Michael Hricik ENG 162 This assignment will be about 2-3 double-spaced typed pages Customer Service Evaluation I am going to have you evaluate customer service at your current place of employment, or you can focus on a previous place of employment. You are looking at the service mainly as an employee, though you can also look at the service as a student or customer as well. You can focus a specific department or area at your place of employment, or you can look at the company/institution as a whole. For instance, I have worked at WCCC for twenty years. One area of the college that I feel is especially effective is the Continuing Education Division. I have taken about eight classes, my children have taken numerous classes, and so has my wife. I also have had quite a few past and current students take non-credit classes. I am looking at this as both an employee and as a customer. The overall variety of classes offered is quite varied. The instructors are usually excellent (I took an Intro to Acting course, and I really enjoyed it). The courses are usually offered at convenient times and places. Moreover, the staff in the Continuing Education Division is accessible and informed. Conversely, I previously worked at department store in Greensburg called Joseph Horne’s. Compared to Kaufmann’s, it was lacking in several areas. It had old-fashioned cash registers, which were not always accurate. At times, the merchandise selection was lacking and changed little from season to season. In addition, the prices seemed to be too high, though there were sales at times. It did have quite a few loyal customers, but it was no longer able to compete with other similar stores. So, as I have stated above, you can choose one area or department where you work, or have currently work. On the other hand, you can focus on the organization as a whole. What I would like you to do is evaluate a total of four different points of criteria. Some common areas are: response to customer needs, level of organization, the effectiveness of the management of the department or area, the knowledge of the employees, the ability to solve problems, the level of resources of the department, the teamwork of employees, etc. As an insider, I would like you to rate how well the area, department, or the organization does. This is what you will need to do: 1. Use an effective title to express your “attitude” or opinion. Something like UPS Isn’t Always on Time or The Olive Garden is Cooking 2. In your introduction, indicate the name of the place or organization that you intend to evaluate. You can state how long you have worked there, or how long you had been there. Indicate the position or position that you held. State the department, area, or name of the organization that you intend to evaluate. Finally, state your overall opinion or thoughts on the organization as a whole. Keep in mind that you can rate certain points very highly, and you can rate ...

1. Michael Hricik
ENG 162
This assignment will be about 2-3 double-spaced
typed pages
Customer Service Evaluation
I am going to have you evaluate customer service at your
current place of employment, or you can focus on a previous
place of employment. You are looking at the service mainly as
an employee, though you can also look at the service as a
student or customer as well. You can focus a specific
department or area at your place of employment, or you can
look at the company/institution as a whole. For instance, I have
worked at WCCC for twenty years. One area of the college that
I feel is especially effective is the Continuing Education
Division. I have taken about eight classes, my children have
taken numerous classes, and so has my wife. I also have had
quite a few past and current students take non-credit classes. I
am looking at this as both an employee and as a customer. The
overall variety of classes offered is quite varied. The
instructors are usually excellent (I took an Intro to Acting
course, and I really enjoyed it). The courses are usually offered
at convenient times and places. Moreover, the staff in the
Continuing Education Division is accessible and informed.
Conversely, I previously worked at department store in
Greensburg called Joseph Horne’s. Compared to Kaufmann’s, it
was lacking in several areas. It had old-fashioned cash
registers, which were not always accurate. At times, the
merchandise selection was lacking and changed little from
season to season. In addition, the prices seemed to be too high,
though there were sales at times. It did have quite a few loyal
customers, but it was no longer able to compete with other

2. similar stores.
So, as I have stated above, you can choose one area or
department where you work, or have currently work. On the
other hand, you can focus on the organization as a whole. What
I would like you to do is evaluate a total of four different points
of criteria. Some common areas are: response to customer
needs, level of organization, the effectiveness of the
management of the department or area, the knowledge of the
employees, the ability to solve problems, the level of resources
of the department, the teamwork of employees, etc.
As an insider, I would like you to rate how well the area,
department, or the organization does.
This is what you will need to do:
1. Use an effective title to express your “attitude” or opinion.
Something like UPS Isn’t Always on Time or
The Olive Garden is Cooking
2. In your introduction, indicate the name of the place or
organization that you intend to evaluate. You can state how
long you have worked there, or how long you had been there.
Indicate the position or position that you held. State the
department, area, or name of the organization that you intend to
evaluate. Finally, state your overall opinion or thoughts on the
organization as a whole. Keep in mind that you can rate certain
points very highly, and you can rates others lower. Your
evaluation doesn’t need to be totally positive or negative.
3. You will then have four different body paragraphs, between
the introduction and the conclusion. In each body paragraph,
you need to do the following:
· Use a topic sentence with an “attitude” to focus on the point of
criteria of that paragraph. For example: The level of

