saab T-X	USA/Sweden	2016	2	In development
20	CASA C-101 Aviojet	Spain	1977	166	Active, In-service
21	Dassault-Dornier Alpha Jet	France/Germany	1978	480	Active, In-service
22	Eurofighter Typhoon (EF 2000)	UK/Germany	1986	570	Active, In-service
23	FMA IA-63 Pampa (Prairie)	Argentina	1984	27	Active, In-service
24	Guizhou (AVIC) JL-9 Shanying (FTC-2000 Mountain Eagle)	China	2003	36	Active, Limited service
25	HAL HJT-16 Kiran (Ray of Light)	India	1964	203	Active, In-service
26	HAL HJT-36 Sitara (Star)	India	2003	6	In development
27	Hongdu JL-10/L-15 Falcon	China	2006	24	Active, Limited service
28	Hongdu JL-8/K-8 Karakorum	China/Pakistan	1990	525	Active, In-service
29	KAI T-50/FA-50 Golden Eagle	South Korea	2002	218	Active, In-service
30	Kawasaki T-4	Japan	1985	212	Active, In-service
31	KB SAT SR-10	Russia	2015	1	In development
32	Leonardo M-345	Italy	2005	2	Active, In-service
33	Leonardo M-346 Master	Italy	2004	78	Active, In-service
34	Mikoyan MIG-29K(Falcrum-D)	Russia	1988	15	Active, Limited service
35	Mikoyan MIG-35(Falcrum-F)	Russia	2020	10	In development
36	Mikoyan-Gurevich MIG-21 (Fishbed)	Soviet Union	1959	11496	Active, In-service
37	Mitsubishi F-15 (Peace Eagle)	Japan	1981	223	Active, In-service
38	North American/Boeing T-2 Buckeye	USA	1959	1146	Active, In-service
39	North T-38 Talon	USA	1959	529	Active, In-service
40	Saab 105	Sweden	1963	192	Active, Limited service
41	Saab JAS 39 Gripen(Griffin)	Sweden	1997	247	Active, In-service

 

 

 

 

Analysing and finding what is needed:

From Table.1 I will choose ten most modern jet-trainers and analyse them on the elements of the characteristics such as : length, wingspan, height, wing area, empty weight, loaded weight, max take off weight, powerplant, dry thrust, thrust with afterburner, max speed, range, service ceiling, rate of climb, thrust/weight, stall speed, ferry range, endurance, wing loading, max g limit. As well going through avionics, on board systems, armament I will find what upgradation, changes or improvements are needed. Using that analyse I will write new design specification to improve on all existing. Using design of the Alenia Aermacchi M-346 Master (Leonardo M-346 Master) I will generate all new latest innovations. At the end I will mention about compliance with EMC, WEEE and ROHS Directives.

 

 

References

 

 

     [1] Blacker, K.J., Hamilton, J., Roush, G., Pettijohn, K.A .and Biggs, A.T., 2019.

Cognitive training for military application: A review of the literature and practical guide.

Journal of Cognitive Enhancement,3 (1),pp.30-51

     [2] Brelje, B.J. and Martins, J.R.,2019. Electric, hybrid, and turboelectric fixed-wing aircraft:

A review of concepts, models, and design approaches. Progress in Aerospace Sciences, 104,

pp.1-19

     [3] da Silva, G.V., Gordon, C.C. and Halpern, M., 2018. Comparison of anthropometry of Brazilian

and US Military population for flight deck design. International Journal of Industrial

Ergonomics, 64,pp.170-177.

     [4] Kutilek, P., Volf, P., Hejda, J., Smrcka, P., Adolf, J., Krivanek, V., Lhotska, L., Hana, K.,

Doskocil, R., Kacer, J. and Cicmanec, L., 2019, May. Non-contact Measurements Systems for

 

Physiological Data Monitoring of Military Pilots During Training on Simulators: Review and

 

Application. In   2019 International   Conference on Military Technologies (ICMT)

 

(pp. 1-6). IEEE.

     [5]   Liem, R.P., 2018. Review of design aspects and challenges of efficient and quiet amphibious

aircraft. In Journal of Physics: Conference Series (Vol. 1005,p. 012027).

     [6]   “Modern Trainer Aircraft”, Militaryfactory,com, 2020. [Online]. Available:     https://www.militaryfactory.com/aircraft/modern-trainer-aircraft.asp. [Accessed: 29 – Oct – 2020].

 

 

 

Critically evaluate the impact that forms of construction have upon functional suitability, fitness for purpose, and occupational standards.

