My Blog

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Social Media’s Impact on Adolescent Mental Health
Student Name
Institution Affiliation
Course
Instructor
Date
Potential Research Topic
Social Media’s Impact on Adolescent Mental Health
My capstone project focuses on how the use of social media has affected the mental health of adolescents, causing anxiety and depression. This is a topic that I chose because, through studying psychology, there has been an increased amount of concern as to how social media influences mental health, particularly in adolescents, who constitute one of the most vulnerable populations. According to Kaur et al. (2022), constant engagement with social media may create huge effects on the mentality of adolescents, further increasing the levels of anxiety and depression due to online comparisons, cyberbullying, and pressures to keep up appearances online. There is considerable interest in more clearly understanding this relationship to inform mental health interventions and policies.
Target Audience
My target audience is adolescents, parents, and educators. Adolescents need to be more educated about the potential mental health effects related to excessive social media use. Parents and educators seek means for detecting signs of anxiety and depression linked to social media use and methods to respond to this issue. This audience needs research to give them meaningful insights into early warning signs and protection measures for young people.
Stakeholders
Key stakeholders are mental health professionals, who benefit from more tailored interventions; companies themselves, in that they can implement safety measures; and even policymakers, who can legislate measures that protect teens’ online experiences. Understanding these perspectives gives a comprehensive approach to the mental health implications of using social media.
Research Questions
1. Does long-term exposure to social media affect anxiety and depression among adolescents?
2. To what extent does social media in teenagers create self-esteem or body image?
3. What steps may parents and teachers take to reduce the adverse effects of social media on the mental health of adolescents?
Research Problem
The knowledge gap that I will try to fill is the specific mechanisms through which social media contributes to anxiety and depression in adolescents. While studies about correlations were conducted, there was a greater need to understand how the nuances of the effects of specific activities on social media, like scrolling or posting, cause changes in mental health.
References
Kaur, S., Kaur, K., & Verma, R. (2022). Impact of social media on mental health of adolescents.  Journal of Pharmaceutical Negative Results, 779-783. https://pnrjournal.com/index.php/home/article/download/2441/2090

