Define the items below and explain how the strategy functions towards effective

customer relationship management (CRM).

a. Loyalty programs

b. Premium and Gifts

c. Social media.

please make me an essay in your own words 4 pages about cyberbullying. no plagiarism

Pretend that you have been called as an expert witness for the defense to discredit an eyewitness. Based on your knowledge of social psychological research, think of at least five reasons the eyewitness cannot be trusted. Cite psychological research and then use your creativity to explain how it applies to the case you are testifying for. In other words, explain the social psychological concept and then give an example of how something that happened to the eyewitness might suggest he is not the best witness. In addition, comment on which of the findings about eyewitness testimony you personally found the most surprising or interesting and why.

Anita Douglass was the regional sales manager for a national chain of fitness centers. Her job was to direct a sales force that sold fitness center franchises to operators. The salesperson’s job was to recruit responsible, ambitious people who would invest their own time and money in operating a center. Each operator would pay a franchise fee to the company. The company, in turn, would lease the building, supply all the equipment, and help with the financing, if needed. Sales throughout the nation were very strong, as there was a heavy demand for fitness training. Douglass’s sales territory was second best in the nation. All her salespeople were doing very well, except two. Marty Crane and Julie Forester consistently failed to meet their sales goals. Both were running out of excuses and Douglass was running out of patience. Douglass was angry and embarrassed about their poor performance. She figured the only reason her boss hadn’t inquired about Crane and Forester was because she could “bury” their performance in the overall performance of her sales territory. If these two salespeople had been at the top of the pile instead of the bottom, her sales territory would be number one in the nation. Despite their common substandard performance, Douglass viewed the two salespeople somewhat differently. After Crane’s first bad performance evaluation, she undertook additional training. Even though the extra training didn’t seem to help, at least she tried. Crane seemed to be working hard but getting nowhere—described in her last performance review as “an ineffectual diffusion of energy,” otherwise known as “spinning your wheels.” Crane had a pleasing demeanor, which may have been part of her problem. Douglass thought that perhaps Crane was more concerned with having people approve of her than making a sale. Maybe Crane would perform better for the company in a job outside of sales, she thought. Forester, on the other hand, seemed indifferent about failing to meet her sales goals and attributed her poor performance to everyone other than herself. If Forester ever worked up a sweat, it went unnoticed by Douglass. Forester conveyed the impression that the company was lucky to have her, although the reasons for this privilege were indiscernible. None of the other salespeople wanted to have anything to do with Forester. They wouldn’t trade sales territories with her, and they didn’t want Forester covering for them when they went on vacation. Douglass thumbed through the personnel files of Crane and Forester. It was becoming increasingly difficult to justify not firing them. If only one of them got the axe, Douglass decided it would be Forester. Then Douglass caught herself in midthought. The performance of both these salespeople was equally bad. How could she justify keeping one and firing the other? Douglass surmised that the only difference between Crane and Forester was that she liked one more than the other. Douglass had the reputation of being tough but fair. She couldn’t understand why this was becoming a difficult decision for her, and why she was considering being more charitable to Crane than to Forester.

Questions:

1. What is it about Crane that makes Douglass view her differently from Forester?

2. Are these issues relevant in judging job performance? Should they matter?

3. If you were Douglass, what would you do with Crane and Forester?

4. Do you think Douglass’s boss would be critical of Douglass for tolerating poor performance, or admire her for being patient with members of her staff?

5. What other information would you like to have before deciding whether Crane and Forester should be retained or fired?

What are the chief differences between the Common Law and the Civil Law Families?

