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Data Presentation

Transcript: Camp staff turnover is high Fundraising is getting harder When alumni leave camp, what opportunities are there for them to stay involved? Create a Camp Board Develop an Alumni Identity Millennial Supporters T Alumni want to play a role in engaged and involved: Ideas as a result of involvement. Represent the views of the alumni camp staff Build on camp culture Professional Volunteer Connection 380 Alumni staff who have been inovlved at least as a volunteer since 2006 Most have been recieving camp newsletters formalization is required to maximize potential work closely with camp administrator 71% of camp. Volunteering at camp 24hr Relay Team Give back to keep camp strong Values of camp match personal values Conclusions T In the future, how do you see yourself being involved? Informal ties through friendships with campers and staff Volunteerism Need to trust the organizations Want to be involved and engaged Can act as effective "champions" Supporters, not just donors Impact of working at camp Newsletter, facebook Can be seen as a self run entity that can be counted on for support (like improvement committees) Camp created personal growth Fundraising Events Define alumni camp staff role Create membership Encourage the board to ask for support Develop traditions and rituals Facilitate alumni involvement work with campers in community Connection Online 3 small focus groups Presented back survey data Volunteer at camp Alumni feel a Report back to camp alumni staff on this research project Connection Newsletter, facebook Mentoring Staff 29% H O E sense of belonging Volunteers No Develop an Alumni Identity S Alumni often ask for ways they can stay involved Advisory Committee In 2011, we invited alumni to come to family camp and Young Adult Camp. Between the 2 programs, alumni contributed 135 days of volunteerism...would have cost $10, 260 in wages A formal structure or framework is needed to involve alumni. Alumni need opportunities to Focus Groups making donations Stay informed Administrator within the camp community. Personal Impact Connection Participants U Keep alumni engaged involvement in fundraisers Data L fundraising and directing the future Board members are self nominated, or nominated by others Question Mentoring Staff Findings Survey Process Alumni are already Yes Donation Have you been involved with the BC Lions Society since working at camp? Develop job and career skills Lifelong friendships and relationships Part of something bigger than themselves Other stay connected through newsletters and facebook 24hr Relay Team Connection E Develop networks Process Connection Desire to keep in touch Create a Sense of belonging R Can bring wisdom, knowledge and skills alumni advisory fundraising volunteerism Social opportunities asking others for donations to camp Enable specific roles T Financial contributions A In what ways can the BC Lions Society for Children with disabilities engage camp alumni staff in mutually beneficial relationships? R Connection E Connection In what ways have you been involved with the BC Lions Society or BC Easter Seals Camps? Initial retreat to create vision, mandate Initially facilitated by Camp Administrator, but needs to come from community Mentoring Campers Make a difference I Skill development and learning opportunities needed Volunteers are more likely to donate money Networks and connections are motivation for volunteerism Making a donation work-parties at camp Alumni events Alumni presence at BC Lions Society Events Web-presence for alumni advocate and spread the message of camp contribute to the direction of camp Sharing professional skills participation in fundraising events Administrator Create a Camp Board looking for ways to stay connected to camp recapture magic of camp being informed of success of camp through email and facebook Observations Camp Administrator relies on own network for support... Connection volunteering at camp sharing skills at orientation volunteer at events (24hr relay) have a way of keeping track of alumni's professional career Alumni are involved in many different professions develop their skills Can be asked for support of new initiatives formalize fundraising initiatives Develop new programs (camper mentor program) Events D Connection 106 responses Sent by email Positive responses M Recommendations Networking and community Recognize contributions 3 relay teams and Easter Seals on Wheels raised over $15 000 last year

Background presentation

Transcript: Go on Exchange present your country abroad Work with different mentalities Diversity Explore different cultures Be a Member Develop your skills Have an impact Enrich your knowledge AIESEC Be a Leader Lead your team Achieve your vision Coach others Be a mentor EXPERIENCE YOUR AIESEC JOURNEY Gives you a great experience

Presentation-Data

Transcript: Load proces: -Keys -Flow/extraction -Filters -Flexibility The benefits of accurate installed-base data extend beyond service revenue management and affect both upstream and downstream operations. -Streamline service delivery and reduce costs (by ensuring that each part or service is delivered to the right contact and location) -Better identify opportunities for up sell and cross sell - Increase sales efficiency - Improve tech refresh, end of service life campaigns, and product sales - Increase customer and partner satisfaction and loyalty Importance of customer data & SAP ID: - Reporting - New opportunities - All processes - Image Loadfile: Erasmus The Ibase of the Netherlands is not loading into Sh@re Research Marcolino Nicolaas Questions ??? Reasons for no Match in Keys: SAP ID Load proces Ibase SAP What we need to do: - Align data quality vision and create a strategy - Design and implement data quality plan - Design and implement processes for customer data management - Control data quality regularly Determine Structure customers: - Determine SAP ID's & Roles for all customers with multiple locations Once structure is determined: -Correct/Create/Add SAP ID nummers: For accounts in Sh@re & Ibase SAP - The Power of Quality Data and Installed Base Intelligence Unifying our views and goals Load Proces Now: Based on Sold To Party Future: Based on Ship to or End user What is the direct added value: - All processes carried out with the correct customer data - Reporting - Taking full potential of opportunities - Retaining customers - Gain grounds on competitors Situation Things that need to change Questions we need to ask ourselves Layout presentation: - Introduction - Problem - Importance of customer data - Benefits of Installed Base - Added value for business - Unifying view - Short example (If time allows) - Questions