discussion: The DNP-Prepared Nurse and Their Communities of practice

· The need for vaccine and immunization clinics for school age children with a school district
· The need for nutritional assistance programs pre-K students in a state-funded early childhood education program
· The need for diabetes education for elderly outpatients in a community health clinic
· The need to reduce the number of re-admits of patients who have had outpatient procedures in freestanding outpatient clinics
· The need to reduce the number of post-operative patient falls on an acute care in-patient hospital unit
These are just a few examples of the needs, challenges, and issues that may exist within a community of practice, and that merit the attention and require the knowledge, experience, and advocacy of a DNP-prepared nurse.
As a DNP-prepared nurse, you will likely belong to multiple communities of practice related to the various contexts and populations with which you are involved. Within each, you may work in a variety of ways to improve health outcomes and catalyze positive social change—at the individual patient level, as well as on increasingly larger scales within your organization, and potentially even at the national or global level.
Resources
Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources. 
WEEKLY RESOURCES
· Document:  Nursing Communities of Practice Template  Download Nursing Communities of Practice Template(PDF)
· Africa, L., Frantz, J. M., & Mlenzana, N. B. (2023).  Activities to promote interprofessional practice at primary healthcare level: A systematic reviewLinks to an external site..  Social and Health Sciences, Article 12130. https://doi.org/10.25159/2957-3645/12130
· American Association of Colleges of Nursing. (2021).  The essentials: Core competencies for professional nursing educationLinks to an external site. . https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf 
· American Association of Colleges of Nursing. (n.d.).  T he essentials: Domain 6: Interprofessional partnershipsLinks to an external site. . https://www.aacnnursing.org/essentials/tool-kit/domains-concepts/interprofessional-partnerships
· Bradley, C., & Bleich, M. (2024).  The DNP graduate and the potential to advance nursing: An interview with thought leader Michael Bleich, PhD, RN, FAAN, by Carol Bradley, MSN, RN, FAONLLinks to an external site..  Nursing Administration Quarterly, 48(1), 80–82. https://doi.org/10.1097/NAQ.0000000000000621
· Interprofessional Education Collaborative. (2023, November 20).  IPEC core competencies for interprofessional collaborative practice: Version 3Links to an external site. . https://ipec.memberclicks.net/assets/core-competencies/IPEC_Core_Competencies_Version_3_2023.pdf 
· Healthy People 2030. (n.d.).  Healthy people in actionLinks to an external site. . https://health.gov/healthypeople/tools-action/healthy-people-in-action 
· Ho, J. T., See, M. T. A., Tan, A. J. Q., Levett-Jones, T., Lau, T. C., Zhou, W., & Liaw, S. Y. (2023).  Healthcare professionals’ experiences of interprofessional collaboration in patient education: A systematic reviewLinks to an external site..  Patient Education and Counseling, 113, Article 107965. https://doi.org/10.1016/j.pec.2023.107965
· King, R. J., Heisey-Grove, D. M., Garrett, N., Scott, K. A., Daley, M. F., Haemer, M. A., Podila, P., Block, J. P., Carton, T., Gregorowicz, A. J., Mork, K. P., Porter, R. M., Chudnov, D. L., Jellison, J., Kraus, E. M., Harrison, M. R., Sucosky, M. S., Armstrong, S., & Goodman, A. B. (2022). The childhood obesity data initiative: A case study in implementing clinical-community infrastructure enhancements to support health services research and public healthLinks to an external site..  Journal of Public Health Management and Practice, 28(2), E430–E440. https://doi.org/10.1097/PHH.0000000000001419
· McLaney, E., Morassaei, S., Hughes, L., Davies, R., Campbell, M., & Di Prospero, L. (2022).  A framework for interprofessional team collaboration in a hospital setting: Advancing team competencies and behavioursLinks to an external site..  Healthcare Management Forum, 35(2), 112–117. https://doi.org/10.1177/08404704211063584
· Merriam, D., Wiggs, C., Provencio, R., Goldschmidt, K., Bonnett, P., Valazza, V., Brodhead, J., Scardaville, D., & Stalter, A. (2022).  Concept analysis of systems thinking in the context of interprofessional practice and improved patient outcomesLinks to an external site..  Nursing Education Perspectives, 43(4), E20–E25. https://doi.org/10.1097/01.NEP.0000000000000951
· O’Leary, N., Salmon, N., O’Donnell, M., Murphy, S., & Mannion, J. (2023).  Interprofessional education and practice guide: Profiling readiness for practice-based IPELinks to an external site..  Journal of Interprofessional Care, 37(1), 150–155. https://doi.org/10.1080/13561820.2022.2038551
· Ruebling, I., Eggenberger, T., Frost, J. S., Gazenfried, E., Greer, A., Khalili, H., Ochs, J., Ronnebaum, J., & Stein, S. M. (2023).  Interprofessional collaboration: A public policy healthcare transformation call for actionLinks to an external site..  Journal of Interprofessional Education and Practice, 33, Article 100675. https://doi.org/10.1016/j.xjep.2023.100675
Communities of Practice Resources
· Adler, R. H., & Sickora, C. (2023).  Research, practice and teaching united: Implementing AACN academic guidelines in a community based behavioral health settingLinks to an external site..  Journal of Professional Nursing, 49, 21–25. https://doi.org/10.1016/j.profnurs.2023.08.001
· Bekemeier, B., Kuehnert, P., Zahner, S. J., Johnson, K. H., Kaneshiro, J., & Swider, S. M. (2021).  A critical gap: Advanced practice nurses focused on the public’s healthLinks to an external site..  Nursing Outlook, 69(5), 865–874. https://doi.org/10.1016/j.outlook.2021.03.023
· Corbo, S. A., & Flatekval, A. M. (2022).  An academic-practice partnership to provide community vaccinationsLinks to an external site..  Nursing Management, 53(3), 36–42. https://www.doi.org/10.1097/01.NUMA.0000821704.29642.ee
· Goglio, K., Crespin-Mazet, F., Simon, L., Cohendet, P., & Wenger-Trayner, E. (2023).  Managing with communities for innovation, agility, and resilienceLinks to an external site..  European Management Journal, 41(4), 534–539. https://doi.org/10.1016/j.emj.2023.07.005
· Groff, A. (2023).  Community of practice (CoP)Links to an external site..  Salem Press Encyclopedia. https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=ers&AN=90558267&site=eds-live&scope=site&custid=s6527200 