3. organization at Old Navy is amazingly excellent, because a
manager is always there.
· Then, in about three-four sentences, indicate what you have
observed or what some of your co-workers have noted. Make
sure to rely mainly on facts, but you can also add your opinions.
Try to use examples in your writing to show specific points on
good or bad service. Specific examples on specific days really
help.
· Add one-two concluding sentences, and again express an
“attitude” or opinion. Try to use phrases like: I clearly believe,
Without a doubt, There is no question, Based on my opinions,
etc. Let your reader know what you think.
4. In your conclusion, make sure to give your overall final
thoughts. Indicate how you think that the level of customer
service could be improved. Or, state why you feel the service is
so good. On a scale of 1-10, rate the level of service and state
why. Give any final thoughts that you have on what you
learned from doing this assignment. You can state what you
learned from doing this assignment.
Finally, at some point in your career, you will either manage
people, or you will need to evaluate their performance. Doing
an assignment like this helps you to learn how to evaluate and
make accurate judgments. It is better to base your evaluations
and conclusions more on facts and specific observations. For
instance, don’t say “At UPS, the system that they use to hire
and fire temporary employees is messed up.” State something
more factual like, “At UPS, about 30% of temporary employees
are only kept for two months and then they are terminated. All
temporary should be given three months before they are
evaluated.” It is better to be more factual, since there will be
no problem with the interpretation.
Populations Lab

4. LAB #3, PART I: ESTIMATING POPULATION SIZE
OBJECTIVE: To estimate population sizes and dynamics, you
will be able to:
1. Compare and contrast methods of estimating population size
(CLO #1)
2. Explain and use simple mathematical models of population
dynamics (CLO #2)
3. Synthesize your research with the primary literature in
ecology (CLO #3)
BACKGROUND INFORMATION:
Estimating the size of populations of organisms is a central
problem in field ecology. It is one of the most basic pieces of
information we can collect and is an important start for other
ecological studies and conservation and management efforts.
There are several ways to evaluate organism count (pop. size) or
density (count/area), which are two means of characterizing
populations
Sometimes, it is sufficient to evaluate organism relative
abundance (relative representation of a species in a particular
location). In that case, an ecologist can use indices. Indices are
anything that can be correlated to the number of organisms in a
given habitat (e. g., feces pellets, browsed branches, tracks,
plant cover, etc.).
When population size is necessary, population estimates can be
developed with a number of sampling and mathematical
methods. Since it is rarely feasible to count an entire
population, ecologists count a portion of the population and
then estimate the total population size using mathematical
functions. This can be done a number of ways, but in this
exercise we will use two of the most common: density methods

5. and mark-recapture methods.
Density method: In this method, ecologists will count the
number of individuals in a prescribed area and then scale this
measurement up to estimate the whole population size. Transect
methods, in which an ecologist traverses a transect and counts
individuals at specific locations along the line, are commonly
used for plants and occasionally for animals.
Density methods require a few key assumptions:
1. The population is confined to a specific area
2. Individuals are readily detectable
3. Count areas are extensive relative to area occupied by
population
Using these assumptions, ecologists use various models to
calculate population size. In this lab, you will use a simple
Seber (1973) model:
where N = the population estimate, N0 = the average number of
organisms found in a plot. And p = the ratio of the individual
plot area to total area (e.g. 25 cm2/820 cm2). Once you have
calculated No, use the equation above to calculate N.
Confidence intervals provide a measure of the precision of our
estimate (population size, N, in this case). A 95% confidence
interval is a range of values that is thought to contain the true
population size 95% of the time…that is, if you repeat your
sampling and confidence interval calculation 100 times, the
confidence intervals will capture the true value 95 of those
times. To calculate the 95% confidence interval we can simply
calculate the upper and lower confidence limits for N0 and then
use those values in the equation above to calculate the upper
and lower values of our population estimate, N. Follow these
instructions:
1. Calculate your value for No by taking the average of the

6. number of individuals in each plot (3 plots for your group, 9
plots for the class). For example, in the image below the
average, No=10.33.
2. Calculate the standard deviation (s) of the three values from
your plots (or 9 values for the class). You can do this in excel
by using the function =STDEV.S(data cell range). (see image on
right). In the example, s= 2.52
3. Divide the standard deviation by the square root of your
sample size, n (i.e. n=3 for your group data, n=9 for the class
data). This gives the standard error of the mean (SE). In the
example,
4. Use the table below to find the t-value (t.05 highlighted in
yellow) for the correct degrees of freedom (df). df is the sample
size minus one (i.e. df=2 for your group data, 8 for the class).
In the example, t.05= 4.30.
5. Use the equation below to calculate the upper and lower
estimates of No. These values fall above and below the No you
calculated earlier.
In the example, this is or an upper value of 17.99 and a lower
value of 2.68
6. Use those two values (we can call them No-upper and No-
lower) with the equation to calculate the upper and lower limits
of the population size estimate (i.e. Nupper and Nlower). In the
example, this is
7. What does this mean? You estimate of population size is N,
as originally calculated with No, and you are 95% confident that
the true value of N falls between Nupper and Nlower (i.e.
Nlower < N < Nupper). For the example this means that

