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ASU Several Types of CRM Solutions in Organization Leverage Discussion

ASU Several Types of CRM Solutions in Organization Leverage Discussion.

PART 2 is more important please spend the majority of you allocated time on Part 2 (850 min. words) Part-One (500 Words min.))PART-ONEThere are several types of CRM solutions that organizations leverage in their operations. Research and explain how organizations leverage CRM in both structuring and leveraging their available and collected data.PART-TWOIf you were in-charge of implementing a CRM system from scratch for an organization, what data would you want to capture?Explain, in order, what you believe are the 10 most important pieces of data to collect (e. Full Name, Email, Address, etc., etc.)Finally, now that you have this data, how might it be used in setting up a lead score? Specifically, of the 10 pieces of data you have picked to collect, which could be used in a lead scoring model, and why?Please use the following resources but also research your own, Part One uses Rubric_A Part Two uses Rubric_BInside the Hornet’s Nest (Links to an external site.) from Sync…Sports CRM discussion with Bobcats Chris Zeppenfeld (Links to an external site.) by Sports Geek…Please only accept question if comfortable with SPORTS
ASU Several Types of CRM Solutions in Organization Leverage Discussion

The Replication Crisis Abstract Replication relates to the duplication of research, to see if findings can be generalised across situations and time (Diener, 2019) The Replication crisis is the lack of consistent findings being produced and there are many replication studies that show these unconcordant findings. This report aims to replicate the study by Becker (2018); it explores the relationship between the duration of sleep and anxiety and the duration of sleep with depression. The sample consisted of undergraduate psychology students (N=103) who were asked to complete a standardised self-report questionnaire assessing anxiety, depression and the Pittsburgh Sleep Quality Index (PSQI). The results found a significant negative correlation between sleep duration and anxiety, however there was no significant correlation found between sleep duration and depression. The results support the replication crisis, as they do not concord with Becker’s conclusions. They also broaden other issues which may affect replicability, including cultural and gender biases. The Replication Crisis Previous psychological research poses two different forms of replication; differentiated into conceptual and direct replication (Pashler

Blockchain and Big Data Research Paper

Blockchain and Big Data Research Paper.

The final portfolio project is a three-part activity. You will respond to three separate prompts but prepare your paper as one research paper. in addition to your textbook (which means you’ll have at least 4 sources cited). Start your paper with an introductory paragraph.Prompt 1 “Blockchain” (2-3 pages): Explain the major components of blockchain. Be sure to include how blockchain is affecting a global economy and how you see it growing in the future. Prompt 2 “Big Data” (1-2 pages): Describe your understanding of big data and give an example of how you’ve seen big data used either personally or professionally. In your view, what demands is big data placing on organizations and data management technology? How does big data affect a global economy.Prompt 3 “Government and Policies” (1-2 pages): Discuss the role government plays in a global economy. Also, look at what policies are currently in place and then discussion what policies should be put in place..Conclude your paper with a detailed conclusion section. The paper needs to be approximately six to eight pages long, including both a title page and a references page (for a total of eight to ten pages). Be sure to use proper APA formatting and citations to avoid plagiarism.Your paper should meet these requirements: Be approximately six to eight pages in length, not including the required cover page and reference page.Follow APA 7 guidelines. Your paper should include an introduction, a body with fully developed content, and a conclusion.Support your answers with the readings from the course and at least two scholarly journal articles to support your positions, claims, and observations, in addition to your textbook. Be clearly and well-written, concise, and logical, using excellent grammar and style techniques. You are being graded in part on the quality of your writing.
Blockchain and Big Data Research Paper

