Abstract
This article is the first in a two-part series. It features 13 teaching innovations selected from the 60My Favorite Assignmentspresented at the 2019 Association for Business Communication’s annual international conference in Detroit, Michigan. Pedagogy presented includes experiential learning methods to teach how to deliver peer feedback, new approaches for incorporating the Internet and social media into learning experiences, and a boost on a classic topic, ethics.
Like Detroit’s legendary Motown singers, innovative Association for Business Communication (ABC) members found their groove at the 84th ABC annual international conference held in the Motor City.My Favorite Assignment(MFA) presenters attracted a record audience of 300 ABC members thanks to Conference Chairs Dirk “The Blade” Remley and Clive Muir’s decision to spin a fourthMFAsession into their program.
MFAis ABC’s rapid teaching innovation distribution system. Here’s how it works: First, members boogie through new teaching ideas debuted at theMFAsessions. Next, selected assignments are cataloged inBusiness and Professional Communication Quarterly. Then, when ABC members want to explore a teaching assignment in depth for possible adoption, they go to the ABC website and download an abundant catalog of materials designed to execute the assignment of interest.
The 13 peer-reviewedFavorite Assignmentsfeatured in this article were selected from the 60My Favorite Assignmentspresented in Detroit. Among them, readers will see new methods to teach students how to deliver peer feedback, new approaches to incorporating the Internet and social media into a class, and a fresh look on ethics. Readers wishing to adopt one or more ideas presented here can find superb support materials on the ABC web page:https://www.businesscommunication.org/page/assignments, available to ABC members. Downloadable, classroom-ready teaching tools are waiting, including instructions to students, stimulus and exercise materials, slides, grading rubrics, frequently asked questions (FAQs), and sample student work products. Materials are also available on DePaul University’s Center for Sales Leadership page:https://salesleadershipcenter.com/research/business-professional-communication-quarterly-my-favorite-assignment
Delivering Peer Feedback
Using CRAP Design to Create Effective Documents
Missouri State University, USA
Genre
Writing activity, document design, CRAP model, visual communication, report writing, analytic criteria, critical thinking
The Assignment
Business communication students may not have ambitions to become graphic designers. However, they do enjoy learning to apply professional design concepts that produce visually attractive and effective documents. Despite its unsavory name, they love learning the graphic designer’s CRAP design elements: contrast, repetition, alignment, and proximity.
First, students find a poorly designed brochure, flyer, poster, invitation, or another document they want to redesign. Alternatively, the instructor could provide a poorly conceived document. Then, participants revise the document. Students write a short (four-paragraph) report detailing the improvements they attained applying the CRAP model. Learners are delighted at their new skills as they become adept at document design and learn to create effective designs for print and online materials.
Target Learners
Undergraduate and graduate students
Learning Objectives
Students will do the following:
Understand the principles of CRAP design: contrast, repetition, alignment, and proximity
Identify CRAP design elements in sample documents
Revise a poorly designed document using the CRAP model
Report how they used the CRAP design elements to improve and revise a poorly designed document.
Time to Complete the Assignment
One or two class periods
Materials, Equipment, Special Considerations
PowerPoint presentation on CRAP design elements (provided)
Sample document with poor design.
Evaluating Outcomes/Grading
The student’s document revision/redesign is graded based on CRAP criteria (see slides in Support Materials)
The accompanying report is graded based on the student’s demonstrated understanding of CRAP design principles
Throughout the semester, the grading criteria for all documents submitted include a CRAP design assessment. Students are encouraged to think about visual design in all of their work.
Support Materials
Instructions to students
Slides.
Sticky Note Peer Assessment
Briar Cliff University, USA
Genre
Feedback, analysis, criticism, experiential learning, class activity, critical thinking
The Assignment
This fun, classroom-energizing exercise can be used in conjunction with a wide range of assignments. Students evaluate their classmates’ work. The Sticky Note Peer Assessment works well with posters, infographics, or other artifacts that can be assessed quickly. After the assignments are submitted, they are displayed in the classroom for all to see.
Next, each student is given a set of sticky notes equal to the number of artifacts on display. Students use their sticky notes to provide constructive criticism for each artifact. All of the sticky notes are the same color, except for one. The single, uniquely colored sticky note (with feedback) is put on the submission that the student decides is best.