7. 88.0<N<590.
8. When you graph your data in a bar graph, the height of the
bar should be your estimate of N. Then, format your 95%
confidence interval bars to the difference between N and
Nupper (or Nlower). Display these CI bars above and below
your estimate of N.
For the example, the estimate of , therefore the length of the
95% confidence interval bars should be 589.9-338.9=251. See
the example graph below.Don’t forget to add an informative
captions…and your graph should also include a bar for the
entire class data set (n=9).
Mark-recapture method: In this method an ecologist captures
animals, marks and releases them, and then repeats the process
at a later time. The ratio of marked to unmarked animals during
later capturing events can be used to estimate the size of the
population.
The mark-recapture method requires a few key assumptions:
1. The population is closed
2. The marks are not lost or overlooked
3. All animals are equally likely to be caught.
Using these assumptions, ecologists use the Lincoln-Peterson
model to calculate population size. In this lab, you will use a
simplified version of the model:

8. where is the estimate of population size, M is the number of
animals marked and released during the first session, C is the
number of animals captured during the second session, and R is
the number of recaptures in the second session. This equation
can be rearranged to solve for .
There are a number of ways to calculate confidence intervals,
depending on the R/C ratio. We will use a simple binomial
confidence interval that is estimated with the help of Figure 2.2.
This estimate assumes that the ratio of R/C is > 0.1.
1. Calculate using the equation above.
2. Calculate R/C and find this value on the X-axis (sample
proportion) of the graph.
3. Look vertically from that point to the first (lowest) contour
line that most closely matches your recapture sample size “C”,
then follow horizontally to the Y-axis (population proportion).
This is the lower 95% confidence limit of R/C.
4. Repeat this procedure but look vertically to the second
contour line with sample size “C” to find the upper confidence
limit of R/C.
5. Convert these R/C confidence limits to limits for the
population size by plugging the reciprocal of the confidence
limit value into the population estimate equation. (e.g. if your
estimate from the Y-axis is R/C = 0.4, then this is placed as a
reciprocal in the following equation.)
6. Perform this calculation for the upper and lower 95%
confidence limits of the population size estimate.
7. In your graph, format the height of the bar to be at and the
length of the 95% confidence interval bars to be the difference
between and the upper (or lower) 95% confidence limits,

9. similarly to what you did in your first graph. Be sure to include
your group data and the class data on the graph.
Equipment: Handout, notebook, pencil, aquarium, plastic
beakers, dry erase markers, paint pens
In-lab Methods:
Read through this handout so you know what you’re going to
do. You may work in groups, but every student is responsible
for their own report.
You will be working in groups with one person capturing, one
marking, and one recording data.
Density plot estimate:
1. On the under-side of your aquarium, use a dry-erase marker
to draw a transect line down the middle of the tank in the long
direction. Measure the total length of the transect in cm.
2. Produce a list of random numbers between 0 and 5 cm less
than the total length.
3. Use the list of random numbers to place three 5-cm x5-cm
quadrat plots (25 cm2) along the transect, beginning on the left
side of the transect and alternating sides for each plot. The
random number identifies the beginningof the quadrat (e.g. the
number 2 would indicate a plot from 2-7 cm along the transect).
Draw the 3 plots on the underside of the aquarium with a dry-
erase marker.
4. Add your “organisms” by dropping them haphazardly into
the upright aquarium.
5. Count all of the individuals you observe in each of the three
25-cm2 plots and record your data. Also make a note about how
the “organisms” are distributed across the entire population
distribution.
6. Measure and record the inside dimensions of the aquarium

10. (i.e. total population distribution area), then calculate N and the
standard deviation for your data. Write your raw data on the
white board to share with the class.
7. Combine the entire class dataset and calculate N and the
standard deviation for the whole class.
Mark-recapture estimate:
1. Sample: Trap “organisms” by sweeping your trap through the
aquarium once and placing your trapped individuals into a
container. Repeat until you have trapped 50 individuals (M).
2. Mark each “organism” using the paint pen.
3. Return the “organisms” to the aquarium and haphazardly mix
the population.
4. Repeat the sampling process until you have captured another
50 individuals (C). Then record how many of those individuals
are marked (R).
8. Calculate and 95% confidence intervals for your group’s
data and write the raw data on the white board to share with the
class.
9. Calculate and 95% confidence intervals for the class’s data
as a single combined dataset.
Census:
1. Remove the “organisms” from the terrarium and count them
all while returning them to another container.
2. Record the true population size. Write this on the whiteboard
and calculate a total class population size
Questions to answer (due next Friday)
1. Provide your data as tables, including the raw data,
calculated estimate of population size, and upper and lower 95%
confidence intervals. Also report your results in a single figure
for all estimates (bar chart with 95% confidence intervals for all
estimates, i.e. your group data and the entire class data for each
of the two methods of estimating population size).
2. Why are indices not useful for estimating population sizes,