Assessment task details and instructions You are acting for a private developer who is considering the purchase of a Preston City centre brownfield site. The developer – your client – has asked that you prepare a report advising on both an appropriate basement waterproofing design for a five -storey steel framed student accommodation building with a basement level and also identify the site conditions above and below the ground which may affect the construction of this proposed building. Your task:   Broadly the report is to be split into the following three main parts: –   1.     Introduction – clarifying the address and location of the site and the purpose of your report. 2.     Initial Site Appraisal – Outlining the results of your desktop studies together with the information supplied by the client in this brief & how these results might impact on the construction of the five -storey steel framed student accommodation building with a basement level. 3.     Basement Waterproofing Design – recommending a suitable basement waterproofing design for the client’s proposed five storey, steel-framed student accommodation building. The basement will be a single level below ground level and there will be five further storeys above ground level.   Your report should make use of clear, relevant illustrations where required as well as photos from online sources.   All sources used as part of your report should be referenced using the 7th APA-Harvard style in accordance with University guidelines. If you refer to non-published sources such as plans or project documentations this should be clearly stated in the report.   Clearly state any assumptions you have made     Figure 1. Site Location Plan. Source Mario Maps Lancashire County Council (No Date)     Figure 2. Site Plan with Perimeter Edged in Red (No Date) Source Mario Maps Lancashire County Council (Not to scale)     The Site The site under consideration is situated in the City of Preston in the County of Lancashire, UK on Marsh Lane just off Corporation Street and to the rear of numbers 58 to 67 Friargate. The site perimeter is outlined in red on the undated plans given to you by the client in this brief.   The site is currently used for private car parking although the site has had other uses in the past the client does not know exactly what these uses were.   A site and location plan are given above. (NOTE: SITE ENTRY IS NOT PERMITTED AND NOT REQUIRED TO COMPLETE THIS ASSIGNMENT. YOUR APPRAISAL SHOULD BE BASED ON RESEARCH TAKEN FROM DESKTOP STUDIES ALONE)         Description of the task. This assessment requires you to produce a 2500-word client facing report that is formatted in a professional manner that must include, typically, but not limited to the information described below. ·       A front cover in the form of a title page. ·       A contents page listing the title and page number of all sections, subsections, appendices, and reference listings. ·       Appropriately numbered sections and subsections in the main body of the report. ·       Body of report which should typically include, but not be limited to: –   Part 1 – Introduction – The introduction should clarify the address and location of the site, the date the report was carried out and by whom. A brief description of the report’s purpose should also be given.   Part 2 – Initial Site Appraisal – This part must communicate to the client the following information: ·      A brief description of the site – e.g., Size, shape, location, surrounding buildings etc. ·      A brief summary of site history – e.g., past usage (buildings, purpose etc) ·      A summary of anticipated potential issues found below ground (such as sewers) and those found above ground (such as adjacent buildings) which might affect the construction of the building including its basement. ·      You should clearly explain how the clients proposed construction might be affected by what you have found in your site appraisal investigations.   Part 3 – Basement Waterproofing Design – Given the investigations you have undertaken in part 2 and taking account of the further information given in this brief, you are to offer your client a recommended basement waterproofing design suitable for the client’s proposed five storey steel framed student accommodation building. This design must be communicated both descriptively and in the form of a sketch drawing which depicts a ‘typical section’ through the basement level including the floor, ceiling, and walls.   The design must respond specifically to the following factors: –   The building will have a single storey basement to allow for both a student common room and a mechanical plant room only in this space. The basement will be formed under the entire footprint of the proposed building. The specific layout of the basement is up to you, but the common room will form the majority of the use of the space. The specific location of the clients building within the site, as outlined in red on the site plan, above is up to you. The shape of the building footprint is up to you. Borehole analysis which has been undertaken by the client previously, has shown the site is covered with man-made fill material consisting of brick, ash, and organic waste up to 1.4 m deep. This lies on top of an organic peat layer up to 7.0 m deep. Below the peat is solid granite bedrock. No strength tests have been done as part of the ground investigations to date. The proposed method of basement construction is to use secant bored piles down to the bedrock to form a retaining basement wall structure around the entire perimeter of the building footprint. A cast concrete ring beam will connect all the piles together. The building’s steel frame’s columns will be bolted to this ring beam. Mini bored piles will support the cast concrete floor of the basement. Any inner wall (inside the secant piles) to the basement level is not yet determined and will be part of your waterproof design proposal. The final surface finish and levels of the basement floor have not yet been determined and will form part of your waterproof design proposal. The ceiling to the basement will be formed of structural support from steel beams spanning from one side of the basement’s walls to the other and pre-cast concrete floor / ceiling panels spanning on top of the steel beams. The winter ground water level is 1.4 m below ground level and the summer level is 2.5 m below ground level. Construction is proposed to begin in October 2022.

Assessed intended learning outcomes   On successful completion of this assessment, you will be able to:   Intended Learning Outcomes: Knowledge and Understanding 1.     Demonstrate a comprehensive understanding of a range of different construction designs/techniques 2.     Devise and apply appropriate methods of achieving constructed solutions in a range of circumstances, demonstrating an appreciation of the relationships between technological solutions, efficiency of delivery, and the economics of the process. 3.     Critically evaluate the impact that forms of construction have upon functional suitability, fitness for purpose, and occupational standards. Intended Learning Outcomes: Key Subject Specific Skills 4.     Develop critical awareness of applied technology. 5.     Achieve a level of competence in the critical evaluation of alternative solutions to significant issues and problems. 6.     Develop an appreciation for the views of various stakeholders involved in the process of adapting existing buildings.

Module Aims 1.     To develop a critical awareness of the property life cycle and the expanse of existing buildings which make up the built environment. 2.     To develop systematic knowledge, awareness and understanding of the design approaches, techniques, materials, and processes employed in the construction of a broad range of building types. 3.     To develop the ability to systematically and creatively make well informed decisions when dealing with complex issues.

Word count   Your submission should consist of no more than one report 2,500 words long.   This includes every word, but excludes any initial contents/title page, any abstract, the reference citations in the main body of text, appendices and the reference list(s) located at the very end of your submission   Only the first 2,500 words (as defined above) will be marked.  Any words you write in excess of 2,500 (as defined above) will be ignored.