Data Presentation

Transcript: We chose to research and collect data on learning vs. marks because we were interested in why students REALLY come to school Are they really interested in learning? OR Do they just attend to get the marks they need? too much QUALITATIVE not enough QUANTITATIVE We didn't really learn much about this, but we hope we get a good mark ;) STRESS We came to this decision because our stress question was one of the very few questions that produced quantitative data. Therefore, making it much easier to work with. By: Abby, Andrew and Graeme Distribution of Stress Over Tests We rated the answers to question 4 based on their relation to learning. Therefore, the higher the index number, the more important learning is to the individual. 25 left skewed standard deviation is 2.49 left skewed 65874 CONCLUSIONS half the data is between 7 and 10, whereas the other half is between 1 and 7 so the data is more concentrated in the upper quartiles To create some quantitative data out of our qualitative data we came up with an INDEX Bias 1 - Yes, always 2 - Yes, because I want to learn 3 - Only if I don't understand the subject and need practice 4 - No because it's not being marked Clustered the desire to learn and earn good marks are closely related, and difficult to compare because of this students stress over tests can be slightly affected by their age, what is important to them, and whether they are male or female older female students with learning/marks as their first priority tend to stress over tests more compared to other students weak negative relationship students that rarely or never do their homework when it isn't being marked tend to stress less over tests students that usually do their homework tend to stress more over tests we believe this outcome is because those who don't do their homework care less about school than those that do, creating less stress These factors are important to remember because they may affect how students answer certain questions (i.e. Q5 or Q6) Outside Contributing Factors Learning vs. Marks We found that it was 3.45 - just slightly higher than that of the entire data set. Sampling Method We anticipated that most students would be interested in either JUST marks, or JUST learning, predicting that the majority of students would be more interested in just earning marks. 1651 males tend to stress less over tests by almost 2 rankings Hypothesis Males vs. Females - Stress Levels After taking a closer look, we discovered that those students that had put learning as their first priority were also interested in marks and vice versa. 3 We chose 4 different classes, one from each grade and tried as best as we could to make sure that there were an even amount of males and females. Therefore, students that don't usually do their homework may have low stress levels mainly due to they don't care so much about school as they do their friends or sports. left skewed right skewed When asked why they attend school, 88.5% of students said they showed up because they wanted to graduate and get into college/university Secondary Data Student's First Priorities Non-Response Bias How Students Rate Their Levels of Stress Towards Tests Stress Level Results Based on Certain Conditions weak positive correlation as you get older, you start to stress slightly more over tests this could account for the slight increase in stress the next graph will help visualize this SO, since we found that most students either came to school for learning AND marks or other reasons instead of our original hypothesis we had to focus on a new relationship. With the data we had already gathered, we decided to take a look at what influences a student's To test how accurate our index was we decided to test it by comparing it to the answers of question 9. when we looked at the learning index of those who put MARKS as their first priority ... Stress Level vs. Age BUT notice that these students take up the majority of the sports/clubs bar and a good portion of the friends bar and that there are none that considered learning their first priority 241 The student's that rarely or never did their homework (who had low stress levels) are marked in red. 6.57 > 6.07 > 5.31 Stress Levels vs. Homework 1324 some surveys weren't usable because the students didn't answer the question correctly (i.e. checked off answers when they were asked to rank) the majority of these unusable surveys were from grade 12s according to Statistics Canada teenagers do an average of 9.2 hours of schoolwork, paid employment, or housework every weekday and 3.5 hours on weekends. 16% consider themselves workaholics, 39% felt like they were under constant pressure to accomplish more than they could handle 64% of teens cut back on sleep to get things done