Cognitive theory of Jean Piaget four stages

custom essay Cognitive theory of Jean Piaget four stages. Cognitive theory of Jean Piaget includes four stages of development that children move through during which the explanatory behaviors of infants transform into the abstract, logical intelligence of adulthood. There are three important specific characteristics of Piaget’s theory of which the first one is being a general theory, that is, cognition’s all aspects undergo a similar course of change. Another characteristic is that children move through the stages in an invariant sequence. Piaget believed that there is a same order that children follow. Third, the stages are universal. Stages in cognitive theory assume the theory to include all children everywhere (Berk, 2003). Biological concepts are used in a limited way in Piaget’s theory. However, he stated the importance of genetic and environmental factors on the way that children move through the stages (Crain, 2005). He emphasized that the speed of children while passing those stages is affected by differences in genetic and environmental factors. Jean Piaget used the term scheme while explaining human beings’ organized way of making sense of experience (Mark, 1969). Traill (2008) explains that the term scheme used by Piaget is different from people’s everyday usage of scheme. The term can be any pattern for exploring and learning from the environment and it has three different intellectual structures. Piaget calls first intellectual structures to emerge as behavioral schemes, ones that appear after 2 years as symbolic schemes, and structures that appear after 7 years as operational schemes (Piaget, 1972, as cited in Traill 2008). For instance, dropping scheme of an 8 month old baby and a 25 months of will not be the same, as sooner it will become more deliberate and creative. Toddlers, different from infants, begin to think before acting and Piaget identifies that transition from sensorimotor to cognitive approach to the world which depends on mental representations. (Piaget, 1926, as cited in Berk 2003) Images and concepts are the two powerful mental representations. Especially, the shift from sensorimotor to cognitive approach is accounted for two processes; adaptation, consisting assimilation and accommodation, and organization. Interpretation of new structures into already existing schemes is called as assimilation and modification of existing schemes into adaptation of new experiences is called as accommodation. Cognitive adaptation aims to adjust to the environment and is a result of the equilibrium between assimilation and accommodation (Block, 1982). While trying to grasp an object, a baby is experiencing the assimilation process, while removing an obstacle and grasping an object, a baby now accommodates the scheme (Crain, 2005). During the organization process more complex intellectual structures are combined with existing schemes by children. For instance, after the baby experienced and covered dropping movement, then he/she will relate it with throwing movement as well as understanding the concepts of near and far (Berk, 2003). The Sensorimotor Stage (Birth to 2 Years) Jean Piaget observed his children during their developmental period and constructs the stages based on his observations. His books mostly involve many examples from his dialogues and interactions with his children. The sensorimotor stage consists of six substages. (Santrock, 2004) That stage starts with the use of reflexes from birth to 1 month. Newborn reflexes take important place in sensorimotor stage. According to Piaget inborn reflexes are consisted from first schemes. He states that as children use inborn reflexes and experience assimilation, they desire to put them to active use (Crain, 2005). After one month, children begin to repeat their chance behaviors and primary circular reactions period (one to four months) starts. A baby experiences the thumb sucking by bringing her hand to her mouth by a chance, when the hand falls she wants to get it back and experiences many failures until she gets it back (Crain, 2005). At that example the child organizes the hand movement and sucking which is a kind of circular reaction. Piaget also states that children at that period indicate the first efforts at imitation (Berk, 2003). The next substage is secondary circular reactions and is observed between fourth and eighth months. Infants start to experience motor achievements that encourage them to play attention to their environment. Infants begin to get enjoyment from the response of the environment to their attempts and they repeat their movements that get reaction from their surrounding (Santrock, 2004). Coordination of secondary schemes substage takes place during eight to twelve months. At this stage infants begin to coordinate tow or more actions to achieve simple objectives. In addition with an intentional purpose, babies try to imitate behaviors after watching a person. One may be able to observe a baby at this stage trying to stir with a spoon. In addition, a baby may begin to cry when she sees her mother wearing her coat in order to stop her mother leaving (Berk, 2003). In substage 5, tertiary circular reactions (twelve to eighteen months), children are interested with different outcomes. Piaget had observed one of his children hitting on a table at different rates in order to listen different sounds that he creates (Crain, 2005). It should be noted that all experiences are results of children’s intrinsic curiosity about the environment around them that Piaget emphasizes within his cognitive development theory. The last substage of the sensorimotor period is named as beginnings of thought or internalization of schemes lasting from eighteen to twenty months. During that substage children have the capacity to remember the behaviors that are not present (deferred imitation). Their efforts on imitation also indicate progress and they experiment with actions inside their heads. Besides, children can be observed to engage in make-believe play during that period (Santrock, 2004). Object Permanence: Piaget and many researchers concluded that infants appreciate concepts of permanence objects. Up to four months, children do not make any attempt to an object leaving in front of their eyes. During secondary circular reactions stage children are more able to explore their surrounding and they have a better sense of permanence of objects. At stage four children have the ability to find the hidden objects. If an adult takes a toy behind a box, the baby will look at the behind of the box and find the toy. During the stages five and six children are able to follow displacements and follow invisible shifts (Crain, 2005). Beginnings of Categorization: Before the capability of mental representation children are not able to categorize objects. During the first year of their life, children experience perceptual categorization. For example they can categorize the legs of an animal. Conceptual categorization begins with the end of first year; they are now able to categorize similar characteristics and behaviors. Active categorization period starts with the beginning of the second year. It is stated that sorting objects into two classes can be observed in eighteen months babies. In the second year babies can group two different kinds of objects without grasping them (Berk, 2003). When the observed milestones of research and the description of substages of Piaget are compared from birth to two years, both similarities and differences are seen. There are points that seem to occur earlier than Piaget accepted such as categorization, deferred imitation, and analogical problem solving. Those differences are explained