Feedback arrangements   You can expect to receive formative feedback throughout the module – formative feedback is helpful to enable you to develop and improve your academic writing and presentation skills. Please note that you must email your tutor to arrange an individual appointment. Drafts issued within the 7 days leading to the submission deadline will not be provided with feedback. Drafts will only be checked once so you may wish to have a near complete assignment before submitting for feedback.   Remember that using the Turnitin draft checking facility in the assessment support module space as previously explained above is only checking for similarity of your work to existing literature.   Written feedback, identifying marks awarded against each item of the marking criteria, will be provided within 15 working days of the final submission date via blackboard.

Support arrangements You can obtain support for this assessment from the lecture sessions and tutorials and the lecture learning materials uploaded onto blackboard, tutor office hours by appointment, emails, etc (please see contact information on the first page of this brief). Your email queries will be answered within 48 hours during weekdays.   askUS The University offers a range of support services for students through askUS. Good Academic Conduct and Academic Misconduct Students are expected to learn and demonstrate skills associated with good academic conduct (academic integrity). Good academic conduct includes the use of clear and correct referencing of source materials. Here is a link to where you can find out more about the skills which students require http://www.salford.ac.uk/skills-for-learning.   Academic Misconduct is an action which may give you an unfair advantage in your academic work. This includes plagiarism, asking someone else to write your assessment for you or taking notes into an exam. The University takes all forms of academic misconduct seriously.   You can find out how to avoid academic misconduct here https://www.salford.ac.uk/skills-for-learning.

advice on how the scheme should be marketed and for any ways in which they could potentially increase the GDV or reduce the Development Costs to increase their profit.

Intended Learning Outcomes   On successful completion of this assessment, you will be able to: Knowledge and Understanding 1.     Demonstrate an awareness of what influences the development process 2.     Prepare a basic development valuation 3.     Identify the benefits and risks of undertaking a development project 4.     Knowledge of the key factors and stakeholders who have a vested interest in a scheme Transferable Skills and other Attributes 5.     Develop independent learning, analytical and research skills 6.     Clear and concise report writing to meet a client’s needs 7.     Understanding of the key drivers of the local property market 8.   Good communication, acting always in a professional manner   Assessment Brief/Task   The Manchester Crane Survey, 2021 produced annually by Deloitte provides a useful market insight into construction and property development activity in Salford and Manchester. The report monitors new starts on site, planning applications and permissions and refurbishment schemes to enable a thorough analysis of the quantity and type of new floorspace which has (and is in the pipeline) to be delivered over the next few years. Whilst construction activity is resilient, this can vary quite significantly between the different sectors. The outlook, whilst remaining positive states that there may be an element of “levelling” off in the future.   A new client has recently contacted your property development consultancy for advice on a potential development opportunity in East Manchester that has been brought to their attention. Whilst they have an established, successful manufacturing business, they have no experience in property development, or any active involvement in the real estate market. They believe that property development is a “high risk/ high reward” activity and would like to seek professional advice before they decide if this venture is the right opportunity for them.   The client has been sent property particulars from a local agent for the sale of land of a redundant public house situated on Ashton Old Road, Manchester (M12 6LP), close to Manchester City Centre and the Etihad Stadium. The current owners submitted plans and an application for planning permission for a scheme of apartments, with ground floor commercial use and have received full consent. This development opportunity is to be sold freehold, with vacant possession and the agent has confirmed that there are no onerous covenants or restrictions on title.   The client are very keen football fans and would like to pursue a development opportunity in this part of the city, as they consider East Manchester to be an “up and coming” area. However, they are a little concerned that the real estate market in Manchester/ Salford may now have reached its saturation point. To make progress, your consultancy has now been instructed to research the NW real estate market, advise on the residual value of the land, and to appraise this opportunity.   The advice will be presented in a report, which will be shared with the client’s investors and must cover all the following:   1. Research the NW real estate market, with a specific focus on East Manchester to provide a full market commentary, which should also highlight any factors, which could have either a positive or negative impact on the GDV or Development Costs for the site. (ILO’s 1, 7; 750 words)   2. Prepare a fully costed valuation to calculate your opinion of the residual land value based on the information that has been provided by the local agent (please see below). The valuation should be presented on a separate excel spreadsheet, but your report must include a clear explanation for the client of the method of valuation and your main assumptions for the GDV and Development Costs. (ILO’s 2,5,7; 750 words)   Site area: 1,500 sq m Location: Ashton Old Road, Manchester, M12 6LP Tenure: Freehold Planning: Full planning permission has been granted Proposed scheme: Demolition of existing, derelict public house and construction of a 9 storey, new build, single apartment block comprising 54 apartments (12 x 1 bedroom (50 sq m), 39 x 2 bedroom (75 sq m) and 3 x 3 bedroom (100 sq m). Ground floor commercial space, to a “shell” specification of 7,500 sq ft (which may be capable of sub- division) S106 contribution: £500,000 for a placemaking strategy, in lieu of any affordable housing. Demolition costs: £75,000 – £100,000 Finance: Available at 7% interest Build period: 24 months   The market value for apartments in East Manchester can be researched from databases and local property agent’s websites. Resources such as Co- star, can be used for comparable evidence for the commercial space. You will need to make your own reasoned assumptions on BCIS build costs, professional fee’s, developers profit, project contingency and any other required costs.   3. The client is aware that property development is a an inherently high- risk activity and that they are inexperienced in this sector. They would like your report to include an analysis of the systematic and unsystematic risks that they may incur if they were to proceed with the purchase of the land and development of the proposed scheme. This section also include advice on how these could be mitigated. (ILO’s 1,3,5; 500 words)   4. It is expected that that this will be a good opportunity and that the client should now proceed with a purchase of the land. They would like your reasoned advice on how the scheme should be marketed and for any ways in which they could potentially increase the GDV or reduce the Development Costs to increase their profit. (ILO’s 1,3,7; 500 words)   The date for the residual valuation will be the submission date for this coursework assessment. You can make assumptions but please ensure that these are reasonable and have been clearly explained for the client.   This is a fictional property development project, so you should not contact Manchester City Council for any information regarding the hypothetical planning consent. However, the local plan, strategic regeneration framework and LPA website can be reviewed.   The client will be provided with your advice in the form of a report, and this should refer to the relevant valuation and property development procedures which are currently in place in England. Please ensure that all the required points in the client’s brief have been fully addressed and that you accord with the required word count for each specific task.   The residual valuation should be prepared on a excel spreadsheet and emailed to L.Buchanan1@salford.ac.uk by the required time and date. The submission will not be complete until both elements have been received. Additional tabs can be used for any supporting information.   Please support all work using appropriate references. You should also use the APA 7th Harvard Style in your submission.