Each student receives feedback from every other student in the class. All feedback is provided anonymously. If the instructor wishes, students may revise their artifact based on peer feedback before formal assessment.
Target Learners
All learners can benefit from this activity.
Learning Objectives
Students will do the following:
Give constructive feedback to peers
Receive feedback on their work from multiple sources
Engage in active learning in a classroom full of life, movement, and energy.
Time to Complete the Assignment
Formulating peer assessment, writing the critiques, and placing the sticky notes on peer work takes about 15 minutes. Additional time is needed for students to create the artifacts that are assessed.
Materials, Equipment, Special Considerations
Each student receives one sticky note for each assignment displayed, plus one sticky note of a different color for Best in Show.
Evaluating Outcomes/Grading
This is a nongraded assignment. After all students have placed their sticky note peer feedback comments on the assignments, the instructor conducts a verbal debriefing. The instructor reviews the peer feedback messages on each sticky note and makes comments on the critiques’ usefulness, quality of expression, and quality of insight.
Support Materials
Instructions to students
Slides
Sample student work product.
Internet and Social Media
Intercultural Communication: Same, Same but Different
Zayed University, Abu Dhabi, United Arab Emirates
Genre
Cross-cultural communication, distance learning, teleconference meetings, memo writing, virtual exchange communication
The Assignment
Students engage in a series of conversations via teleconferencing with students attending an overseas university. Instructors match their students with students from a course in another country (e.g., United Arab Emirates, South Korea, Japan, India). These methods are based on virtual exchange, technology-enabled, sustained, people-to-people education.
Students first learn cross-cultural business communication phenomena. Then, they engage in teleconference conversations. Learners participate in postteleconference debriefing discussions and write brief memos. The assignment concludes with team presentations wherein learners report what the experience taught them about intercultural communication. Presentations include PowerPoint slides and videos or photos of the exchange student. Individually, students submit a portfolio of their participation and a summary report on what they learned from the experience.
Learners gain a greater understanding of their own culture and a higher appreciation for their home country. Understanding of intercultural communication and tolerance is fostered.
Target Learners
Freshmen and sophomores
Learning Objectives
Students will do the following:
Deepen their understanding of intercultural communication
Write clear and informative introductory emails
Write reports in memo format describing their culture and/or hometown
Deliver a presentation that engages the audience and builds rapport.
Time to Complete the Assignment
6 or 7 weeks
Materials, Equipment, Special Considerations
Computer or smartphone with Internet connection
WhatsApp and/or Skype
A partner instructor teaching business communication in a different country.
ABC has a wide diversity of international members who can assist in finding partner professors. ABC provides email addresses and university affiliations of presenters who wish to share their contact information. Also, LinkedIn has proved useful in finding participating instructors.
Evaluating Outcomes/Grading
Grading rubric provided
Support Materials
Instructions to students
Stimulus and exercise materials
Grading rubrics
FAQs
Sample student work product.
Using Online Restaurant Reviews to Make Recommendations to Management
University of Kansas, USA
Genre
Feedback, analysis, Internet, social media, client project, memo and report writing, team project, critical thinking
The Assignment
Restaurant websites like Yelp and OpenTable offer popular, widely read reviews written by the general public. In this experiential learning assignment, student teams critically analyze online restaurant reviews to gain insights useful to management.
First, students learn the importance and characteristics of effective written feedback. Then, the teams select a local restaurant to research. Students work in a team to read online reviews for the restaurant and identify two areas for improvement. Finally, each team writes an email to the restaurant owner explaining the issues and providing an improvement plan. Students use examples from the online reviews to explain the need for immediate action.
Additions to the assignment include students applying the principles of effective feedback in peer-review exercises or completing a summary memo or report.
Target Learners
Sophomores and juniors
Learning Objectives
Students will do the following:
Understand the importance of written feedback in the workplace
Apply criteria for providing effective feedback
Recognize the difficulties inherent in the feedback process by reviewing real online consumer feedback
Synthesize information to prioritize which key issues to address
Create an improvement plan
Write a memo or report to management containing recommendations.
Time to Complete the Assignment
Activity can be adapted based on the class time available
Can be completed in one class period or over two classes
If used as an out-of-class assignment, provide 1 or 2 weeks to complete.