Robin Mosier had just returned from her psychology class and was eager to tell her roommate about an idea she had. Julie Hansen had taken the same class the previous semester, so Robin was hopeful that Julie could help her out. The psychology professor gave the class an assignment to come up with a research design to test some hypothesis. Robin’s idea came from the job she had held the past summer. Robin began to describe her idea. “Last summer I worked in data entry of the records department of a bank. Sometimes it wasn’t always clear how we should fill out certain reports and forms. I was always pretty reluctant to go to my supervisor, Mr. Kast, and ask for help. So were the other female workers. But I noticed the guys didn’t seem to be reluctant at all to ask him for help. So I got this idea; see, I think women are more reluctant than men to ask a male superior for help.” “Okay,” replied Julie. “So now you have to come up with a way to test that idea?” “Right,” said Robin. “I was thinking maybe I could make up a questionnaire and ask students in my class about it. I think people would know if they felt that way or not.” “Maybe so,” Julie said, “but maybe they wouldn’t want to admit it. You know, it could be one of those things that either you don’t realize about yourself, or if you do, you just don’t want to say so.” “Well, if I can’t just ask people about it, maybe I could do some sort of experiment,” Robin commented. “What if I gave students some tasks to do, but the ­instructions weren’t too clear? If I’m right, more men than women will ask a male experimenter for help.” “Do you think you’d get the opposite effect with a female experimenter?” asked Julie. “You mean, would more women than men ask a female experimenter for help? I don’t know. Maybe,” answered Robin. “If that’s the case,” said Julie, “you might want to test both male and female experimenters with both male and female subjects.” Robin scratched some notes on a pad. Then she said, “Do you think an experimenter in a study is the same thing as a boss on a job? You see your boss every day, but you may be in an experiment for only about an hour. Maybe that would make a difference in whether you sought help.” “I’m sure it could,” replied Julie. “I know I would act differently toward someone I might not see again than toward someone I’d have to work with a long time.” “I know what I’ll do,” Robin responded. “I won’t do the experiment in a lab setting, but I’ll go back to the company where I worked last summer. I’ll ask the male and female office workers how they feel about asking Mr. Kast for help. I saw the way they acted last summer, and I’d bet they tell me the truth.” “Wait a minute,” cautioned Julie. “Just because some women may be intimidated by Mr. Kast doesn’t mean that effect holds for all male supervisors. Mr. Kast is just one man. How do you know it holds for all men? That’s what you want to test, right?” Robin looked disconsolate. “There’s got to be a good way to test this, although I guess it’s more complicated than I thought.”

Questions: 1. What research method should Robin use to test her idea? How would you design the study?

2. If this idea were tested using a laboratory or quasi-experiment method, what variables should be eliminated or controlled in the research design?

3. If this idea were tested with a questionnaire, what questions should be asked?

4. If this idea were tested with the observation method, what behaviors would you look for?

5. What other variables might explain the employees’ attitude toward Mr. Kast?

Bay Ridge, a city with a population of about 125,000, experienced remarkable growth over a short time for two major reasons. First, several large industries were attracted to the area; with more jobs came more people. Second, due to a rezoning plan, several small townships were incorporated into Bay Ridge, which caused a sudden burgeoning in the city’s official population. As a consequence of this growth, the city needed to expand its police force. For many years, Bay Ridge had a relatively small force and used only a brief interview to select the officers. Recently, however, there had been several complaints about the city’s selection interview. Due to the complaints and the need to hire many more officers, the city council decided to abandon the old method of hiring. The city commissioned a work analysis for police officers and determined that three major factors contributed to success on the job. The next step was to develop selection measures to assess each of the three factors. The city council called a meeting with the city personnel director to get a progress report on the selection measures being proposed. Four city council members and Ron Davenport, the city personnel director, attended.

Davenport: I’m pleased to report to you that we have made substantial progress in our study. The work analysis revealed that the following factors determine success on the police force: physical agility, sensitivity to community relations, and practical judgment. We are fairly pleased with the tests developed to assess two of the factors, although one of them is causing us some problems.

Councilmember DeRosa: Would you kindly elaborate on what these factors mean?

Davenport: Certainly. Physical agility is important in being able to apprehend and possibly disarm a suspect. It is also important in being able to carry a wounded officer out of the line of hostile fire. Sensitivity to community relations involves knowledge of racial and ethnic problems in the city, plus an ability to work with the community in preventing crime. Practical judgment reflects knowing when it is advisable to pursue a criminal suspect and what methods of action to use in uncertain situations.

Councilmember Flory: How do you propose to measure physical agility?

Davenport: It looks as if we’ll go with some physical standard—being able to carry a 150-pound dummy 25 yards, or something similar. We might also use some height and weight requirements. We could have some problems with gender differences in that women are not as strong as men, but I think we can work it out.

Councilmember Reddinger: Are all of these tests going to be performance tests?

Davenport: No, that’s the only one so far. For the community relations factor, we’re going to use a situational interview. We’ll ask the candidates how they would go about dealing with some hypothetical but realistic problem, such as handling a domestic argument. The interviewers will grade their answers and give a total score.

Councilmember Hamilton: What will be a passing score in this interview?