· Shirey, M. R., Bruck, M., Patton, E., Bowers, D., & Watts, P. I. (2022).  COVID-19 telehealth fair partnership for capacity building in primary care nursing.Links to an external site.  Nursing Administration Quarterly, 46(2), 113–124. https://doi.org/10.1097/NAQ.0000000000000517 
· Truax, F. N., Low, J., Mochizuki, T., Asfaha, S., Nguyen, T. N., Carson, M., Katrak, S., Shah, N., & Nguyen, D. (2022).  Latent tuberculosis infection testing and treatment at a federally qualified health center in Southern California: A quality improvement projectLinks to an external site.. J ournal of Nursing Care Quality, 37(2), 155–161. https://doi.org/10.1097/NCQ.0000000000000579 
· UC Davis Health School of Medicine. (n.d.).  Communities of practice: A toolkitLinks to an external site.. https://health.ucdavis.edu/workforce-diversity/What_We_Do/Communities-of-Practice/COPToolkit.html
To prepare:
· Review this week’s Learning Resources, paying special attention to the various examples communities of practice you encounter.
· Use the Communities of Practice template, located in this week’s Learning Resources, to help you identify the various communities of practice with which you are currently involved and those you may want to become involved with in the future.
· Select  one of these communities of practice on which to focus for this Discussion.
· Consider the most important needs, challenges, or issues facing the community of practice you selected.
· Select  one of these needs, challenges, or issues on which to focus for this Discussion.
· Using Walden Library and the internet, search for and identify  three scholarly, peer-reviewed articles (within the last 5 years) that address the need, challenge, or issue you selected.
· Consider the kinds of practice changes you might recommend to address this need, challenge, or issue.
· Consider how your recommendations align with specific Domains from  The Essentials.
Post the following:
· Describe the community of practice and associated need, challenge, or issue you selected for this Discussion.
· From your perspective as a future DNP-prepared nurse, explain why this need, challenge, or issue is important and merits attention. Be specific and provide examples.
· Citing the  three scholarly articles you identified, describe at least  two practice changes you recommend to address the need, challenge, or issue facing the community of practice you selected.
· Explain how your recommendations align with at least  three specific Domains from  The Essentials.
Note: Your posts should be substantial (700 words minimum), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA Style. Personal anecdotes are acceptable as part of a meaningful post but cannot stand alone as the entire post.
, on different days, by suggesting an additional practice change or other intervention that your colleague might consider to address the need, challenge, or issue facing the community of practice they selected.
Note: Your responses to colleagues should be substantial (250 words minimum), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA Style. Personal anecdotes are acceptable as part of a meaningful response but cannot stand alone as a response. Your responses should enrich the initial post by supporting and/or adding a fresh viewpoint and be constructive, enhancing the learning experience for all students.
Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights that you have gained because of your colleagues’ comments.
RESPOND TO THIS DISCUSSION POST
ve many patients miss their appointments, and neglect valuable health information, due to a lack of transportation. Many patients know transportation is an issue for them, but have no way to get around this obstacle. As reported by the Community Transportation Association of America, annually, 3.6 million Americans fail to make doctor appointments because of a constraint of dependable transportation (PR Newswire, 2019).
          Transportation to and from healthcare appointments is important and deserves attention because it affects multiple aspects of patient care. A barrier in transportation can decrease patient compliancy, increase ER and hospital visits, and reduce needed evaluations (Quintero-Ahumada et al., 2024). Patients are more prone to be noncompliant with care and medications when they lack routine follow ups with guidance by healthcare professionals. Noncompliance promotes an increase in ER and hospital visits due to a lack of proper medication administration or examining. Reduced clinic visits will increase the likely hood of missed physical indications of insufficient care This issue can be mitigated by placing directly impactful interventions in place.
          Two practice changes I would recommend to address the deficiency in transportation to and from primary care appointments includes implementing virtual visits and providing transportation to and from healthcare appointments to local patients in need. Virtual visits provide patients the convenience of being seen in the comfort of their home and having family in attendance with them for better comprehension of care (Kate et al., 2024). Virtual appointments lessen the worry of finding or paying for transportation. Next, according to Rep Panetta (2024), providing transportation to lacking patients eases the unmerited problem for patients, so they can obtain the care they deserve. Provided transportation benefits the patients that prefer in-person visits to arrive with no stress, and a clear mind to understand the plan of care.
          Implementing Virtual visits and assisted transportation both align with domain 2: Person-Centered Care, Domain 5: Quality and Safety, and Domain 8: Information and Healthcare Technologies from  The Essentials (AACN, 2021). Virtual visits promote patient centered care by focusing on the patient needs in their personalized environments, with no disruption. Assisted transportation supports quality and safety by providing the patients with licensed, certified, and reliable drivers, who provide excellent and secure transportation to and from healthcare appointments. Lastly Virtual visits align with information and healthcare technologies, as it involves using electronic technique to deliver optimal patient care. Overall, I believe virtual visits and assisted transportation will both have a major impact on optimal healthcare outcomes in outpatient rural community primary care clinic settings.