Background Presentation

Transcript: 14th Week Consulting interns can be expensive Time and Money Personal Experience Preliminary Design Stage NFPA 101 and NFPA 13 New and Existing Education, Business, and Mercantile Definition of Project This app would be used to provide interns and recent graduates with an outline of guidelines for how to design and review designs of specific occupancies. With the given time frame, I will be writing the information that will go into the app Begin parametric study: Speak with my mentor and Jason to understand more about what critical variables I could concentrate on for this app. Choose those parameters and begin my study Gather information from NFPA 101 and NFPA 13 for new and existing education, business, and mercantile occupancies. By: Breanne Thompson Next Steps (Continued) Finish preparing for Draft of Analysis Pull together and discuss results of project Draw my conclusions and state future work needed Turn in Final Paper! 10th and 11th Week Turn in my parametric study Begin draft of analysis Map out the process of the app for the key elements 15th Week References Next Steps 7th Week Prepare for Final Presentation Summarize my draft of analysis into presentation Work on how to incorporate a live demonstration for my presentation App Development Background Information 8th-9th Week Continuous Process Objective-C for Apple products Java for Android products 6 months of studying Places to Learn: Codecademy, iOS Dev Center, Android Developers Training Hire App Developer will cost thousands Prepare Final Paper Dive into Shark Tank! 1. http://lifehacker.com/5401954/programmer-101-teach-yourself-how-to-code 2. http://www.bluecloudsolutions.com/blog/cost-develop-app/ 6th Week Background Presentation 12th-13th Week

Background Presentation

Transcript: Real action and accountability Amnesty International Non-state actors/ Rebel Groups?? ...and what about men?? ignoring male rape victims? would rape exist without a man? Weapons of War: Rape UN as an Arena - NGO's - Discussion and dialogue Arena Instrument Actor Critical Thinking Weapons of War: Rape UN as an instrument UNSC Resolution 1820 (2008) UN as an Actor - UN Action Against Sexual Violence in Conflict Weapons of War: Rape Problems with 1820 "Roles and Functions of International Organizations" "Sexual violence, when used as a tactic of war in order to deliberately target civilians or as a part of a widespread or systematic attack against civilian populations, can significantly exacerbate situations of armed conflict and may impede the restoration of international peace and security… effective steps to prevent and respond to such acts of sexual violence can significantly contribute to the maintenance of international peace and security" (UNSC Resolution 1820, p. 2)" http://www.stoprapenow.org/uploads/advocacyresources/1282164625.pdf Background Presentation- Kristin Mann Weapons of War: Rape Brief Insight - used to manipulate social control - destabilize communities - weaken ethnic groups and identities Examples: - Sudanese Militia - Rwanda Genocide - DRC Critical Thinking http://www.womenundersiegeproject.org/blog/entry/the-need-for-numbers-on-rape-in-warand-why-theyre-nearly-impossible-to-get Critical Thinking Increased Data Collection by international organizations - determine humanitarian responses - ensures justice and reparation - provides recognition and dignity

Data Presentation

Transcript: The name of our game is called “Are You Feeling Lucky?" This is a fairly simple game, with the allure of winning three times the amount that you bet. You begin by grabbing the die and predicting whether it will turn out to be an odd or even number when rolled. Then before rolling it into the holes, you decide whether it will fall into an odd or even numbered hole. You place your bet of whichever amount of money you wish, then roll the die and see the outcome. In theory, our game’s outcomes all have an equal probability of occurring. However, after looking at our data from Casino day, our final results are slightly different from that theory. We discovered that the theoretical results and the experimental results were not equal, and while looking at the wins and losses of our game results when it is actually being played, the outcomes changed significantly. The theory stayed the same, but the experimental results were different that predicted. All in all, we believe that our game may need a little revision, between the experimental results and theoretical probability our final results are a little off. We found that although not identical, the Theoretical Probability graph and the Experimental Results graph were fairly similar as they were during the experimental results during classroom day, enough to prove that our game is fair. But after adding the experimental results of Casino Day into our graph the results are a little different. After looking at the Wins and Losses of all the experimental results we believe that they have changed drastically. During our Casino Day the wins of each outcome have overpowered the losses, unlike, the experimental results in the classroom. This doesn’t change our experimental results overall because they are still a little similar to the theoretical results, but not enough to skew the data too much. Probability of rolling an odd roll on and even number is ½ on ½ therefore, P(winning)= ½ x ½ = ¼ Therefore they have a 25% chance of winning the game. (cc) photo by medhead on Flickr How we Created It. Conclusion Theoretical Probability of Winning Experimental Results Theoretical Probability Are you Feeling Lucky? How it is Played We wanted to create a game that was different from the average casino game you see today. We brainstormed and decided that we would make something both eye appealing to draw people in and something that was fun and exciting to play as well. We decided on creating a board with holes in it and boxes attached below the holes to catch the die. Later on, we decided on the rules of predicting odd/odd, odd/even, even/odd, or even/even. Lastly, we needed to figure out what amount of winnings would make this a fair game, so after calculating it we came to the conclusion that we would triple the winnings if a player won. The player approaches the table and decides which amount of money they would like to place as their bet; knowing that their winnings could be triple that amount they usually place a larger bet. Once their bet is placed, they predict whether it will be odd/odd, odd/even, even/odd, or even/even, then they roll the die into the holes. If they win, they will receive triple their bet, however if they lose they lose it all.

