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Read the Lesson 6
CRM at Minitrex4
Case Study
on pages 243 through page 245 in the IT Strategy: Issues and Practices textbook.
Click on the
Group Case Study Assignments
link above to work with your group.
Click on the link for the case study.
Discuss the case study with your group members.
Work with the group to write a 3-5 page paper.
Answer the Questions Below
Explain how it is possible for someone at Minitrex to call a customer and not know (a) that this is a customer and (b) that this is the third time this week that they had been called.
Outline the steps that Bettman must take in order to implement CRM at Minitrex. In your plan be sure to include people, processes, and technology.
Use the IT 630 textbook as a reference and two references from the UC Library Resources. Add the citations to match the references. Follow APA Guidelines to document the references. Check out the Basics of APA Style Tutorial to help you with citations and references.
Additional Document Formatting Requirements
Save the document using the file naming convention below.
FName_LastName_Your_Group#_Case_Study_Name
Example Using the Naming Convention:
Jane_Doe_Group1_CRM_at_Minitrex_Case_Study
Save the case study in a location that is easy for you to find and submit later.
Spacing Requirements:
The document should be double-spaced.
Margin Requirements:
Use 1-inch Margins
Font Requirements:
Arial, Courier, Times New Roman Microsoft Word
Font Size Requirements:
12 Point
Document Background:
White
Do not insert images in the document.
Submit the Case Study
Print the grading rubric for the assignment.
Did you include the items in the criteria column in the case study?
Did you check for spelling and grammar errors?
Select one member of the group to submit the document for grading.
Important:
After submit to the Instructor for grading. Each group will receive the same grade for this assignment.

Please watch and listen to the tone poem “Also Sprach Zarathustra” by conductor Gustavo Dudamel and Berlin Philharmonic.
Describe attached the summary of elements of music and use language that describes each unique element of music.
Below are examples:
1. Rhythm  – type of meter, time/meter signature, syncopation, etc
2. Melody – whether based on major, minor, chromatic scale, stepwise motion or leaps, etc
3. Harmony – Consonance , Dissonance, etc
4. Color (Timbre) – Men and Women’s voice, Instruments, Dynamics, etc
5. Texture  – Monophony, Homophony, Polyphony

Answer two of the next three questions:
1) King Oedipus
a) Fate versus individual free will- the great question. How do we reconcile- if we do- this conundrum in King Oedipus?
b) Hybris (hubris) definition is excessive personal pride. At Delphi, when Oedipus is about to learn the devastating truth of his origin and his destiny, the Chorus utters these words, “the Tyrant is a child of Pride”. Though we know that Oedipus was “destined” to his fate, is hubris a substantial component in Oedipus downfall? Could he have avoided it? Is, in other words his character to blame as well?
2) Antigone
Professor Lukas van den Berge writes:
“In his frantic efforts to restore Thebes to its greatness, Creon is one-sidedly intent on the idea of law as man-made order that resists nature’s ‘war of all against all’. In constant fear of a clash of private interests that could instigate such a war, Creon champions the unequivocal prevalence of the
polis
over the
oikos (home, family)
, suppressing all emotions that may prompt him to be loyal to his house rather than to his city.”
[…]
In her transgressive neglect of the divine nature of Creon’s public command as an integral part of a God-given order, Antigone one-sidedly emphasizes the importance of the ‘unwritten and unchanging ordinances of the Gods’. Whereas human laws were generally regarded as reflections of divine law, Antigone dismisses Creon’s edict as a ‘product of the human mind’, a mere mortal thought that could ever stand apart from the divine. Now that Zeus was ‘not the one who has personally pronounced it’, the Gods would have nothing to do with Creon’s edict
About these two statements:
a) What do you make of Creon preoccupation with the city before family and his conviction that his edict cannot be changed or modified to accommodate the wishes of a member of his family?
b) And what is your take about Antigone’s conviction that her morals are more important  than the laws of the city?
3) Hyppolitus
“The shame of her cruel fate has conquered. She has chosen good name rather than life: she is easing her heart of its bitter load of love.”
The Chorus, Lines 773-5
Phaedra decides to die.