References
American Association of Colleges of Nursing. (2021).  The essentials: Core competencies for professional nursing education  https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdfLinks to an external site.

Kates, J., Stricker, C. T., Rising, K. L., Gentsch, A. T., Powers, V., Salcedo, V. J., Solomon, E., & Worster, B. (2024). Perspectives from patients with chronic lung disease on a telehealth-facilitated integrated palliative care model: a qualitative content analysis study.  BMC Palliative Care,  23(1).  https://doi.org/10.1186/s12904-024-01433-3Links to an external site.

McCorkle, T., Goode, P., & Onsomu, E. O. (2023). Telemedicine with Phone Coaching on Diabetes Self-Care Practices in Rural Adults.  ABNFF Journal,  2(3), 25–31.

PR Newswire. (2019, May 14). Good Days Partners with Uber Health to Provide Free Transportation to Medical Appointments.  PR Newswire US.

REP. PANETTA REINTRODUCES BIPARTISAN LEGISLATION ENSURING VETERANS TRANSPORTATION TO MEDICAL APPOINTMENTS. (2024, October 4).  States News Service, NA.  https://link.gale.com/apps/doc/A811163417/EAIM?u=minn4020&sid=ebsco&xid=ff729cd8Links to an external site.

Quintero-Ahumada C, Ibrahim A PA-C, & Reddy S MD, F. (2024). Integrating Telehealth Into the Primary Care Workday to Improve Access and Continuity.  Family Practice Management,  31(5), 12–17.
Reply

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Criteria Ratings Points
Content 35 to >31 pts
Advanced
The paper demonstrates a coherent focus, a sense of audience, is well developed and incorporates new thinking
31 to >24 pts
Proficient
Focus and sense of audience are not entirely clear and coherent. Some ideas could be developed better and new ideas aren’t clearly incorporated.
24 to >0 pts
Developing
The paper lacks focus and coherence, there is no clear sense of audience, the ideas are not well developed, and/or there is little to no incorporation of new thinking.
0 pts
Not Present
35 pts
Content 35 to >31 pts
Advanced
Assertions and ideas are effectively and clearly supported with at least 5 peer-reviewed, sources, 3 published in the most recent 5 years.
31 to >24 pts
Proficient
Some assertions and ideas aren’t clearly supported and/or one or more of the 5 peer-reviewed sources aren’t sufficiently related to the topic and/or at least 3 weren’t published in the last 5 years.
24 to >0 pts
Developing
Assertions and ideas generally lack support and/or support isn’t appropriate or effective. There are fewer than 5 peer-reviewed sources.
0 pts
Not Present
35 pts
Content 28 to >24 pts
Advanced
Paper clearly demonstrates strong understanding of the topic by the student.
24 to >19 pts
Proficient
Paper demonstrates the student understands the topic, but it isn’t clear if the understanding is strong.
19 to >0 pts
Developing
There appear to be gaps and weaknesses in the student’s understanding of the topic.
0 pts
Not Present
28 pts
Structure 14 to >12 pts
Advanced
There is a clear, coherent, organized structure.
12 to >9 pts
Proficient
The structure isn’t entirely clear, coherent, or well organized.
9 to >0 pts
Developing
The paper lacks structure and coherence and/or isn’t well organized.
0 pts
Not Present
14 pts
Structure 14 to >12 pts
Advanced
The paper is in APA format with no errors.
12 to >9 pts
Proficient
The paper is in APA format with a few minor errors.
9 to >0 pts
Developing
There are numerous formatting errors.
0 pts
Not Present
14 pts
Research Paper: Final Draft Grading Rubric | SMGT506_D01_202440