Materials, Equipment, Special Considerations
Students can work individually or in teams
The activity can be adapted as an out-of-class assignment with additional emphasis on the improvement plan
Access to the Internet is required to read online restaurant reviews
Each team needs a laptop to write the recommendation email
If Internet access is an issue, the instructor could provide printed copies of restaurant reviews for students.
Evaluating Outcomes/Grading
Grading rubric provided
Support Materials
Instructions to students
Slides
Grading rubrics.
Crisis Communication via Social Media: Can You Do Better?
Trier University of Applied Sciences, Germany
Genre
Social media, crisis management communication, analysis, team presentation, report writing, in-class exercise, role play, teamwork, critical thinking
The Assignment
Teams analyze a case describing a company’s social media dilemma and provide solutions. First, learners gain a basic understanding of social media marketing and the fundamentals of crisis management. Learners’ understanding is enhanced by current examples of social media crises. Next, the class discusses various companies’ strategies to solve their problem.
Participants play the role of social media managers for a company having a social media crisis. They are charged with developing a crisis management strategy to contain the crisis, regain customer trust, restore the company’s reputation, and avoid similar future blunders.
Teams present their analyses and solutions in class. They compare their solutions with the company’s real-world reaction.
As an optional activity, teams can develop a social media strategy that aims to avoid and quickly contain crises (e.g., possible posting schedule, guidelines for posts, customer communication strategy, security measures to avoid crises, general strategy in case of crisis).
Target Learners
Students new to social media marketing and/or crisis communication
Practitioners without background in social media marketing.
Learning Objectives
Students will do the following:
Analyze mini case studies
Develop a business portfolio
Work cooperatively on a team
Transfer theory into practice
Develop a crisis communication strategy
Consider alternative ramifications of social media marketing strategies
Present solutions in class.
Time to Complete the Assignment
1.5 to 3 hours. Time variables include group size, number of case studies, required report detail, discussion time, and addition of a social media strategy.
Materials, Equipment, Special Considerations
Basic introduction to social media marketing and crisis management
Internet-connected devices to facilitate research
Final presentation options include PowerPoint-supported presentations and/or poster style
This exercise is suitable for culturally homogenous and culturally diverse groups.
Evaluating Outcomes/Grading
This exercise is ungraded. Alternatives include evaluation of presentations and reports using social media marketing and crisis management criteria.
Support Materials
Instructions to students
Stimulus and exercise materials.
Social Media Audit
St. Cloud State University, USA
Genre
Corporate communication, social media, secondary research, analysis, report writing, teamwork, critical thinking
The Assignment
Teams assume they have been hired by a small or midsized company to assess the company’s social media presence. Students review a company’s social media and make recommendations for its future use.
First, groups select a company to analyze. Then, each team member researches best practices for a single social media platform. Next, using the best practices discovered, they assess the client’s presence on that platform and that of a competing firm.
Finally, students create two sample posts demonstrating best practice techniques. The group writes a two- to three-page report to the client explaining the results of their findings and makes suggestions for the company’s use of social media; sample posts are attached.
Target Learners
Juniors and seniors
Learning Objectives
Students will do the following:
Apply best practices for writing for various social media platforms
Conduct research illuminating a business case
Write a client report
Demonstrate use of appropriate business document format (business letter, report).
Time to Complete the Assignment
3 to 5 weeks
Can be tailored to work within time constraints (suggestions include addition or deletion of a progress report, slide deck, or oral presentation to client).
Materials, Equipment, Special Considerations
Best assigned toward the end of the semester (so participants have gained a foundation in business writing and formats)
Access to social media and the Internet
A company that does not have a social media manager.
Evaluating Outcomes/Grading
Grading rubric provided
Support Materials
Instructions to students
Grading rubrics
Student planning worksheet
Student peer-review checklist
List of adaptation options.
Podcast Production to Build Technical and Oral Communication Skills
West Texas A&M University, USA
Genre
Media law, podcast production, secondary research, online learning, recorded presentations
The Assignment
Students first explore the media law literature and then pick a topic. Learners are charged with creating an engaging and informative podcast for an imagined lay audience. Learners watch instructional videos on podcast production (provided). Podcasts are enhanced with production values including intro and outro music and spoken narration. Students are encouraged to include additional aural elements such as sound effects, b-roll sound, and interviews. Students submit a short, written document introducing the podcast and providing a list of citations. Students report that they find the assignment to be more engaging and practically relevant than a traditional research paper.