Background Data

Transcript: Concept Map 4 Acetaminophen/1000mg/q6h/oral/for pain Bisacodyl/10mg/once a day/rectal/for constipation d/t required bedrest Enoxaparin/36mg/q12h/sub-q/to prevent clot formation d/t bilateral below the knee casts requiring bed rest Fluoxetine/30mg/nightly/oral/to treat depression Labs & Results Age: 15 Allergies: NKA Medical Diagnosis/Reason for admission: Bilateral ankle fracture d/t attempted suicide jump out of 2nd story windwo after ingesting "handful of corcidin." Reported loss of consciousness upon fall. Pertinent medical and surgical history: H/o depression, anxiety. Suicide attempt in March. Raped a few years ago-mom not aware (does not want mom to know). This will affect patient care and education because if the patient lacks good mental health, she is less likely to adhere to given instructions and more likely to continue to perform self-inflecting harm. Birth data: No data available. Erickson's Developmental Stage: Identity vs Role Confusion This is currently affecting the patient because she is trying to find where she fits in the world and displays confusion as to what her role is in this moment in time. Psychologist Erik Erikson said that this exploration is part of a psychosocial crisis, where adolescents have to find themselves otherwise if they stay in role confusion, they will feel dissatisfied and have trouble figuring out what they want out of life- which is what this patient has struggled to find. Background Data Physical Assessment Medications (Name/Dosage/Frequency/Route/Rationale) Nursing Diagnosis 1. Risk for self-harm r/t previous history of prior suicide attempt Goals: -Pt will not harm self during duration of hospital stay and upon follow-up visit -Pt will maintain connectedness in relationships for 2 weeks following discharge Interventions: -Be alert for warning signs of suicide: making statements such as, “I can’t go on,” “Nothing matters anymore,” “I wish I were dead”; becoming depressed or withdrawn; behaving recklessly; getting affairs in order and giving away valued possessions; showing a marked change in behavior, attitudes, or appearance; abusing drugs or alcohol; suffering a major loss or life change. -Question family members regarding the preparatory actions mentioned.Communicate the degree of risk to family and caregivers; assess the family and caregiving situation for ability to protect the client and to understand the client’s suicidal behavior. Provide the family and caregivers with guidelines on how to manage self-harm behaviors in the home environment.. -Before discharge from the hospital, ensure that the client’s parent has a supply of ordered medications, has a plan for outpatient follow-up, has a caregiver who understands the plan or is able and willing to follow the plan, and has the ability to access outpatient treatment. 2. Powerlessness r/t physical limitations and dependence on others to meet basic needs Goals: -Pt will demonstrate increased feelings of control over his/her situation -Pt will participate in self-care activities within physical limitations and prescribed activity restrictions Interventions- -Assess for behaviors that may indicate feelings of powerlessness (e.g. verbalization of lack of control over self-care or current situation, anger, irritability, passivity, lack of participation in self-care or care planning). -Evaluate client's perception of current situation, strengths, weaknesses, expectations, and parts of current situation that are under his/her control. Correct misinformation and inaccurate perceptions and encourage discussion of feelings about areas in which there is a perceived lack of control. -Support realistic hope about probability of future independence and ability to resume usual roles and lifestyle. -Include client in the planning of care, encourage maximum participation in the treatment plan, and allow choices whenever possible to promote a sense of control. -Encourage significant others to allow client to do as much as he/she is able so that a feeling of independence can be maintained. Ackley, B., & Ladwig, G. (2014). Nursing diagnosis handbook. Maryland Heights, Mo.: Elsevier. All immunizations are up to date. Pt denied flu vaccine before discharge. From 10/25- last day they were recorded -RBC: 3.42 (4.1-5.3)/ Low d/t recent bilateral ankle surgery and current Lovenox medication -Hematocrit: 27.7% (35-45)/ Low d/t recent bilateral ankle surgery and current Lovenox medication -Hemoglobin: 9.0 (12-15)/ Low d/t recent bilateral ankle surgery and current Lovenox medication -Platelets: 598 (150-450)/ High d/t inability to excercise as a result of bilateral below the knee casts requiring bed rest Social Work Services: Mom wanted to be called by a social worker because she had questions regarding discharge since she will not make it before then. -Pulse: 89 bpm/ 2+(Normal)/ Location- Radial, RUE -O2: 99% intermittent, room air -RR: 17 per min -BP: 109/53 (L arm sitting) -Temperature: 36.9 C -Pain: 0/10 (Numeric Scale) -General

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