Davenport: We haven’t determined that yet. We’re still trying to determine if this is the best way to measure the factor.

Councilmember Flory: How do you plan to measure practical judgment?

Davenport: That’s the problem case. We really haven’t figured out a good test of that yet.

Councilmember DeRosa: How about a test of general intelligence?

Davenport: It appears that practical judgment is related to intelligence, but it’s not the same thing. A person can be very intelligent in terms of verbal and numerical ability but not possess a great deal of practical judgment.

Councilmember Reddinger: Hasn’t some psychologist developed a test of practical judgment?

Davenport: Not that we know of. You also have to remember that the type of judgment a police officer has to demonstrate is not the same as the type of judgment, say, a banker has to show. I guess I’m saying there appear to be different kinds of practical judgment.

Councilmember Hamilton: Could you use some personality inventory to measure it?

Davenport: I don’t think so. I doubt that practical judgment is a personality trait. At least I’m not aware of any direct measures of it.

Councilmember Flory: How about using the interview again? A police officer has to demonstrate practical judgment in handling community relations. Can’t you just expand the interview a bit?

Davenport: That’s a possibility we’re considering. Another possibility is to put candidates in a test situation where they have to demonstrate their practical judgment. It could be a pretty expensive method, all things considered, but it may be the best way to go.

Councilmember DeRosa: I have a feeling, Mr. Davenport, that your success in measuring practical judgment will determine just how many good officers we get on the force.

Questions: 1. The city should validate whatever predictors it develops to select police officers. Describe how a criterion-related validity study would be used to assess the accuracy of the predictions.

2. Do you think biographical information might be useful in predicting one’s success as a police officer? If so, what types of items might be useful?

3. Describe a work sample or situational exercise that might measure practical judgment.

4. What might be a problem in using a physical ability test to select police officers?

5. The personnel department has asked you to assist in developing or selecting predictors of police officer performance. What advice would you give?

Wilton Petroleum Company was a wholesale distributor of a major brand of gasoline. Gasoline was shipped on barges from the refinery to the company. The company then delivered the gasoline to retail gas stations for sale to motorists. Each gasoline tanker truck was a huge, 18-wheel vehicle that held 9,000 gallons of gasoline. The gasoline that was pumped out of the truck into underground holding tanks at the gas stations was monitored precisely. The company knew exactly how many gallons of gasoline were pumped into the holding tanks at each gas station, and it knew exactly how many gallons were pumped out of each tanker truck. A meter on the tanker truck recorded the amount of gasoline that left the truck. A 20-foot hose extending from the truck permitted the driver to fill the tanks at each gas station. Every day each driver recorded the total volume of gasoline delivered. The total volume pumped out of the truck had to equal the total volume of gasoline deposited in the holding tanks. Any discrepancy was regarded as evidence of theft of the gasoline by the drivers. Based on years of experience the company knew there was a slight flaw in the system used to monitor the flow of gasoline out of the tanker. The meter recorded the flow of gasoline out of the tanker; however, about three gallons of gasoline in the 20-foot hose was always unrecorded. That was the gasoline that had flowed out of the truck but did not enter the holding tanks. One truck driver, Lew Taylor, believed he knew a way to “beat the system” and steal gasoline for his personal use. After making all his scheduled deliveries for the day, he extended the full length of the hose on the ground and let gravity drain out the 3 gallons of gasoline in the hose. The pump and the meter were not turned on, so there was no record of any gasoline leaving the tank. Company officials knew that Taylor was siphoning the gasoline based on the very small but repeated shortage in his records compared with those of other drivers. The value of the stolen gasoline each day was only about $9, but the cumulative value of the losses was considerable. Michael Morris, operations manager of the company, knew Taylor was stealing the gasoline but couldn’t prove it. Taylor had found a loophole in the monitoring system and had found a way to steal gasoline. Morris decided to lay a trap for Taylor. Morris “planted” a company hand tool (a hammer) on a chair at the entrance to the room where the drivers changed their clothes after work. Morris had a small hole drilled in the wall to observe the chair. He thought that if Taylor stole the gasoline, he might be tempted to steal the hammer. The trap worked: Taylor was spied placing the company tool under his jacket as he walked out the door. On a signal from Morris, security officers approached Taylor and asked about the hammer. Taylor produced the hammer, was led by the security officers to Morris’s office, and was immediately fired. Although Taylor had stolen hundreds of dollars worth of gasoline from his employer, he was terminated for the theft of a hammer worth about $10.