Target Learners
Undergraduates
Learning Objectives
Students will do the following:
Conduct research into a media law topic
Demonstrate knowledge of an area of emerging media law relevant to business
Create a research-based presentation
Organize and deliver a clear, well-delivered message using podcast technology
Demonstrate effective written communication skills.
Time to Complete the Assignment
This is a course-long project. This time frame can be condensed by reducing the assignment’s scope: podcast and report depth/length.
Materials, Equipment, Special Considerations
Free recording software, such as Audacity
Microphone (computer mic or external mic).
Evaluating Outcomes/Grading
Grading rubric provided
Support Materials
Instructions to students
Stimulus and exercise materials
Grading rubrics
Links to how-to videos provided to students.
Personal Branding and Networking: Building a Professional Online Presence
University of Dayton, USA
Genre
Social media, personal branding, analysis, critique, peer feedback, professional development, reflection, self-analysis, critical thinking
The Assignment
Students learn to promote themselves professionally by creating a new LinkedIn profile or updating their existing profile. The target audiences include networking groups, future employers, and recruiters.
First, the professor briefs students on the importance of soft skills in the workplace. The conventions of a LinkedIn profile are compared with a traditional résumé. Next, students enhance their LinkedIn page by
Customizing their LinkedIn profile URL
Posting a high-quality, professional headshot and cover photo
Polishing their headline
Writing an engaging summary (2,000 characters)
Enhancing their descriptions of experiences, education, achievements, and skills.
Students then peer review their classmates’ LinkedIn profiles. The professor leads a discussion of promoting one’s personal brand. Finally, participants reflect on their assignment experience and self-evaluate their personal brand.
Target Learners
Juniors and seniors
Learning Objectives
Students will do the following:
Define themselves professionally
Create a professional LinkedIn page (or modify an existing page)
Assess and promote their personal brand
Review and critique classmates’ LinkedIn enhancements.
Time to Complete the Assignment
5 hours (see project task time guide in Support Materials)
Materials, Equipment, Special Considerations
LinkedIn account
Résumé (both an electronic copy and a hard copy).
Evaluating Outcomes/Grading
5% of the course grade
Grading rubric provided.
Support Materials
Instructions to students
Stimulus and exercise materials
Slides
Grading rubrics
Project task time guide.
The CRAP Test: Learning Healthy Skepticism
Brigham Young University, USA
Genre
Social media, news media, source credibility, critical thinking, information literacy, report writing
The Assignment
Our students live in a world where Wikipedia is truth and Twitter is news. To navigate successfully in today’s funhouse mirror, mass media society, the ability to access a source’s credibility is critical. The CRAP test—currency, reliability, authority, and purpose/point of view—gives students analytical tools needed to develop and practice healthy skepticism (i.e., information literacy).
Participants learn that assessing a source’s credibility via the CRAP test is not a binary, pass/fail proposition; that is, an information source is not simply “good” or “bad.” The CRAP test allows students to critically assess a source’s reliability and its appropriateness, given its purpose and audience.
Students learn the CRAP test in three steps:
Read the free textbook chapter on research (provided).
Conduct an in-class exercise evaluating websites with the CRAP test.
Complete an assignment assessing three articles about women in venture capital (or another current topic), written from different perspectives and demonstrating the need for healthy skepticism.
Target Learners
Juniors and seniors
Learning Objectives
Students will do the following:
Articulate the importance of critically assessing information sources
Apply the CRAP model to evaluate a mass media source’s credibility
Determine whether an information source is appropriate for their audience and purpose
Apply critical thinking and practice healthy skepticism evaluating media messages.
Time to Complete the Assignment
30 minutes in class, 30 minutes out of class
Materials, Equipment, Special Considerations
The CRAP test is not intended as a standalone exercise. The learning objectives are best accomplished when the CRAP test is introduced in conjunction with a larger assignment, such as a team project or an individual report that requires students to provide evidence for their conclusions.
A librarian to provide a guest lecture.
Evaluating Outcomes/Grading
The CRAP test is used to evaluate the sources students cite.
Support Materials
Instructions to students
Stimulus and exercise materials
Slides
Internet resource links.