Can social psychology alone offer a sufficient explanation of Aggression or Violence?

Description This assignment asks you to critically review and evaluate how social psychology has attempted to explain the following topic. Your work should be guided by the following critical questions. • Aggression or Violence: Can social psychology alone offer a sufficient explanation of Aggression or Violence? Remember, this is not an essay on the area, rather an attempt to evidence a research-informed, critical discussion about whether social psychology can help us explain contemporary issues. Approach to consider • The critical question then becomes your essay title and the answer that your essay should be addressing e.g. if you choose substance misuse as your contemporary issue, your essay should assess the question, Can social psychology alone offer a sufficient explanation of substance use/mis use? • Begin by briefly giving an overview of the extent of the problem in question • Provide a good introduction. This should introduce the reader to the area of interest/issue you have chosen. You should then use this section to sign-post the reader as to what the critical question is that your essay will address and how you will address this. (For example, this review will start by examining……It will then go on to consider…….. Finally, it will review…….In each of these areas, it will be questioned whether ……and alternative explanation approaches from other areas of psychology will be considered. It will be concluded that…………..) • Each paragraph should link back to the question so that it is clear what the point of that section is, and the relevance of the text This work is not asking for a descriptive essay on a particular topic area! This should be a critical analysis of the relevant theories and research presented by social psychology. Analyze/ critique the research and theories in the area and assess whether this means that social psychology offers a good explanation of the area/issue you have chosen (the “so what”? question). Consider whether other areas of psychology may offer a better/different approach (or whether the best approach may ultimately combine theories from across Psychology?) • Include a conclusion paragraph that summarizes the points you have made and give the conclusion you have come to (in respect to the question that you have set yourself). Points to consider: -Outline and evaluate/critique relevant theories in relation to your chosen area – what do social psych theories tell us about the contemporary issue you have chosen? (if the theories are not sound, then perhaps this casts doubt on social psychology’s ability to explain the issue in question) -Critique the methodologies used to support said theories (again, if the methods are not sound, then perhaps this casts doubt on social psychology’s ability to explain the issue in question) -Assess the extent to which other / alternative approaches are more useful at explaining the issue in question or is a combined approach best?

develop a strategic high level strategic plan, on how your own organization (or an organization of your choice) can integrate sustainable practices within their strategic value proposition and value chain.

Description

From the class notes, you will have understood that the integration of business and society into a strategic set is a necessary step for the enhancement of the conversation on sustainability.

Your assignment will ask you to develop a strategic high level strategic plan, on how your own organization (or an organization of your choice) can integrate sustainable practices within their strategic value proposition and value chain. Your work has to be professionally conducted and articulate. Your deliverable: 2,000 words, double space, APA referenced.

During the average week before the pandemic what was your average mood like and why?

We are interested in finding out about the kinds of physical activities that people do as part of their everyday lives and their mental health statis. The following questions will ask you about the time you have spent being physically active in the average week through three-time periods; pre-lockdown, lockdown (March – June 2020) and now.

 

It will also investigate the feelings and emotions you were feeling in these time periods.

 

Please answer each question as honestly as possible

 

Section One – Pre-pandemic

 

This section focuses on how you felt and the physical activity you did during the average week before March 2020.

 

Think back to all the moderate and vigorous physical activity you completed during this period. Moderate and vigorous physical activities refer to any activities that take moderate to hard physical effort and increase your breathing and heart rate much more than usual. Think only about the times you did these activities for 10 or more minutes.

 

During the average week before March 2020 on how many days did you do moderate to vigorous activities.

_____ days per week.

 

How much time did you spend doing those activities on one of those days?

_____ hours per day

_____minutes per day

 

How many hours on average per week?

_____average per week

 

Think also about the time you spent walking. This includes at work, university and at home, walking to travel from place to place, and any other walking that you might do solely for recreation, sport, exercise, or leisure.

 

On how many days did you walk for at least 10 minutes at a time?

_____ days per week

 

How much time did you usually spend walking on one of those days?

_____ hours per day

_____ minutes per day

 

Think about the time you spent sitting on weekdays pre-pandemic. This may include time spent sitting at a desk, visiting friends, reading, or sitting or lying down to watch television.

 

How much time did you spend sitting on a weekday?