Analyze:
a) Her decision to leave- what causes it? Which feelings are behind this gesture? Did she have another choice?
b) Her decision to accuse Hyppolitus to rape her- Why does she do it? Could she have avoided it? How?
Part 2
THE GODS
Answer one of these 3 questions:
1) Demeter and Persephone: as you revisit the myth of the kidnapping of Persephone by Ades, explain the most important metaphors and symbols behind the myth: marriage, loss, death.
2) Hermes: God of the crossroads, messenger of the Gods, Guide to the underworld… how do we understand this God? Can we imagine an equivalent in our world?
3) Aphrodite: The poet Sappho (620-580 BC), a most marvelous interpreter of human affairs, wrote these verses:
It’s no use
Mother dear, I
can’t finish my
weaving
You may
blame Aphrodite
soft as she is
she has almost
killed me with
love for that boy

Assignment: Networking
As explained in the various assigned readings, networking is an essential element in building your
professional brand and in marketing yourself. Learning to network requires planning, practice, and
reflection. This assignment is designed to provide you with precisely that.
For this assignment, you must attend three professional events during the semester and attempt
some type of networking while you’re there. You should follow the PERM method (Plan, Execute,
Reflect, Modify) as explained in the PDF reading, “Introduction to Networking at Events.” Please
follow the steps below to complete the assignment.
1. Select three professional events to attend. There are a number of different professional
events that can qualify for this assignment. Such events might include any of the following:
a. Conferences, symposia, workshops, training sessions, speaking events, etc.
b. Professional luncheons or dinners with at least 15 people in attendance.
c. Employment-oriented events such as company information sessions, company
presentations, or training sessions.
d. Professional chapter meetings or events for professional organizations.
e. Meet-up groups for professionals or targeted audiences.
f. Certain university-sponsored events, particularly those that attract employers or
professionals in addition to students.
g. If you are unsure whether an event will count for the assignment, please email the
instructor at least one week in advance of the event to request approval.
2. Learn about the event and, if possible, who will be there prior to attending. Write out your
netwoan out a
strategy of how you’ll accomplish your goals. Make pre-event connections if possible.
3. Execute your strategy with the knowledge that you should be flexible in your approach.
Remember that your goal is to connect and offer value to others. While you are at the
event, please take a selfie/photograph of you with signage, a schedule, etc. to put into the
final assignment report. (You can do this discreetly; it doesn’t have to be a glamourselfie.)
4. Conduct any follow-up activities within 24 hours of the event.
5. Reflect on your success and failures regarding the execution phase. What worked? What
didn’t work as well as you had liked? What could you have done differently or better?
6. Modify your approach in order to improve it for the next event.
7. Write a report on your set of networking activities following the instructions below.
NOTE: During the semester, be sure to record pertinent information after each event so that
your final assignment is easier to construct.
2
After conducting your networking activities, write up your results as follows:
1. Cover Page: Name, Panther ID, Major, Minor, Certificate(s), Assignment Title
2. Introduction: Discuss the purpose for Networking.
3. For each of the three networking activities, complete the following:
a. Event Information
i. Name and Type of Event
ii. Date of Event
iii. Location of Event
iv. Sponsoring Organization
v. Photograph/Image of you by the event signage, schedule, etc.
b. Planning: What did you do to plan your networking activities? What were your
goals?
c. Execution: What did you end up doing during the networking experience? What
successes and failures did you have? What were your follow-up activities?
d. Reflection: How did you feel about those successes and failures? What did you
learn that you could improve upon for the next event? What changes would you
make to your behavior for the next event?
e. Modification (only for Event 2 and Event 3): How did you change your planning
or execution based on what you learned from the previous event?
4. Synthesis and Summary: Discuss what you learned from this exercise. What did you learn
about networking? What did you learn about yourself? Synthesize your learning from the
various parts of the assignment and create a summary that you can review in the future.
By the due date shown on Canvas, submit the final assignment as a Word or PDF file (PDF is
strongly preferred) with Times New Roman 12-point font, single-spaced (with spacing between
sections and/or paragraphs as desired), appropriate headings and subheadings, and page numbering.