Questions:

1. If Taylor had a perfect attendance record, made all his deliveries on time, had effective interpersonal skills, and in all other ways was a conscientious employee, would you still have fired Taylor for committing theft if you had been Morris? Why or why not?

2. Do you think Taylor “got what was coming to him” in this case, or was he “set up” by Morris and thus was a victim of entrapment?

3. What do you think of the ethics of companies that spy on their employees with peepholes and cameras to detect theft? Why do you feel as you do?

4. What effect might Taylor’s dismissal by Wilton Petroleum have on other employees of the company?

5. Have you ever “taken” a paperclip, pencil, or sheet of paper home with you from your place of work? If so, do you consider it to be a case of theft on your part? Why or why not, and what’s the difference between “theft” of a paperclip versus a hammer?

Left Brain vs. Right Brain

(Links to an external site.)Links to an external site.

The follow from http://www.funderstanding.com/brain/right-brain-vs-left-brain/ (Links to an external site.)Links to an external site.

Explains the basics of of right brain vs. left brain in terms of which skills use which hemisphere of the brain.

http://funderstanding.com/wp-content/uploads/2011/04/left-brain-right-brain.png

Some feel that humans prefer one side of the brain or the other. Here are some reports to gather more information:

http://www.cbsnews.com/videos/study-right-brain-left-brain-theory-is-a-myth/ (Links to an external site.)Links to an external site.

http://www.npr.org/blogs/13.7/2013/12/02/248089436/the-truth-about-the-left-brain-right-brain-relationship (Links to an external site.)Links to an external site.

What do you believe? Do you tend to learn best when using creativity (right-brained) or logic (left-brained)?

Click on a link below and test yourself: http://www.intelliscript.net/test_area/questionnaire/questionnaire.cgi (Links to an external site.)Links to an external site. http://testyourself.psychtests.com/testid/3178 (Links to an external site.)Links to an external site.

In your post, discuss your results and your opinion about dominant brain hemispheres in your posts. Give examples of which hemisphere is dominant in you.

What impact do you think this has on learning?

  What role does culture or genetics play when we consider individuals from lower socio-economic backgrounds?
•   How does this correlate with lower IQ scores, lower achievement scores, higher risk of high school drop-out, and the lower likelihood of success?

Have you ever found yourself in a heated debate over a memory dispute with a friend or family member where both you and the other person swear that their details of a memory are accurate? This week we are going to take a closer look at this phenomenon. After reading about memory in your textbook, discuss the following points:

Describe the processes of memory consolidation, recall, and reconsolidation.

Based on your understanding of these processes, what happens to older memories that are recalled and then reconsolidated multiple times?

In the above scenario, why do both people feel so strongly that their version of the event being recalled is the correct version?

If the memory of the event being recalled is 20 years old, can either person be 100% accurate in the recall of the details? Why or why not?

Explain in five paragraphs how and why modern Caribbean Families are still defined by the history of  Plantation Slavery.

Before you write your paper, conduct this simple experiment on classical conditioning.

You will need a bell (a set of keys works too, a hand-held mirror, and a room that becomes completely dark when the light is turned off. Hold the bell while standing in the room near the light switch. Once in position, ring the bell and then immediately turn off the light. Wait in total darkness for 15 seconds, then turn the light on. Wait another 15 seconds with the light on, then ring the bell and immediately turn the light off again, waiting another 15 seconds in the dark.

Repeat this procedure 20 to 30 times, making sure that in each case the bell is rung immediately before the light is turned off. Now, with the light on, watch your eyes closely in the mirror and then ring the bell. Your pupils should dilate slightly even without a change in light!

Cover the following items in your paper:

Share your experience with this experiment.

Identify the neutral stimulus (NS), the unconditioned stimulus (US), the unconditioned response (UR), the conditioned stimulus (CS), and the conditioned response (CR). (You must identify these five elements to receive full credit.)

Identify two to three real-life examples of classical conditioning that you are aware of in your life.

This paper should be one page.

Critical Thinking of Current Affairs

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Select a major current national or international news event. Apply your sociological imagination and your critical thinking skills, using the six rules of critical thinking described in Chapter 1, to explain the event. Thoroughly discuss several reasons why this event is occurring (or had occurred). In your response, be sure to demonstrate your ability to become a "critical consumer" of this information by looking beyond common sense and critiquing the information available to you.