 

_____  hours per day

_____  minutes per day

 

The next part of this section will focus on your mental health. In the end questions please go

into as much detail as possible.

 

Short Positive and Negative Affect Schedule (PANAS)

This scale consists of several words that describe different feelings and emotions. Please state the extent you felt these moods during the average week pre March 2020.

 

Very slightly       a little     moderately   quite a bit   extremely

Or not at all

DISTRESSED                         1               2                3                     4                5

EXCITED                               1               2                3                     4                5

UPSET                                    1               2                3                     4                5

SCARED                                1               2                3                     4                5

ENTHUSIASTIC                   1               2                3                     4                5

ALERT                                   1               2                3                     4                5

INSPIRED                              1               2                3                     4                5

NERVOUS                             1               2                3                     4                5

DETERMINED                     1               2                3                     4                5

AFRAID                                 1               2                3                     4                5

 

 

During the average week before the pandemic what was your average mood like and why.

If you weren’t feeling great, what measures did you take to make yourself feel better?

Section Two – Lockdown

 

This section focuses on how you felt and the physical activity you did during the average week in the first lockdown March 2020- June 2020

 

Think back to all the moderate and vigorous physical activity you completed during this period. Moderate and vigorous physical activities refer to any activities that take moderate to hard physical effort and increase your breathing and heart rate much more than usual. Think only about the times you did these activities for 10 or more minutes.

 

During the average week in lockdown on how many days did you do moderate to vigorous activities.

_____ days per week.

 

How much time did you spend doing those activities on one of those days?

_____ hours per day

_____minutes per day

 

How many hours on average per week?

_____average per week

 

Think also about the time you spent walking.

 

On how many days did you walk for at least 10 minutes at a time?

_____ days per week

 

How much time did you usually spend walking on one of those days?

_____ hours per day

_____ minutes per day

 

Think about the time you spent sitting.

 

During lockdown, how much time did you spend sitting on a weekday?

 

_____  hours per day

_____  minutes per day

 

The next part of this section will focus on your mental health. In the end questions please go

into as much detail as possible.

 

Short Positive and Negative Affect Schedule (PANAS)

This scale consists of several words that describe different feelings and emotions. Please state the extent you felt these moods during the average week.

 

Very slightly       a little     moderately   quite a bit   extremely

Or not at all

DISTRESSED                         1               2                3                     4                5

EXCITED                               1               2                3                     4                5

UPSET                                    1               2                3                     4                5

SCARED                                1               2                3                     4                5

ENTHUSIASTIC                   1               2                3                     4                5

ALERT                                   1               2                3                     4                5

INSPIRED                              1               2                3                     4                5

NERVOUS                             1               2                3                     4                5

DETERMINED                     1               2                3                     4                5

AFRAID                                 1               2                3                     4                5

 

 

During the average week of lockdown what did you feel like and why.

If you weren’t feeling great, what measures did you take to make yourself feel better?

Section Three – Now

 

This section focuses on how you feel and the physical activity you have done over the last seven days.

 

Think back to all the moderate and vigorous physical activity you completed over the last seven days Moderate and vigorous physical activities refer to any activities that take moderate to hard physical effort and increase your breathing and heart rate much more than usual. Think only about the times you did these activities for 10 or more minutes.

 

How many days did you do moderate to vigorous activities.

_____ days per week.

 

How much time did you spend doing those activities on one of those days?

_____ hours per day

_____minutes per day

 

How many hours on average per week?

_____average per week

 

Think also about the time you spent walking. This includes at work, university and at home, walking to travel from place to place, and any other walking that you might do solely for recreation, sport, exercise, or leisure.

 

On how many days did you walk for at least 10 minutes at a time?

_____ days per week

 

How much time did you usually spend walking on one of those days?

_____ hours per day

_____ minutes per day

 

Think about the time you spent sitting on weekdays during the last 7 days. This may include time spent sitting at a desk, visiting friends, reading, or sitting or lying down to watch television.

 

During the last 7 days, how much time did you spend sitting on a weekday?

 

_____  hours per day

_____  minutes per day

 

The next part of this section will focus on your mental health. In the end questions please go

into as much detail as possible.

 

Short Positive and Negative Affect Schedule (PANAS)

This scale consists of several words that describe different feelings and emotions. Please state the extent you felt these moods during the average week.

 

Very slightly       a little     moderately   quite a bit   extremely

Or not at all

DISTRESSED                         1               2                3                     4                5

EXCITED                               1               2                3                     4                5

UPSET                                    1               2                3                     4                5

SCARED                                1               2                3                     4                5

ENTHUSIASTIC                   1               2                3                     4                5

ALERT                                   1               2                3                     4                5

INSPIRED                              1               2                3                     4                5

NERVOUS                             1               2                3                     4                5

DETERMINED                     1               2                3                     4                5

AFRAID                                 1               2                3                     4                5

 

 

During the last seven days what did you feel like and why.

If you weren’t feeling great, what measures did you take to make yourself feel better?

 

Section Four – Reflection

 

Explain in words the changes in your physical activity/ exercise over the three periods.

Explain why this change occurred. If you didn’t change your physical activity/exercise habits explain why they didn’t change

Explain in words the changes to your mood over the three time periods.

Explain in words why you feel any changes in mood occured

Explain in words the changes in your physical activity/ exercise over the three periods.  

The Contribution of Physical Exercise to Mental Health Among University Students During COVID-19 Lockdown in the UK.