Responding to Negative Online Reviews on Amazon
University of Minnesota Duluth, USA
Genre
Negative messages, online commerce, rhetorical analysis, critical thinking, message strategy
The Assignment
Students use rhetorical analysis to assess a business’ response to a negative online Amazon review. They apply their prior learning of adjustment messages and concepts related to genre, such as genre as social action, genre/rhetorical move, genre change, and the balance of genre stability and genre change. Both the consumer’s and company’s perspectives are analyzed. First, the professor provides learners with a negative review and the seller’s response. Then, students conduct a rhetorical analysis of this response and assess its effectiveness. Students compare writing designed for an offline and an online setting. They explain how the online context may affect rhetorical response strategies for negative online reviews.
Next, learners apply their analysis to identify possible rhetorical moves that may be adopted in formulating an optimal response. Finally, they assess effective online rhetorical moves compared with an offline adjustment message. The participants assess business responses from both the consumer’s and business writer’s perspectives.
Target Learners
Juniors and seniors
Learning Objectives
Students will do the following:
Assess online Amazon product reviews using rhetorical rules
Demonstrate understanding of genre change effects on message strategy
Explain how contextual factors (the online context) affect genre conventions and shape businesses’ responses to negative online reviews.
Time to Complete the Assignment
Around 30 minutes
Materials, Equipment, Special Considerations
Students should have prior knowledge of adjustment messages and concepts related to genre, such as social action, genre/rhetorical move, genre change, and the balance of genre stability and genre change.
A business’ response to a negative online review onAmazon.com.
Evaluating Outcomes/Grading
This is a nongraded exercise. The professor observes how well students understand that an existing genre, such as an adjustment message, may play out differently in the online context. The professor also observes learner facility in knowing how prior genre knowledge can be adjusted to meet the needs of the new online discourse community.
Support Materials
Instructions to students
The Power of Your Profile: Networking on LinkedIn
University of West Georgia, USA
Genre
Networking, LinkedIn, social media, job searching, professional development, written communication, critical thinking, problem-solving, résumé building, activity-based learning
The Assignment
Learners use LinkedIn to enhance their professional networks. Students who do not have a LinkedIn page create a basic one that includes their summary, experience, and education sections.
Then, working as individuals, students do the following:
Brainstorm their top 10 skills
Identify a minimum of 10 to 15 individuals (or students) to connect with them and endorse five of their listed skills/abilities
Post endorsements on their existing LinkedIn profile
Locate three or four groups related to their professional goals and/or interests via a keyword search. Learners then navigate to the Groups tab.
Search “Follow Fresh Perspectives” under the My Network menu; select and follow 5 to 10 different hashtag categories, industry topics, and/or influencers.
Select a minimum of two or three companies and one or two educational institutions to balance their overall profile in their Manage My Network dashboard
Write a blog post as a justification/rationale for their selections/choices. Students give one to three examples (with screenshots) of helpful posts found under their choices as evidence to support their explanations.
Target Learners
Undergraduates
Learning Objectives
Students will do the following:
Brainstorm and recommend a minimum of their top 10 skills
Add a skill list to their existing LinkedIn profile
Secure agreement from 10 to 15 classmates or individuals to connect and endorse one or more of their listed skills
Apply critical thinking skills by connecting or following groups, hashtags, and influencers on LinkedIn
Analyze and explain through a blog post why connecting with their selected groups, hashtags, and/or influencers will help or boost their professional networking
Gain insight into how peers see their LinkedIn presence.
Time to Complete the Assignment
2 to 3 hours over two sessions. The first class includes an introduction to networking and using hashtags on LinkedIn, plus homework. During the second class, students brainstorm with four to six other students in the class (randomly selected) about their added professional skills. They discuss their rationale for choosing selected groups, hashtags, and/or influencers.
Materials, Equipment, Special Considerations
Computer with Internet access
LinkedIn profile and account
Directions handout with grading criteria.
Evaluating Outcomes/Grading
Grading rubric provided
Support Materials
Instructions to students
Slides
Grading rubrics.
Ethics
Teaching Ethics in 50 Minutes
University of South Carolina, USA
Genre
Ethics, critical thinking, analysis, cross-cultural communication, experiential learning
The Assignment
In just 50 minutes, students are launched into self-discovery via ethics. They encounter conundrums that shift with situation and one’s ethical perspective. One student will see correct behavior, while a classmate using a different ethical lens will adjudge the same behavior wrong. Participants take on five or six useful tools that produce various parallaxing insights. Students analyze multiple ethical case studies, and then defend various ethical approaches that occur in each situation.
