Best Writer

Goal: Demonstrate the ability to create a final project that uses both research-based and personal content while using presentation software to communicate with an intended audience.
Description:
During the first six-weeks you formulated a project plan, researched the content of the plan, and collected quality academic and non-academic sources. For the week 7 Final Project you will create a presentation (CO8) that builds upon the week 2 Project Plan and the week 4 Location and Access (Source Organization worksheet) that effectively communicates the knowledge you have gained during COMM120.
Please consider the following:
Presentation will include an introduction, body, conclusion, and properly formatted reference/work cited slide in the citation style of your degree program (APA, MLA, or Chicago).
Clear evidence that the topic was researched and expanded upon the week 2 Project Plan (CO2 & 5).
Presentation provides audience with information to increase their knowledge of the topic presented (CO1).
Presentation engages the audience by using elements such as images, graphs, and charts. Appropriate citations must be included.
Three (3) vetted credible sources. One (1) of the sources must be scholarly and from the library.
Appropriate length 7-9 slides.
If you have multimedia skills and want to add creative content to your presentation, please do! Try to add any of the following enhancements and as you do, think about how it will impact your presentation and improve communication with the intended audience.
Voice narration, closed captioning, script.
Appropriate background music (must be cited on reference page).
Creative use of slide animations and transitions.

In this experiment you viewed pictures of faces displaying one of five facial expressions of emotion (happy, sad, disgust, anger, fear). The faces could appeared naturally or with added sunglasses or COVID style mask coving nose and mouth. The task on each trial was to categorize the emotion. Past research has indicated that specific facial features are essential for categorizing emotional expressions from faces. In particular, Blais et al 2012, indicated that across all emotions overall information from the mouth is the most important visual cue for judging emotion, this is then followed by information cues from the eyes. In the present experiment we set explore the impact that covering parts of the face would have on emotion categorization accuracy. We reasoned that performance would be worst for faces shown with a COVID style face mask, improved but still poorer for sunglasses and best when there was no face covering at all. Further research has indicated that different facial features are essential for categorizing different emotional expressions e.g. the wide open eyes are vital to displays of fear, an upturned smiling mouth is essential for happiness. In an extended analysis considering the emotional expressions separately will allow an exploration of expression specific patterns of the importance of different visual information.
Experiment details
Stimuli source: The racially diverse affective expression (RADIATE) face stimulus set. Stimuli identities: 6 male, 6 female balanced across black, white and Asian models. Stimuli emotions: Happy, Sad, Disgust, Anger, Fear
Response options: Happy, Sad, Disgust, Anger, Fear, Don’t know.
Procedure: Each stimulus was presented once per condition (naturally, sunglasses, COVID style mask) for 2 seconds (or less if a response was made), response options remained on screen until a response was given.
Total number of trials = 180 (split into 4 blocks of 45)
Coding platform: Gorilla
Lab Report 3 requirements
All sections must be present and attempted: Title
Abstract
Introduction
Methods – DESIGN, PARTICIPANTS, MATERIALS, PROCEDURE – ETHICS STATEMENT Results – DESCRIPTIVE (in text and figures), CHOICE OF TEST, INFERENTIAL TEST – correctly reported
Discussion
References
Appendices – Pre-Registration
Core components:
Hypothesis: One main hypothesis regarding the impact of masks and sunglasses on emotional expression categorization
Analysis: ANOVA and follow up tests
Extended analysis:
Hypothesis: Specific to happy or fear or both expressions. Analysis: Emotion specific ANOVA and follow up tests
Note if you choose to do the extended analysis you should write only one introduction, one methods, one results and one discussion section. You should position all of your hypothesis together at the end of the introduction, all of your results are presented one after the other in the results section and then discussed in turn in the discussion.

The Prompt:
Read the selections from the “Epic of Gilgamesh” and the “Enuma Elish” and respond to some of the following questions in a brief essay of between 250 and 500 words:
What do the “Epic of Gilgamesh” and the “Enuma Elish” suggest to you about the nature of Bronze Age society in the Near East? What can you determine from these documents about the nature of their religious/philosophical beliefs and their views of the relationship between human beings and the natural environment and human beings and the gods? What can you determine from these documents concerning their social and political structure and other aspects of their lives? Are there elements of these stories that are familiar to you based on your own religious or philosophical background? What do you make of these similarities?

Compose effective essays that follow established writing principles.
Demonstrate effective outlining, pre-writing, organization, style, and formatting techniques.
Demonstrate the ability to find, evaluate, and incorporate appropriate sources and other support to back thesis.
Develop introductory college-level writing skills.

Equity vs. Debt Financing: Define and explain the terms equity and debt financing. Also compare the two types of capital and point out their main characteristics. Explain what type of financing is more important for firms and how they affect a firm´s capital structure. Also explain what financial leverage is and why it is relevant in this context.

When conceptualizing and writing the written assignment, the evaluation criteria and explanations given in the writing guidelines should be considered.