I) Brief background and main research aim(s) (200-400 words). Provide a sense of what is already known about this topic, what is missing from our knowledge, and how your research is justified in terms of its contribution to the literature. In other words, state the rationale of your project.

Since March 2020, worldwide, countries began implementing a strict control on movement to reduce the spread of COVID-19 in order to relieve pressure on key workers. UK measures included the closures of educational facilities; bans on social gatherings; the closure of retail; all sporting and exercise facilities; and a strict limit on contact with others (1). A global survey on youth and COVID-19 was conducted on 12,000 young people aged 18-29 in 2020 and found the impact of COVID-19 to be systematic, deep and disproportionate (2,3) the UK have added and reinforced this message through Scientific Advisory Group for Emergencies (SAGE) who warn that individuals aged between 7-24 are at risk of being disproportionally harmed by the global pandemic. For many young people this includes the psychological impacts that isolation and disrupted educational provisions and attainment has caused at critical timepoints (4, 5). Dewa et al. (2021) found that, for those aged 16–24, mental health has significantly worsened since lockdown, and dysfunctional coping strategies, such as substance misuse, sleep problems, and self-blame are associated with this (6)   There is currently limited research on the impact that lockdowns have had on young people’s exercise behaviours and how this relates to mental health. This proposed research aims to contribute to the literature as it will explore exercise behaviours and mental health throughout these periods of lockdown.   Research hypotheses- –        There will be a significant difference in physical activity/ exercise behaviour between the three time periods –        There will be a significant difference in self-reported mental health and wellbeing before during and after lockdown.   Qualitative Research Aims –        To investigate the relationship between mental health and exercise during COVID –        To investigate the impact lockdown has had on exercise behaviours and mental health

II) Method. a) Participants Who are your target participants, what is your target participant group size, and why? (also state if there are any exclusion criteria, e.g., “individuals who do not exercise” and explain why you have an exclusion criteria)?

My target participants are university students who experienced lockdown in the UK.   My target group size is between approximately 50 participants, this will provide sufficient power for quantitative analysis and for qualitative data from the open-ended questions.

b) Recruitment procedure How are you going to recruit the participants (e.g., via the UWE Psychology Participant Pool, social media, or snowballing)?

Recruitment will be done through the UWE Psychology Participant Pool

c) Data collection method(s) What is your research design and method(s) of data collection? e.g., Quantitative: computer-based task, questionnaire, experimental design; Qualitative: interview, focus group, survey, story completion task, or vignettes; Mixed-method

My research design will be mixed design. The quantitative section will include a quantitative questionnaire measuring both exercise and mental health. There will also be a series of open ended questions, this will be open response, qualitative data.

d) Materials/measures What materials and/or equipment will be used (e.g., name or description of the task(s) or questionnaire(s), EEG, interview, focus group, survey questions, or SCT/vignette).

The qualitative section of the questionnaire will consist of four questions   1)     Explain in words the changes in your physical activity/ exercise over the three periods. 2)     Explain why there is/ isn’t a change. 3)     Explain in words the changes to your mood over the three periods. 4)     Explain why there is/ isn’t a change.   The quantitative section will use the IPAQ short version three times based on different time periods and the PANAS over the same three time periods.   Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: the PANAS scales. Journal of personality and social psychology, 54(6), 1063.   Craig, C. L., Marshall, A. L., Sjöström, M., Bauman, A. E., Booth, M. L., Ainsworth, B. E., … & Oja, P. (2003). International physical activity questionnaire: 12-country reliability and validity. Medicine & science in sports & exercise, 35(8), 1381-1395.

e) Procedure Briefly describe your procedure, including how long it will take to complete the study and how many participant pool credits participant will be allocated (note that 0.5 credits are allocated per 30 minutes).

The questionnaire should take 30 minutes to complete therefore 0.5 participation points will be allocated.

III) Data analysis State what data analytic procedure(s) will you use? (e.g., Quantitative: multiple regression analyses, ANOVA, Chi-square; Qualitative: thematic analysis, IPA, discourse analysis)

For the quantitative data repeated measures ANOVA will determine main affects of lockdown on exercise behaviour, with post hoc comparison t-tests performed if main effects are found.   For the qualitative data thematic analysis will be used.

IV) References (list approximately 5-10 references related to your research topic):

1-     Flynn, D., Moloney, E., Bhattarai, N., Scott, J., Breckons, M., Avery, L., & Moy, N. (2020). COVID-19 pandemic in the United Kingdom. Health Policy and Technology, 9(4), 673-691.   2-     Douglas, M., Katikireddi, S. V., Taulbut, M., McKee, M., & McCartney, G. (2020). Mitigating the wider health effects of covid-19 pandemic response. Bmj, 369.   3-     International Labour Organisation (ILO). (2020). COVID‐19 and the World of Work: Country Policy Responses.   4-     Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: rapid review of the evidence. The lancet, 395(10227), 912-920.   5-     Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., … & Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. The Lancet Child & Adolescent Health, 4(5), 397-404.   6-     Dewa, L. H., Crandell, C., Choong, E., Jaques, J., Bottle, A., Kilkenny, C., … & Aylin, P. (2021). CCopeY: a mixed-methods coproduced study on the mental health status and coping strategies of young people during COVID-19 UK lockdown. Journal of Adolescent Health, 68(4), 666-675.