Criteria Ratings Points
Structure 14 to >12 pts
Advanced
Spelling, grammar, and sentence structure are well done with no errors.
12 to >9 pts
Proficient
Spelling and grammar are generally good with a few minor errors.
9 to >0 pts
Developing
There are numerous noticeable spelling and grammar errors.
0 pts
Not Present
14 pts
Total Points: 140
Research Paper: Final Draft Grading Rubric | SMGT506_D01_202440

Read and react to the following 2017 article by Lloyd Sandelands (in the Resources section) in the context of leadership that includes important financial responsibility in a sport business position with a focus on how a sport organization engages with the outside market.
Include Biblical integration in the topic with a Scripture connection or reference citations and reference to at least two sources in addition to those provided in the prompt.

 OVERVIEWFor this Initial Public Offering Assignment, research a sport related initial public stock offering(Security and Exchange Commission filings and financial media reports are good startingpoints). Assess the success of the IPO including a report of how much capital was raised 

2

Negotiation and Conflict Resolution
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Therefore, to undertake the second part of this project it becomes critical to also assess the failed undertakings that have been used to solve the conflict between Israel and Palestine and why they have not worked.
Another approach that has evidently not worked includes outsourcing mediation efforts from third parties especially from the United States. However, because the US has always supported Israel in particular and has, therefore, never been considered neutral by the Palestinians (Caplan, 2019). This lack of trust has in fact reduced the efficacy of the US facilitated peace negotiations. Furthermore, the existing Israeli and Palestine conflict, culminating in machine power and political diplomacy has sharply hampered negotiations (Dwiastuti, 2021). Compared to Israel Palestinians have much less support and resources around the globe and in these negotiations while Israel enjoys the most powerful backing in the world, Palestinians are divided between Palestinian authority and Hamas both wanting power in Palestine.
The other counterproductive approach is the ongoing cycles of violence so as a response to provocations witnessed among the two parties. The work shows how Israeli responses to attacks are all too often solely determined by assertions of security needs, a strategy that only serves to provoke Palestinians further, and therefore provoke a response (Gelvin, 2021). Such a cyclical violence has entrenched primal suspicion, ruling out reasonable negotiations all together.
Internal politics have also a major influence on no formation and thus preventing a solution to the conflict. This remains a challenge on both sides because the extreme elements tend to silence the moderates, therefore impounding any chance of compromise. In Israel, any of the settler movements groups is extremely resistant to any form of concessions as far as the geographical considerations of their territory is concerned, On the Palestinian side, leadership is divided between the more centralized Palestinian authority and the militants Hamas which has made it almost impossible for any advances to be made (Rouhana, 2019). Therefore, these strategies have not worked mainly because they entail power imbalances, suspicion, and force instead of negotiation, empathy and sustainable solutions. For any case to be finally settled, these underlying factors must be dealt with.
References
Caplan, N. (2019).   The Israel-Palestine conflict: contested histories. John Wiley & Sons.
Dwiastuti, I. (2021). The Roots of Israel-Palestine Conflict: A Political Culture Analysis.   AEGIS: Journal of International Relations,   4(2), 19-33.
Gelvin, J. L. (2021).   The Israel-Palestine conflict: a history. Cambridge University Press.
Rouhana, N. (2019). Palestinians in Israel: Responses to the uprising. In Echoes of the Intifada (pp. 97-117). Routledge.