Grading Criteria:
x Directions were followed.
x Information is presented clearly.
x All sections/steps/parts are included.
x The included synthesis and summary are sensible.
x If used, charts, graphs, figures, and/or bullet points are used appropriately.
x Proper grammar, spelling, and punctuation.
x Proper formatting, appropriate page length to complete the assignment.
x No plagiarism, copying, or cheating.
x Note that “A” grades are for “outstanding” work, not for work that only meets minimum
requirements.

Abstract
The goal of this study was to find out if teachers were teaching nonverbal communication in their classroom, and also if it was important to teach nonverbal communication in the classroom. Teachers have a variety of teaching styles, and techniques. Some teachers using nonverbals and some do not. However, sometimes class size, classification levels, and gender can cause teachers to either use nonverbal communication or not. The participants of this study were asked whether or not their teacher use different types of nonverbal communication in the classroom setting. The study found that students said most teachers in their classes use nonverbal communication to teach. This study also provides support of the importance nonverbal communication has when teaching.
Nonverbal communication in the classroom:
A research about the importance of teaching nonverbal communication
Communication in general is the process of sending and receiving messages that enables humans to share knowledge, attitudes, and skills. Although we usually identify communication with speech, communication is composed of two dimensions, which are verbal and nonverbal. Nonverbal communication has been defined as communication, but just without any words. Communicating is not something we can just do without, nonverbal communication especially considering it can never be shut off, unlike verbal communication we are always communicating nonverbally. One cannot not communicate. Nonverbal communication is always around you and impossible to ignore.
Research, in many studies, has indicated that nonverbal communication can serve a wide range of functions in human interaction. Nonverbal communication is an essential part of every day life. No matter if at work, school, or even at home, nonverbal communication plays a huge role in life. As Blatner (2002) says, “Often people cannot understand the impact of nonverbal communications involved in a situation unless it is replayed and figured out” (pg.3). Teachers need to be practicing and teaching nonverbal communication in the classroom everyday, and that by doing so students will become much better communicators. Nonverbal communication strategies are important to the development of an effective educational system. Nonverbal communication should be practiced in more classes than just communication classes, because no matter what major of study you are in communication is always going to be an essential thing to know.
Many social scientists have conducted research in the field of nonverbal communication as it affects students and educators. Ritchie (1977) found that seven percent of communication is nonverbal. Voice inflection accounts for 38% of the message, and facial expression, including “body language,” communicates 55% of the message. Speer (1972) states that because 90% of the total impact of a message can come from nonverbal elements, sharpening nonverbal communication skills cannot help but make a person a better communicator. So why are not all teachers using this method of teaching in the classroom setting? That is one of the questions I would like to answer in my research. This paper will work to determine if nonverbal communication is essential to be taught in the classroom and the importance of the teaching of nonverbal communication.
Literature Review
Research has been investigated, by many different scholarly researchers, about nonverbal communication and the importance of why it should be taught to students in their learning career. Nonverbal communication can be defined as signing, symbols, colors, gestures, rhythms, and much more. Those are just a few examples that will be discussed (Ritchie 1977). Speer (1972) believes that it is important to know all the different ways to communicate nonverbally and explains all of those ways in the book. Speer (1972) also emphasizes on the fact that in order to communicate, you must first know what nonverbal communication actually is. Pilner, Alloway, & Krames (1974) however compare how humans and animals communicate differently nonverbally and the importance of knowing the different ways, and they also point out how humans and animals can communicate very similarly nonverbally as well. Ethology is the way of studying behavior amongst people. Weitz (1974) refers to ethology as a way to conduct research, knowing how to study different peoples behavior is essential to know before observing how people act.
Visual interactions are also ways of studying nonverbal communication in the classroom, according to Weitz (1974). According to Molcho (1985), nonverbal communication is critical in the classroom setting, especially in interpersonal communication. The most credible messages teachers generate are said to be nonverbal. Duggan (2012) discusses all of the different nonverbal cues and why they are important. For example, he states the importance of facial expressions, gestures, and appearance. Along the same lines Carli (1995), Mayo &Henley (1981) and Thompson (2012) have different articles about differences between men and women and the different thoughts they have on nonverbal communication. He also discusses different research scenarios in which research has been conducted to prove the importance of nonverbal communication, and why men and women communicate differently sometimes.