 

1. Specific Questions on Key Ethics, Risk and Data Management Procedures

	Explanation (complete all boxes)
How will you obtain informed consent from the participants?	I will obtain informed consent by providing a consent form alongside an information form to all participants via Qualtrics. This will give participants all the information they need and inform them on the aims and method of the study and are aware of what they will be doing.
How will you ensure confidentiality and/or anonymity for participants?	I am not taking any details that will result in identification. In order to identify individuals data I will get them to generate a code on the first question on the questionnaire which will represent their data.
Data management a) How will you ensure secure management and disposal of data collected from participants? b) How long will participants’ data be kept, and why will you keep the data for the stated period of time? (You must keep all of your data, except participant contact details, until you have received notification of your final degree classification from UWE).	Hard copy research material will be kept in a locked and secure setting and digital data will retrieved and removed from the Qualtrics online survey platform and be stored on the University’s secure OneDrive system to which only the student and their supervisor. The researcher will then delete all electronic data, including demographic details. their email will then be deleted (including from the deleted items folder) in order to ensure confidentiality is maintained Contact details will be destroyed once the dissertation has been completed and your data will be held until 30/08/2022
Withdrawal procedures a) How can participants withdraw and is there a point after which their data cannot be withdrawn from the study? b) What will happen when they do? c) How will confidentiality will be considered?	Participants can withdraw by emailing the researcher or supervisor within 15 days of completing the study. The researcher will then delete all electronic data using their generated code, including demographic details. their email will then be deleted (including from the deleted items folder) in order to ensure confidentiality is maintained
What kind of health and safety issues have you considered that may impact the participants and researchers or anyone else by this study?	We don’t anticipate any particular risks with participating in the research; however, there is always the potential for research participation to raise uncomfortable and distressing issues. For this reason, we will provided information about some of the different resources which are available to participants.

 

 

The Contribution of Physical Exercise to Mental Health Among University Students During COVID-19 Lockdown in the UK.

PARTICIPANT INFORMATION SHEET

1. A) Introduction

You are invited to take part in student research undertaken at the University of the West of England, Bristol. Before you decide whether to take part, it is important for you to understand why the study is being done and what it will involve. Please take time to read the following information carefully and discuss it with others if you wish. Take time to decide whether you wish to take part. Thank you for reading this.

If you have any queries or would like more information please contact the student researcher Ashley Fouracres, Psychology, UWE, Bristol. Ashley2.Fouracres@live.uwe.ac.uk. The student researcher is under the supervision of Dr James Byron-Daniel. The supervisor’s profile is available at https://people.uwe.ac.uk/Person/JamesByron-Daniel

 

1. B) What is the purpose of this research?

This project aims to explore how physical exercise has contributed to mental health and well-being during lockdown. It will look at your exercise behaviour pre, during and post lockdown and look at the relationship between exercise behaviour and mental health.

 

1. C) How will the research be done and what will I have to do?

You will be asked to complete an online questionnaire where you answer a series of questions. The questions will cover your exercise behaviour pre, during and post lockdown and ask questions on your wellbeing and mental health. We anticipate that it will take about 30 minutes to complete the survey. After completing the surveys main questions, you will be asked a series of questions about yourself (e.g., age, gender etc.) to help the researcher understand something about the range of people taking part in the research. However, all data will be anonymised once analysed and when being referred to. If you are a first- or second-year UWE psychology student, you will be awarded 0.5 participation credit. Your participation will enable the researcher to develop an understanding of an important psychological issue and complete the dissertation component of their degree. If the subject of mental health becomes sensitive or you relive how you felt in the moment in a negative way, then please see the sources of support at the bottom of this information sheet.

 

1. D) Why have I been asked to take part? What about the right to withdraw?

You have been invited to part as a student at the University of the West of England. The target audience for this research is university students. Your participation in this study is completely voluntary and if you decide to take part, you are still able to stop your participation without giving reason. After participating in the study, you will have 15 days to request the withdrawal of your data. This timeline is essential to minimise any possible impact that the removal of your data may have on the ongoing data analysis and

What is the anticipated content of the group sessions?