Module Lectures3.html
Gender Roles, Moral Roles, and Social Acceptance
Module Three focused on attachment formation and the disorder that can evolve if positive attachment and extenuating circumstances inhibit positive attachment. Module Four discusses parenting roles and styles, expectations of children, and how these have a direct correlation to children’s identity as they move through childhood and adolescence into adulthood. For example, those who decide not to follow cultural or social norms could present as performing non-traditional gender roles, such as a female firefighter, a male nurse, or a stay-at-home dad. Parental and societal expectations can place an enormous amount of stress on a child; these expectations usually occur on an unconscious level, but nonetheless, parental expectations are intensely fortified from an early age. For example, parents or caregivers might expect their child to become an all-star soccer player or high school valedictorian or to obtain some other lofty goals. When these cultural and parental expectations are combined, this can at times place an exorbitant amount of pressure on children and adolescents. For example, in some South Asian cultures, high performers are extremely valued. Coupling that cultural expectation with parents who also push for high-achieving offspring can have an impact on development.
Module Four also examines the differentiation of sibling expectations based on gender roles. There are cultural connotations and family values that connect to the ideals of masculine and feminine roles. For example, in some Asian cultures, male offspring are expected to be the patriarchs of the family who will carry on the family name. Female offspring, on the other hand, are expected to be passive, to respect and follow the males in her life, to perform domestic duties, and to bear children. (In developmental psychology, please note that while sex refers to a person’s biological identification, gender refers to the classification of male and female roles.) In other traditional cultural and familial settings, males are expected to grow in the footsteps of their father figures—to protect and provide for their families and to be the family problem solvers. In these settings, the females are expected to follow the lead of their mother figures and to provide for their family units by performing duties such as cooking, cleaning, caring, and nurturing.
The world is changing rapidly, and these traditional roles are increasingly changing and bleeding into one another. Culturally speaking, the United States is slower than most countries to warm up to the idea of interchangeable gender roles. However, in an ever-evolving world, the acceptance of more fluid gender roles is increasing at a rapid rate, breaking down stereotypes that have existed for hundreds of years. The manner in which children are reared to believe in gender roles has a direct impact on how the they operate in society and relationships and how they rear their own offspring. In order to break stereotypes or gender roles, it is important to understand the profound impact gender expectations can have on a child.
In addition, Module Four explores the concept of gender dysphoria. Gender dysphoria (previously known as gender identity disorder) occurs when a person does not identify with his or her natural biological sex assignment. For example, a natural-born male may identify vehemently that he should have been born a female and may only show interest in female-oriented activities or tasks that are more traditionally female driven. According to the DSM-5 symptomatic criteria, in order for someone to be diagnosed with such a disorder, the person must exhibit marked distress for more than six consecutive months. People with gender dysphoria may articulate to others that they feel they were born in the wrong body and may experience distress that impedes their daily functioning. Moreover, social and emotional functionality is markedly impaired due to the distress the misidentification has caused. Finally, people with gender dysphoria will likely express dissatisfaction with their assigned sex characteristics and may pursue the avenue of sex re-identification options such as hormone replacement therapy, gender reassignment surgery, and counseling to support their true identity. While there have been grand strides to gain greater social, environmental, and cultural acceptance, there remains a lag in overall acceptance of individuals and how they self-identify.
In conclusion, Module Four navigates the many facets of development in relation to gender roles and identity and encompasses cultural, ethnic, and social norms that protrude into aspects of gender development. Module Five moves on to explore physical health and the implications on mental health, and cognitive and behavioral patterns of development.

This discussion requires you to use the USA Spending interactive database to research a specific Small Business Administration (SBA) 7(a) loan, 504 loan, or Microloan. Review the relevant areas of the SBA website and identify a sport, hospitality, or tourism-related SBA Loan award via the USA Spending interactive database.
You can use the filters to search by state, zip code, and year.  Be sure to focus only on SBA capital loan awards, not emergency, COVID relief, or other government agency funding.  Research the specific loan recipient and the SBA loan requirements for the type of loan they used and try to determine how the funds were used, using your best judgment and inference if necessary. Include Biblical integration in the topic with a Scripture connection or reference and citations and references to at least two sources in addition to those provided in the prompt.

https://www.sba.gov/
https://www.usaspending.gov/

 Research Assignment:Outline based on your sources from the Research Outline: Topic Selection/AnnotatedBibliography Assignment and at least two additional peer-reviewed, scholarly sources fromyour continued research of the topic, for a total of five peer-reviewed, scholarly sources.

Overview
Based on publicly available official financial statements you seek out and provide, quantify and compare the positions of two sport-related companies in terms of liquidity, activity, financial leverage, and profitability.
For each area of comparison, calculate the appropriate ratio, indicate which company is in a stronger position, and briefly explain your rationale.