What role does technology play in supporting your customer relationship management plan?
Post response:
Question 1:
Utilizing quality tools and comprehending the foundations of comprehensive quality management are valuable skills and information that I have used in the Comprehensive Project and can apply to my future profession. First, the complete quality management approach is an essential core problem for which I have a great deal of information to use in Comprehensive Project, and the quality tools have helped to supplying significant characteristics for that project. From a management standpoint, enhancing abilities in quality tools enables the project’s process to be carefully watched, allowing the manager to quickly devise solutions to problems or enhance processes.

Question 2:
To attract the target audience – tourists who want a break or have a number of upcoming appointments – it is necessary to update the procedure in order to provide the highest level of service. Therefore, the waiting time must be optimized to meet their requirements.

Question 3:
Collecting client data is one of the first stages in customer relationship management. This involves gathering the current interests, desires, purchasing habits, social media profiles, etc. of consumers. The next step is to contact current consumers with the right offer, such as requesting feedback on the product’s quality or offering personalized discounts. A firm that engages often with its clients will establish a level of trust, which will make the customers feel more appreciated. Developing customer loyalty programs by identifying the database’s most lucrative customers and rewarding them in a timely manner may result in the growth of healthy and strong customer relationships and an increase in customer loyalty.

Question 4:
Effective customer relationship management (CRM) has been one of the primary competitive advantages that organizations may utilize to avoid customers transferring to rival companies. Among the numerous major technical breakthroughs impacting the field of CRM, the arrival of the internet is undoubtedly the most prominent. Its rapid speed, resource efficiency, continual availability, efficiency in transmitting information, and integrated, customized character are important drivers and strengths for CRM applications (Bauer et al., 2002, 155-163)
Bauer, H., Grether, M., & Leach, M. (2002). Building Customer Relationships Over the Internet. Industrial marketing management, 31, 155-163. https://doi.org/10.1016/S0019-8501(01)00186-9

Write a research paper on culture diversity & Healthcare.

Discuss the US response to human trafficking

Write a paper that summarizes a member of the Washington family and applies at least one cognitive or psychosocial theory, using scholarly research and your textbook to support your claims.

Emma is a 13-year-old girl from a large family. She has one
younger sister, one older sister, and one older brother. Her brother Tyler is
married and has two children of his own. She and her two sisters live with
their parents and their great-grandmother. Their grandfather lives across the
street.
Emma gets along well with her father but often argues with
her mother and grandfather. She alternates between being close to her sisters
and wanting nothing to do with them. Recently, she and Ava, her younger sister,
have been fighting a great deal.
More and more often, Emma takes every comment made
personally—believing the speaker means it negatively about her. Her arguments
with everyone in the family have left her isolated at home. She spends most of
her time on the phone or Internet with friends.
She spends an hour and a half getting ready every morning
and is never satisfied with her appearance. She has taken up three extreme
diets in the past year, giving up on them after a few weeks. When she has done
well on a diet, she’s received positive comments from boys her age, but
otherwise they ignore her.
When considering what classes to take at school, her parents
told her which ones would be most useful for getting into college for a degree
to teach elementary school children. But in the end, she chose classes taught
by the teachers her friends told her were the best.
Though she wants to be a teacher, her parents have
repeatedly told her they cannot afford to send her to college. They will
support her decision if she can figure out how to pay for it. Lately, she’s
been saying that she is not sure she will be a teacher. She has stopped making
plans for her future and instead spends her time texting with her friends and
watching YouTube videos.

Emma describes herself:
“I’m always social with my friends, but I try to avoid
talking to my family.”
“I’m overweight and likely to get fat.”
“Only my friends like me. Everyone else thinks I’m stupid.”

In the assignment for this week, you are asked to do the following:
Apply a theory to your selected character.
Apply a theoretical concept based on research found in a scholarly article.
Apply your knowledge of the development of the brain.
Apply your knowledge of ethics.
Review Brain Development
Along with theory and concepts, you will also consider how
the brain is physically developing at the age of your chosen character. Review
the appropriate chapters in your textbook.
Review the APA Code of Ethics
You will also consider the appropriate ethics a
psychological professional would need to apply to working with your chosen
character. Review the APA code of ethics.

Choose a character from the interactive media piece to
study.
Emma – 13

Select at least one cognitive or psychosocial theory to
apply to your chosen family member and review your textbook for information on
the theory.
Erickson’s psychosocial stages

Choose one theoretical concept for the age group of your
member and find at least one scholarly research article that supports this
concept.
-Identity.
-Personal fable.
-Decision-making.
-Self-esteem.

References to be used:
https://www.verywellmind.com/identity-versus-confusion-2795735

Santrock, J. W. (2021). Life-span development (18th ed.).
McGraw-Hill.
Chapter 11, “Physical and Cognitive Development in
Adolescence,” pages 339–372.

Santrock, J. W. (2021). Life-span development (18th ed.).
McGraw-Hill.
Chapter 12, “Socioemotional Development in
Adolescence,” pages 373–404.

Discuss Forecasting Flaws in an Airport Master Plan