Scenario: You work in a community health service as a counsellor and advocate. Due to the demographics of the area, a large proportion of clients are older adults who access the service for support with medications and long-term medical conditions. Nurses in the centre report that many older clients seem isolated and lack social support. On a recent home visit, an older client commented that they don’t feel comfortable driving and have limited access to public transport. As a result, their visits to the community health centre are one of their few opportunities to leave the house. Senior management have asked you, as the social worker, to explore the feasibility of a group program to provide additional support to this group of clients. Introduction: 1. State to whom the submission is being directed 2. Prove a brief description of the organisation the proposed group will be part of, its function, the usual population the organisation serves and its philosophical approach, missions and/or vision This social group proposal is being submitted to Capital Region Community Services (CRCS) which is a regional community centre that provides a wide range of services for all age groups of people who live in this region.The community uses a person-centred approach by community workers who are professional and flexible in reacting to individual needs while targeting audiences over 65s. This group program looks forward to being part of CRCS because its commitment and vision are highly matched with our purpose of the group program. CRCS, as one of the approved Home Care Package providers in the ACT and NSW, is providing a number of older adults programs and facilities, it also designs creative solutions to meet the elderly needs that come naturally. These experiences can be applied into group program development and assist us to build a mutual aid relationship between social workers and older adults more effectively. In terms of its existing services and activities for older adults, they are not only Aged care programs, but also expand to more specific features such as social networking support, in-home care, gym and fitness and other activities for seniors. …… Proposal/Submission 1. Name and type of group 1. Group’s proposed name 2. Proposed type of group (e.g., support educational, social action, etc.) 2. Purpose of the proposed group 1. What is the proposed purpose of the group? 2. Provide a convincing theoretical rationale for the establishment of the group. Consistent with social work principles, this should identify broader social justice concerns and explore how these impact members of the community or communities you seek to work with. Your rationale should draw on relevant academic literature and authoritative reports based on research. It must also demonstrate insight into the experiences of those you seek to work with. Accordingly, at least two sources must be authored by people within the community/communities your group program wishes to recruit from. These may be academic or non-academic sources (e.g., blogs, first-hand accounts, etc.) 3. Justify group work as the chosen method of practice, referring to relevant group work literature 3. Goals and expected outcomes of the proposed group 1. State some beginning goals for the group 2. State some possible outcomes that might be expected for group members NOTE: It is important to express goals and expected outcomes in concrete and specific terms to assist the evaluation process The proposal of the group project is designed for older adults who need medications and have long term medical conditions and meanwhile focus on their wellbeing and social connections. CareFree Seniors Program is the group’s proposed name which is easy for the elderly to remember and also direct to the group theme. The type of group will be a socialisation group that applies the combination of solution-focused and community development approaches into practice. This is considering that using two or more social work approaches into one program to make the achievement more specific and comprehensive. In this group, we proposed chiefly to improve their social connections by establishing a healthy and stable group for seniors only so that they can meet new neighbours and know more about each other. Our group program will offer a social platform and invite those older adults who are feeling isolated or interested in social life in their neighbourhood to join and share their stories and worries. Social workers will assist in responding to their needs and concerns, and also encourage them to attend the program actively. In addition, the program will be a tool of first-hand research and collect information from older adults, social workers will plan the next stage of goal for older people after sorting findings which will be more about community development, including additional medical support, transport support and home care services. Practical considerations and requirements 1. Group size and membership 2. How members are recruited 3. The time and frequency of group meetings, and duration of the group 4. Venue, staffing requirements, other resources NOTE: provide a rationale behind each of these decisions e.g., why is the size of suggested appropriate for the type of group and what you hope it will achieve We have found the use of small groups to which residents were invited reduced the stigmatisation at the prospect of seeing an individual counsellor. An additional benefit is that through the group process, the group facilitator is easily able to identify members who would benefit from ongoing individual counselling. As well as this, the member is more likely to continue with counselling as a relationship has already begun to form with the facilitator during the group process. Participants were all nominated by staff /GPs at the residential facilities as ‘at risk’ of mental health problems or already experiencing problems with regards to adjustment difficulties and isolation. We individually assessed each resident for suitability prior to the group. People with advanced cognitive deficits were excluded amongst other eligibility criteria. (The paragraph is copy and paste from one of the source: https://www.aasw.asn.au/document/item/675) The venue will be at Belconnen Community Centre which offers a variety of spaces for hire depending on the group sizes and its functions. In the first week, the group session will be held in the meeting room which is suitable for older people to have comfortable chairs. Then in the following weekly meeting, the venue may vary according to the activities and topics, including the art room, gym and community gallery. The staffing requirement will be one social worker who facilitates the program and two community workers who co-facilitate with the social worker, and two volunteers who assist older adults during activities or provide additional support before and after the meeting. Group content and process 400 1. What is the anticipated content of the group sessions? This should provide enough detail for the reader to have a clear sense of the content areas likely to be covered during the life of the group 2. Role and approach of the group facilitator(s) (e.g., amount of structure, direction, etc.) 3. What process issues should be considered for your proposed group? How might social structures such as class, gender, race and culture, age, ability, sexuality impact on your particular group? How might you make the group a safe place to be? What particular strategies might you adopt to ensure socially inclusive practice The Changing Times Group – for those residents experiencing adjustment difficulties related to their move to Residential Care. The major aims of these groups were to: • Facilitate the socialisation of isolated residents and to create new informal ongoing support networks. • Provide a supportive framework to address common adjustment issues. A strengths-based model underpinning this model was used to identify and develop skills and coping strategies. Each group ran once a week for six consecutive weeks. Content of the groups also included psycho-education, dealing with grief and loss, stress management, coping with depression, identifying individual strengths and support networks and problem-solving strategies amongst other discussions/activities. (The paragraph is copy and paste from one of the source: https://www.aasw.asn.au/document/item/675) E.g Garland, Jones & Kolodny model (Please Use this Model) Budget The budget lists all the expenses that covered all group sessions, for more details refer to the appendix. Evaluation and reporting 200 How and when will you evaluate the effectiveness of this group? Think about formal and informal methods of evaluation. These should be clearly linked to the goals and expected outcomes discussed earlier in the proposal. References Corey, M., Corey, G. & Corey, C. (2018). Groups: process and practice (10th ed.). Brooks/Cole Lindsay, T. & Orton, S. (2014). Groupwork practice in social work (3rd ed.). Learning Matters Ministry of Social and Family Development, (2018), Family Service Centre Code of Social Work Practice: Group Work Practice Guide, Ministry of Family and Social Development. https://www.msf.gov.sg/ODGSW/documents/2018-Family-Service-Centre-Code-of-Social-Wo rk-Practice-CSWP-Group-Work-Practice-Guide.pdf Ochre, G. (2013). Getting our act together – how to harness the power of groups. Groupwork Press Zastrow, C. (2019). Social work with groups: a comprehensive work text (10th ed.). Cengage Learning