Area of Study
Nonverbal communication plays a huge role in the classroom, and how teachers should be using nonverbal communication. (Pliner 1974) This paper is a research intended to help understand why nonverbal communication is so important in teaching, and what those importance’s are. Teachers should be using nonverbal communication everyday, in every course no matter what the major of study is. I want to research to see if teachers are using nonverbal communication skills in the classroom environment, and if so how they are using them. My hypothesis is that yes I believe teachers are using nonverbal communication as a way of teaching in their classroom.
If the answer is no however, I will research why teachers are not using nonverbal communication in their every day teaching techniques, and if there are reasons behind why they are not using it. I will conduct surveys in class to see if students believe teachers are teaching enough about nonverbal communication, and if they believe it is important to be learning about. I would ask, does nonverbal communication play a role in the classroom? For instance, is nonverbal communication important in the classroom setting, whether it be how the teacher dresses, lectures, stands, etc. I also want to find out if teachers are teaching enough about nonverbal communication to their students. Are students gaining enough knowledge about nonverbal communication while in the classroom setting? Also, I would like to find out, what is the importance of nonverbal communication. Why should we study this and why do we need to learn this study for our whole careers.
Finally, what would a classroom setting be like with zero nonverbal communication? This consists of no eye contact, appearance codes, gesture, or any other kind of nonverbal communication behavior. The following research questions and hypotheses guide the current study: H1: Students believe teachers are using nonverbal communication to communicate with them on a daily basis. H2: There is no difference between what males believe teachers use in the classroom and what females believe. H3: All ages believe the same thing when it comes to how often their teachers communicate nonverbally and how they are communicating this way. RQ1: Does nonverbal communication play a role in the classroom? RQ2: Are teachers teaching enough about nonverbal communication to their students?
Methodology
Instrument
I used the convenience type sampling method. (see appendix A) This is a nonrandom type sampling; in which I used volunteers in my class to take my survey. The survey contained nine questions. Participants were asked nine questions about how their teachers use different nonverbal communication skills to communicate with them. The students were asked to mark yes or no depending on if the teacher used those certain styles of nonverbals while teaching, Students were also asked some demographic questions: sex, classification, and age. I used evidence by Wilmont (1995), about research of nonverbal communication to come up with my research questions. I developed my questions very carefully before choosing what the right questions were to ask. I thought about questions that could be useful to my research and that would help me develop the results I needed in order to prove or disprove my topic. I choose questions that wouldn’t be offensive to anyone, so that everyone could participate. I was trying to find out the significance of nonverbal communication being used and taught in the classroom setting.
Participants
I had twenty-five students in my research communication class participate in my survey. There were fourteen males and eleven females who participated, however gender doesn’t have much of an affect on my research. The ages for my survey ranged from nineteen to twenty-three years old. All of the students who took my survey were in some kind of communication field. I conducted my survey and distributed it during our class hour, along with everyone else. I distributed my surveys on Thursday October 18th, 2012.
I distributed my survey to each member in the class in a row order. I simply passed my survey out row by row to each class member, and when everyone received my survey they began taking it. When the class was done taking my survey they proceeded to the front of the classroom and put my surveys in a pile for me to pick up. I then took a look at all of my results later that night. I made an excel document and went through each individual paper and recorded my results in to excel. I recorded the number of females and males, class rank, and also the answers to my yes and no questions.
Results
The first hypothesis was concerned with if students believed teachers were using nonverbal communication with them to teach on a daily basis. The hypothesis inferred that students did believe teachers were using nonverbal communication on a daily basis to communicate with them. . This hypothesis was supported. All students answered yes to at least some type of nonverbal communication. The second hypothesis looked at the sex of the students. This hypothesis inferred that the sex of the student was not significant for this survey. This hypothesis was supported. Sex was not significant in the research. Males and females answered mostly the same for every question in the survey.
The third hypothesis looked at age of the students. This hypothesis stated that age was not significant in the survey. This hypothesis was supported. After recording all the results, age was not a factor. All of the students came up with mostly the same answers no matter their age.