11. but only for relative comparisons?
3. Evaluate your estimated population sizes in comparison to
the actual population size. Which method of estimation was
more accurate? What assumptions, if any, were violated for
each method? How could you improve your estimate?
4. Why do ecologists estimate population size? When would an
ecologist want to use a density estimate versus a mark-recapture
estimate? (Think about organisms, habitats, types of
questions…)
5. What would happen to your density estimate if:
a. the area observed was 50% smaller?
b. some individuals (e.g., females) were harder to detect?
c. individuals were attracted to sampling areas?
d. sampling areas were not randomly located?
Provide mathematical explanations for why each would occur,
making sure to think about both estimates and confidence
intervals.
6. What would happen to your mark-recapture estimate if:
a. several of the animals died or migrated out of the area
between captures?
b. the marks were not properly observed?
c. handling the animals killed them after you had released it
back into the wild?
d. some individuals had a higher probability of being caught
than other individuals?
Provide mathematical explanations for why each would occur,
making sure to think about both estimates and confidence
intervals.
Consult your textbook, reputable parts of the web, and the
primary literature to put your results in context. Please cite all
outside sources!

12. 251.0 251.0 338.9333333333333
Group data (n=3)
Estimated population size
BIO317 page 1
Try to use specific examples in your writing, if possible.
For example, one of the best companies I worked for in my life
was General Instrument in San Diego. They manufactured
satellite dishes.
I worked there for one summer and three more months after that
when I was a student at San Diego State University.
I worked in customer support. One customer called about six
times on an issue she had with her satellite dish. She lived in a
remote mountain community about 60 miles from the nearest
town. GI paid for two technicians to go to her house and they
stayed for about four hours until they solved the problem.
One of the managers of the company got arrested for a DUI. His
entire job involved driving since he was a district manager. GI
helped him out by giving him an inside sales job for six months
until he got his license back. It worked out well for the
company since this employee ended up setting several major
sales milestones at this job.
I just liked how they were loyal to their employees and inturn
employees were loyal to them.
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-----------------
Conversely, a student in this class last year worked for

13. Comcast.
Comcast constantly raises rates and does not provide very good
customer service.
One customer called into customer support and the student in
my class answered the call. This customer had very poor
internet band width and several other major problems with
internet, e-mail, and cable.
The worst part was he was a huge Penn State fan and two weeks
in a row he was unable to watch Penn State football.
The student was advised to "upsell" the customer. In other
words, try to increase the services he buys from Comcast.
Now I don't know about you, but if I had awful service and
products from a company, I would try to get less of what they
offered and not more.
She also said that technicians who were troubleshooting
problems over the phone only were given so many minutes to
solve the problem. If it wasn't solved after so many minutes,
they would have to end the call.
---------------------------------------------------------------------------
-----------------
One student in this class worked for a very good law firm in
Greensburg. She said that the husband and wife owners of the
firm were kind to the employees, but they also expected
employees to go the extra mile with their clients.
The student worked as a receptionist and one day a husband and
wife came in very angry about some real estate transaction that
did not go as expected. Instead of just saying, "The attorney

14. will be with you in a few minutes" she ended up talking to this
couple for about five minutes to try to calm them down.
Employees were encouraged to do that.
She said that the attorneys would come in at night, weekends,
etc, to help their clients. As a result, they had very loyal clients.
Also, she said if an attorney was out of the office and a client
called, they tried to return the call in an hour.
It's very rare that you see that sort of service these days.
---------------------------------------------------------------------------
---------------
I am the Chair of the Cultural Programming Committee at
WCCC. For two years in a row we had Dr. Cryil Wecht come to
speak. Both times he filled Commissioners Hall.
In the newspaper and sometimes on TV he is portrayed as
egotistic, money hungry, and difficult to work with.
He does bring in quite a bit of business to his Wecht and
Associates firm in Pittsburgh. He does autopsies, is in charge of
the Wecht Institute at Duquesne University, and is often on TV.
The interesting part about this, though, is that they really do
have a smaller operation. His wife works with him and so does
his secretary, Flo.
Both times I worked with him, I had to call his office.
Sometimes he would answer the phone. No wonder his firm does
such good business, because he has a few people he trusts to
keep track of what he is doing.
It also surprised me that when he came to speak he drove his

15. own car and carted in the books that he would sell and sign
afterwards.
I know Dr. Wecht and Allegheny County DA Zappala do not get
along.
However, all of my dealings were positive. Their customer
service seemed to be very good.
Hope these examples are helpful.