differently from many researchers. Some of the surveys indicate that some children born with different intellectual capacities and some of them with a set off limits which causes those differences. The latter argue the theory of Piaget in terms of biological considerations. The Preoperational Stage (2 to 7 Years) Preoperational stage is lasting from two to seven ages in which the child is more capable while dealing with the environment. Although the reasoning of child is still unsystematic and illogical, that is the period that children begin to use symbols and rapidly develop representation. One of the important symbols that indicate increase during that period is language (Santrock, 2004). Piaget believed that experience of internal images occurs before labeling words and he did not take language as an important tool in cognitive development of children. Berk (2003) argues that Piaget had misadjusted the role of language in early intellectual development. She proposes that conceptual abilities of children are highly affected from the dialogues of children with adults. Moreover, there are many psychologists that believe as children develop their language ability, they begin to think more logically. Children experience transductive reasoning during that stage which means shifting from one particular to another. Children place two unrelated situations into the same case as if they have a relationship. One of Piaget’s children had concluded that she hadn’t had her nap yet so it wasn’t afternoon (Piaget, 1924). Piaget (1924) explains that statement as an example of transductive reasoning, because the child did not catch the understanding that afternoons include many different events and having nap is only one of them. An important milestone of the increase in mental representation is make-believe play during preoperational stage. The differences in make-believe play between sensorimotor and preoperational stage can be clearly observed. By the middle of preoperational stage make-believe play of children indicate real life conditions. In addition, by preoperational stage children begin to engage in sociodramatic play, they coordinate variety of roles and story lines during their play. One of the criticized points of cognitive theory of Piaget is based on the belief of Piaget that play reflects children’s cognitive and social skills, however there are many recent studies indicating the contribution of play on those skills. Especially during sociodramatic play, children interact with their peers longer and they are more cooperative. Many psychologists believed the role of strengthening of make believe play on a wide range of mental abilities and logical reasoning (Berk, 2003). Egocentrism: Piaget stated that children look at their surrounding from their own viewpoint and they ignore perspectives of others. Three-mountains study is one of the famous observations of Piaget explaining egocentric behavior of children at preoperational stage. He had used a model of three mountains and taken a child for a walk around the model in order to give opportunity for the child to look at the model from different view. Piaget had placed the child from one point of the model and placed a toy to another place. The child had been asked what he/she saw while looking at the model and what the toy would be seen while looking at it. All the children could correctly explain what they were seeing, however children at preoperational stage gave the same answer with their own view (Crain, 2005). Studies emphasize on the relation between egocentrism and social communication. Children at preoperational stage, according to Piaget, fail to recognize the needs of their peers during verbal interaction (Rubin, 1973). As they look only from their own view, they are able to understand view of the person interacting with them. They think that they can be seen from everywhere, everybody see and hear them. An adult may observe a child at this period telling that nobody could see him/her while closing his/her eyes with hands. Animism: Piaget (1951) proposes that the child recognizes no limits between himself and the external world and it is expected that the child would see many nonliving and non acting things as living and conscious and he explains this phenomenon as animism. In his book “The Child’s Conception of World”, 1951, he identifies the reason for him to use the term “animisim”. He accepts that animism was term used for primitive human beings and responds the criticisms by telling that he had used that term as a generic term and emphasizing on the different types of animism in psychological origins (Piaget, 1951). Children at preoperational stage have a belief that objects are alive because they move and grow. For example, a child may tell that “there are not any cars on the road, because they are sleeping”. Piaget described animism inside four stages. Initially children accepted useful things as living. At this first stage broken or damaged objects were not alive for them. At the second stage, moving objects, whether are moved by an external factor or by themselves, were considered as alive. In stage three, to be categorized as living, things should move by themselves. Lastly, at the fourth stage, adults know that plants and animals are living things only (Moriarty, 2005). Irreversibility: Going through a series of steps and after changing direction is difficult for children at preoperational stage. Another well known experiment of Piaget indicates that problem in a way that there are children shown 16 boxes, 6 of which are yellow and 10 of which are red. When children are asked whether red boxes are more or boxes, children at this stage responds as red boxes and fails to be aware of that both yellow and red boxes are boxes. In his book “The Child’s Conception of World”, 1951, Piaget gives examples about irreversibility. There are dialogues indicating their inability such as, asking a child about her sister, the child responds that she has a sister named A, then Piaget asks the child whether A has a sister or not, the child responds that A has not a sister. (Piaget, 1951) Inability to Conserve: Piaget propounds preoperational child’s lack of conservation by applying experiments of liquids and number. He shows two same size glasses to the children and fulls the glasses with water. He asks children which of the water was more. All the children respond that they were equal in amount. Then he puts the water in one of the glasses into a different size glass (wider or taller) and repeats his question. Children at preoperational stage tell that they are now different. They have not the capability to perceive that certain physical features of objects remain same, even their physical appearance changes. Based on experiments of Piaget, at the beginning of seven children begin to give the correct answer to the conservation tests. Before that age children indicates at conservation but not totally achieve it. They give answers like one is more because it is taller and then change their answers the other one is more because it is wider. Besides, irreversibility of the child can be concluded based on the conservation of liquid experiment. The child cannot understand the end result as a reverse of the original one. Jean Piaget also had thought about the failures of children from the linguistic point. Terms such as “taller”, “more”, “wider” takes time to be understood. He suggests ways to overcome that problem and tells adults to apply experiments by using different sentences and establishing questions by using different words within a particular case. Piaget experimented conservation of children also with using number. Cognitive theory of Jean Piaget four stages