Research question one asked if nonverbal communication played a role in the classroom setting. From my survey, students believed that yes, nonverbal communication does in fact play a role in the classroom, and the survey also showed that numerous amounts of different types of nonverbal communication are being used every day in the classroom setting. Research question number two asked, are teachers teaching enough about nonverbal communication to their students? The question was answered yes by every single student. Students believe that yes there is enough nonverbal communication being taught in the classroom.
Discussion
The goal of this study was to see if nonverbal communication was being taught in the classroom and if it was important to be taught. Teachers have many different ways of teaching, and many different techniques but the overall outcome was that yes, nonverbal communication is very important in the classroom and that many teachers do use nonverbal communication on a daily basis to teach. Class size, gender, and classification did not really matter in this study. Previous research has also found that nonverbal communication is a very important factor in teaching as well. My study supported previous research, and agreed that nonverbal communication is being taught in the classrooms, and it is important for teachers to teach and use nonverbal communication.
Another interesting find was that gender did not play a big part in the overall outcomes. I figured since females tend to notice things more, like proximity, gestures, posture, etc., that females would answer a lot differently than males but that was not true in this case. All students believed pretty much the same things.
I was not surprised that students believed nonverbal communication was important because I agree, it is. After conducting my survey I learned a lot of things from classmates. Some of the things I discovered were, body posture is a very important nonverbal in the classroom. Body posture can tell when students understand the content presented or when they have trouble grasping the major concepts. A student who is slouching in his seat sends a very different message than the student who learns forward or sits erect.
I also learned that eye contact plays a very important role in teaching. Teachers often use eye contact in the classroom to decide who is prepared to answer a question, or who has completed a homework assignment. If a student does not want to be called on they will try and have no eye contact with the teacher, and that indicates to the teacher they do not know the answer or wish to not speak. Students also responded that distance is used on a daily basis in the classroom. The teachers are supposed to stand in the front, and the students sit in desks in the middle and back. I also discovered that students would interact more comfortably with a teacher when they are in same vertical plane. Dress being a form of nonverbal communication, I discovered plays a role in every classroom. Teachers dress appropriately for class everyday, as in dress pants, dresses, nice shirts, etc.
Effective teaching depends on successful communication. By definition of non-verbal communication without uttering a single word, teachers and students constantly send messages to each other (Thompson, 2012).
Limits and Future Study
Although my study found a lot of reliable information, there were some limitations. When conducting my survey, although it turned out very helpful, I would have changed the questions and been a little more descriptive with them. For example, I would have not only asked if the certain nonverbals were used in the classroom, I would have also asked when and how these forms of communication were used.
Another limitation was class classification. There were a wide variety of grade levels that took my survey, and all teachers in every grade level have a different way of teaching, so I would have tried to get maybe all Juniors or all Seniors to take my survey. I would have tried to have all people who take the same classes with the same teachers to take the survey.
Future researchers could look more in to how students use nonverbal [communication to communicate rather than just teachers. I think students use just as much nonverbal communication as teachers do and that would be an interesting research to conduct also.
This research was conducted to show the importance of nonverbal communication while teaching in the classroom. Nonverbal communication plays an essential role in the classroom so I believe more studies should be done concerning nonverbal communication.
References
Carli, L. (1995). Nonverbal behavior, gender, and influence. Journal Of Personality And Social Psychology, 68(6), 1030-1041.
Duggan, T. (2012). Nonverbal cues between men and women in the workplace. Hearst Newspapers. Retrieved from
http://smallbusiness.chron.com/nonverbal-cues-men-women-workplace-
11424.html.
Key, Mary Ritchie. (1977) Nonverbal communication: a research guide & bibliography. Metuchen, N.J.: Scarecrow Press
Mayo, C., & Henley, N. (1981). Gender and nonverbal behavior. New York : Springer-Verlag.
Molcho, S. (1985). Body speech. New York, NY: St. Martin’s Press.
Pliner, P., Alloway, T.,Krames, L. (1974). Nonverbal communication: Advances in the study of communication and affect. New York: Plenum Press. Speer, D. C. (1972). NonVerbal Communication. Beverly Hills, Sage Publications.
Thompson, J. (2012). The science and fun of nonverbal communication [Electronic Version]. Are man and woman equals in nonverbal communication?