The assignment uses The University of Texas’Ethics Unwrappedvideo definitions (https://ethicsunwrapped.utexas.edu/) and a recent national/world happening that supplies multiple ethical dilemmas (links provided). By first acknowledging their personal cultural orientation to ethical dilemmas, students quickly learn that their personal ethical compasses point them in one direction, and that ethical path is not universally definitive for all people. Valid ethical viewpoints are dependent on setting: classroom, business, or culture. Ultimately, students understand their own ethics and then expand to understanding how other people can interpret the same situation differently. Students engage in useful discussion and write a short report that explains three different approaches to one of the case studies. Younger students emerging from this become aware that their interpretation of right and wrong is not universal.
Target Learners
Freshmen and sophomores
Learning Objectives
Students will do the following:
Understand how people interpretrightandwrongdifferently
Identify when situations can produce ethical dilemmas
Explore how ethical situations can have multiple interpretations
Understand that the interpretations ofrightandwrongare culturally based and can vary from business to business and person to person
Interpret and defend an ethical dilemma from more than one ethical stance.
Time to Complete the Assignment
One or two class periods (plus prep homework)
Materials, Equipment, Special Considerations
Copy of “Teaching Ethics: Glossary” (https://ethicsunwrapped.utexas.edu/glossary) for each student (provided)
Internet access toEthics Unwrapped(provided)
Explanation of short report.
Evaluating Outcomes/Grading
Grading rubric provided
Support Materials
Instructions to students
Stimulus and exercise materials
Slides
Grading rubrics
FAQs
Teaching instructions, assessment, answer guide; copy of “Teaching Ethics: Classwork”
Ethics Unwrappedlink:https://ethicsunwrapped.utexas.edu/
Creating an Ethics Acronym to Respond to Inflection Points
University of Utah, USA
Genre
Ethics, acronyms, negative feedback, complaints, analysis, experiential learning
The Assignment
Students learn how to create, and then use, acronyms as business communication tools to lead organization transformation. Participants discover that every industry has criticalinflection points, decisive moments that could lead to a disruption or change. Students grow to understand possible ethical inflection points in their organization and how to effectively respond by creating acronyms that facilitate communication scripts.
First, students consider Starbucks and the case of the angry customer. Participants learn that Starbucks dealt with this inflection point by encouraging employees to create scripts that execute on the LATTE method (listen, acknowledge, take action, thank the customer, explain what you did). Next, learners discuss other organizations and examples of using acronyms to create scripts. Finally, students work in groups to identify a potential ethical inflection point in their organization and create an acronym that would help employees respond. Each group then explains their acronym to the class using course concepts and best practices from our study of communication and business ethics.
Target Learners
Undergraduates
Learning Objectives
Students will do the following:
Understand ethical inflection points
Identify an organization’s ethical inflection points
Create acronyms designed to communicate organization change
Create thoughtful scripts to respond to inflection points
Integrate their company values into the activity.
Time to Complete the Assignment
40 minutes: 10-minute lecture, 20-minute activity, 10-minute debrief
Evaluating Outcomes/Grading
This is a nongraded assignment. Learners attain class participation points.
Support Materials
Slides
Summary
This article is the 18th in theMFAseries that began in 2008. The nextMFAsessions will be held at ABC’s 84th annual international conference in San Diego, California. Readers are encouraged to submit theirFavorite Assignmentfor the 2020 program.
Make a note to visit the ABC web page and sample the teaching support materials crafted by the 2019 ABCMFAteam:https://www.businesscommunication.org/page/assignments, available to ABC members. Readers can see teaching tools produced for over a decade ofMFAinnovations. MoreFavorite Assignmentsfrom the 2019 meeting will appear in the September 2020Business and Professional Communication Quarterlyissue. Materials are also available on DePaul University’s Center for Sales Leadership page:https://salesleadershipcenter.com/research/business-professional-communication-quarterly-my-favorite-assignment
This well-crafted set ofFavorite Assignmentswas peer reviewed by 39 leading business communication educators. Their contribution is essential to ensuring quality pedagogical advancement in business communication education.
Footnotes
Declaration of Conflicting Interests
The author declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The author received no financial support for the research, authorship, and/or publication of this article.
Author Biography