Mini Project- Communication strategy

Mini Project- Communication strategy. I’m studying for my Communications class and don’t understand how to answer this. Can you help me study?

For this assignment, you will create a communication strategy that fosters change and innovation in an organization. Explain the context in which it occurs and the options that are available. Develop a solution that will solve the organizational issue and meet the needs of the people involved.
Feel free to use the same organization you researched for the Unit VI and Unit VII Assignments. You are not limited to this organization, but it may be easier to complete the assignment since you have already researched it for Unit VI and/or Unit VII. You can use the same sources for all assignments, if applicable.
In the report, you will provide a potential audience analysis, create a purposeful message, and discuss a type of channel that you could use for feedback. Include answers to Neal’s (2010) communication questions, which are listed below:

What am I trying to achieve?
How will my audience react to what I am trying to achieve?
Will my message be resisted?
What do I know about my audience that will help me tailor my message? (p. 40)

Do not include the question/answers in a bullet or list format. Instead, integrate the responses in your paragraphs.
Use the standard five-paragraph format (introduction/body/conclusion). Include at least two academic sources. APA format should be used. The assignment should be a minimum of two pages in length. Content, organization, and grammar/mechanics will be evaluated.
Click here to view a sample assignment.
Mini Project- Communication strategy

MAT 144 Grand Canyon University Technology Report

MAT 144 Grand Canyon University Technology Report.

I’m working on a mathematics multi-part question and need a sample draft to help me study.

Here are some additional hints for completing the DQ:Hint #1: The RANDBETWEEN() function used in cell B2 will be invoked each time you make a change in the Excel sheet, so your Frequency and Empirical Probability column entries in E2:F16 will keep updating as you change the worksheet. This is normal.Hint #2: Use these steps to copy and paste the contents of cells E2:F16 by value:Select the range of cells E2:F16, then press Copy.Now right-click in the top-left cell that you’ll be copying to (either D21 or F21), and then select the “By Value” option (the clipboard with “123” underneath it) from the Paste Options section of the right-click menu.Once you have copied-and-pasted the cell contents, the values in the cells that you’re copying to should no longer change.Here’s a link to a video that may also help with this: #3: For your response comparing the empirical probability with 1,000 rolls against the empirical probability with 4,000 rolls, what you should do is compare each set of empirical probabilities against the theoretical probabilities in cells G2:G16. Which group of empirical probabilities is, on average, closer to the theoretical probabilities? (How would you be able to quantify “closer” in this case?) How might the number of rolls be contributing to this result?
MAT 144 Grand Canyon University Technology Report

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