Weitz, S. (1974) Nonverbal communication: Readings with commentary. New York: Oxford University Press.
Wilmont, W. (1995). Relational Communication. New York: McGraw-Hill.

Scenario
Acting as the president of a local hospital in an economical and socially deprived county in the US, you have just received a phone call from the state’s CDC office advising the hospital of an outbreak of Whooping Cough. As of now, a majority of the state is being affected by the outbreak and resources are becoming scarce. Your hospital is the only medical center that serves the county. Based on trends and tracking, the CDC believes that your county in which can expect a major increase in patients in the next 48-72 hours with the disease. As the president of the 300-bed hospital which serves a diverse population of 50,000 citizens, it is the president’s responsibility to create a plan of action to help address and treat patients of the county who might become ill in the next 48-72 hours.
The first task you will undertake is to research the disease, its course of treatments, and cures to help effectively treat the potential outbreak. Once you have done so, you will create a presentation that you can give to the county board and e, treat patients, and develop strategies to prevent the spread of the outbreak.
As the president, you will need to work with internal and external vendors on ensuring that the hospital has enough resources and that more resources can be ordered and delivered as quickly as possible. You will need to reach out to and gain assistance from other healthcare organizations in the area to help you track, treat, and control the spread of the disease.  As the leader of the hospital, you will have to make decisions on how to properly manage the shortage of beds, doctors and nurses, and resources that may occur due to the outbreak.
Instructions
Create an executive summary addressing how best to successfully manage the problem outlined in the scenario. This plan has two parts. First is the executive summary followed by a PowerPoint presentation with audio.
Step 1
– Write an Executive Summary covering the following:
Develop an action plan to share with the hospital staff and CDC local office to address and contain the outbreak in an effective and efficient manner at the hospital.
Outline the process of developing alliances and partnerships to help treat and contain the outbreak through the use of efficient and effective approaches to the healthcare delivery systems.
Analyze the organizational decisions needed to be undertaken as a leader; that would play a part in addressing and containing the outbreak along with the use of limited resources.
Determine the best leadership style to use to effectively bring together multiple departments and agencies to work together as one team in containing and treating the outbreak.
Summarize innovative processes needed to address the outbreak given the shortage of resources and time to implement a strategy.
Outline any ethical considerations that should be addressed as part of the strategy in treating and containing the outbreak due to the shortage of resources such as money, manpower, and medicine.
Write a conclusion on the process changes needed to help improve reaction time and containment from the standpoint of the hospital.
Step 2
– Create a PowerPoint presentation with audio
As president of the hospital, you will need to create and record a 5-minute presentation using PowerPoint made up of at least 12 slides covering your findings and suggestions in dealing with the outbreak and containment of the disease. The presentation will be presented to local health officials including the officials from the counties identified by the CDC. Therefore, the style of the presentation needs to be formal. Use the Screencast-O-Matic to record your presentation. (Please send audio link seperately along with the link).

Nutritional Care Plan
For this project, you will identify a case study and then develop a nutritional care plan for the client associated with that case. You should begin working on your project in advance of Week 5 as you construct the details of your case. The completed nutritional care plan for your client is due in Week 10.
Please read this entire document to gain understanding of the project scope and those tasks you will complete. This project will take you several weeks to complete. Do not delay beginning the work on this project.
Task 1:
Choose from one of the following stages: pregnancy, infancy and childhood, adolescence, adulthood, and old age.
List the specific nutrition issues affecting individuals in your selected stage.
Task 2:
Choose a disease or medical condition that could possibly, or commonly, affect your individual. This could be anything ranging from diabetes to cirrhosis.
Using the ABCDs of nutritional assessment, create a case study based on an actual client or patient. You can also make one up. Include the following in your case study:
Anthropometrics, relevant biochemical tests, clinical assessment, and dietary intake analysis.
Be sure to include a list of common medications that may be used to treat your patient’s condition and identify potential herb/nutrient/drug interactions that may be relevant.
Identify your client’s cultural background and give clues as to their socioeconomic status and psychosocial variables. For example, your patient may be a senior living alone on a fixed income or might be living in a nursing facility with reputed staff.