The following is an excerpt from my Masters thesis, which sought to create a formula for effective historical assessment:

"Mazher’s (2019) concept of constructive versus destructive stress provides a set of nuanced filters to determine students’ initial approaches to skills and content. Mazher states that constructive stress leads to self-determination and generates a sense of interest or excitement; destructive stress elicits feelings of defeat and being overwhelmed (2019, p. 53-54). Each student has their contexts and limits for constructive and destructive stress. For example, a poster group project on the Harlem Renaissance will produce layers of stress. The extraverted student-leader and jazz aficionado may experience constructive stress while the English language learner feels destructive stress; the performance on the poster project may not actually be measuring students’ abilities to research, write, etc. but instead students’ reactions to their kind of stress."

This kind of writing represents the technical aspects of my research repertoire. Whether it's for business or education, I can write strong arguments, supported by research literature.