Transcript: Reflections Brief description of the case Use an engaging presentation method PowerPoint Prezi Nearpod Any other presentation method that has been approved by me Why did you pick this case for this case study? Presentation Method Title What is the title of your case? ex: 1989 San Diego, CA Evidence ex. Savoy at Dayton Station Apartment Complex, 11 pm What was the legal outcome? Sentencing? When and Where Relation to Focal Point Grade Year, geographic location Outcome Keep it simple! These are guidelines for the information you should include in your case study What Forensic Evidence Witness testimony How did the suspect become a suspect? Did the suspect have the means, motive, and opportunity? (MMO) Physical location/time of day Use note format that focuses on key points No long sentences Each case study will have a specific focal point Keep it short and to the point Do not present by standing at the front of the room reading sentences!! Is this a famous or well known case? If so, why? Famous Case? Case Study Template How does this case relate to the assignment focal point? Your grade will be based on Content Presentation Effort Effective use of class time
Transcript: More than 80 destinations Maintaining WestJet Culture Create new Mission Statement Expansion Revenue exceeds $2.5 Billion Income of $178 Million 6 Core Values (15) Endnotes: (1)Ken Mark. Westjet: Building A High-Engagement Culture. Ivey Management Services, 2009. Page 2. (2)Ken Mark. Westjet: Building A High-Engagement Culture. Page 3-4. (3)Ken Mark. Westjet: Building A High-Engagement Culture. Page 3-4. (4)"About WestJet." WestJet, WestJet Vacations | Airline Tickets, Seat Sales, Flight Deals . N.p., n.d. (Accessed Web. 19 Nov. 2012). <http://www.westjet.com/guest/en/about/index.shtml> (5)"About WestJet." WestJet. http://www.westjet.com/guest/en/about/index.shtml> (6)"2011 Responsible Growth Review."WestJet, WestJet Vacations | Airline Tickets, Seat Sales, Flight Deals. N.p., n.d. Web. (Accessed 12 Oct. 2012). <www.westjet.com/pdf/responsible-growth-en.pdf>. (7)Langton, Nancy, Stephen P. Robbins, and Timothy A. Judge. Organizational Behaviour: Concepts, Controversies, Applications. 6th Canadian ed. Toronto: Pearson Canada, 2013. Page 396. (8)Ken Mark. Westjet: Building A High-Engagement Culture. Page 7 (9)Ken Mark. Westjet: Building A High-Engagement Culture. Page 5-6 (10)Ken Mark. Westjet: Building A High-Engagement Culture. Page 10 (11)Langton. Organizational Behaviour: Concepts, Controversies, Applications. Page 84 (12)Langton. Organizational Behaviour: Concepts, Controversies, Applications. Page 132 (13)Langton. Organizational Behaviour: Concepts, Controversies, Applications. Page 364 (14)Ken Mark. Westjet: Building A High-Engagement Culture. Page 5 (15)"About WestJet." WestJet. http://www.westjet.com/guest/en/about/index.shtml> (16)Pugliese, Ferio . Interview by Angela Scappatura. Canadian HR Reporter TV. CSTD/IFTDO World Conference, November 11, 2009. (17)"Canada's Top 100 Employers: National Competition." Canada's Top 100 Employers. http://canadastop100.com/national/ (accessed November 19, 2012). (18)"10 Most Admired Corporate Cultures 2005-2011 | Waterstone Human Capital." Waterstone Human Capital. http://www.waterstonehc.com/cmac/about-canadas-10/10-most-admired-corporate-cultures-2005-2011 (accessed November 19, 2012). (19)"aircanada.com - About Air Canada." Air Canada - Official Site | Site Officiel - Flights, Airline Tickets | Vols, Billets d'avion. http://www.aircanada.com/en/about/index.html (accessed November 19, 2012). (20)"About Us." CanJet. http://www.canjet.com/en/home/aboutus/default.aspx (accessed November 19, 2012). "A system of shared meaning held by members that distinguishes the organization from other organizations." (13) Recognition and Rewards By 2016, WestJet will be one of the five most successful international airlines in the world, providing guests with a friendly caring experience that will change air travel forever. (4) Recommendations 55 Destinations 1400 Employees (approx.) (3) Factors Contributing to WestJet's Success Goal Setting CARE Group and WHY Survey "What most airlines are missing is the people component." -Ken McKenzie, Executive Vice-President Of Operations at WestJet. (14) Today's Statistics Vision Statement Summary Canada's Top 100 Employers: 2002, 2005, 2012, 2013 (17) Canada's Most Admired Corporate Culture: 2005, 2006, 2007, 2008, 2011 (18) Works Cited Pugliese, Ferio . Interview by Angela Scappatura. Personal interview. CSTD/IFTDO World Conference, November 11, 2009. "10 Most Admired Corporate Cultures 2005-2011 | Waterstone Human Capital." Waterstone Human Capital. http://www.waterstonehc.com/cmac/about-canadas-10/10-most-admired-corporate-cultures-2005-2011 (accessed November 19, 2012). "2011 Responsible Growth Review." WestJet, WestJet Vacations | Airline Tickets, Seat Sales, Flight Deals. www.westjet.com/pdf/responsible-growth-en.pdf (accessed October 12, 2012). "About Us." CanJet. http://www.canjet.com/en/home/aboutus/default.aspx (accessed November 19, 2012). "About WestJet." WestJet, WestJet Vacations | Airline Tickets, Seat Sales, Flight Deals . http://www.westjet.com/guest/en/about/index.shtml (accessed November 19, 2012). "Canada's Top 100 Employers: National Competition." Canada's Top 100 Employers. http://canadastop100.com/national/ (accessed November 19, 2012). "aircanada.com - About Air Canada." Air Canada - Official Site | Site Officiel - Flights, Airline Tickets | Vols, Billets d'avion. http://www.aircanada.com/en/about/index.html (accessed November 19, 2012). Ken Mark. Westjet: Building A High-Engagement Culture. Ivey Management Services, 2009. Langton, Nancy, Stephen P. Robbins, and Timothy A. Judge. Organizational Behaviour: Concepts, Controversies, Applications. 6th Canadian ed. Toronto: Pearson Canada, 2013. Leadership Early History Values Thank You! Create unity within a group by establishing a "vision of the future" for the group, then impressing this vision on others and inspiring new followers. (7) Job Satisfaction Organizational Commitment Cultural Intelligence Further Expansion (2) 2000-2007 2011 Responsible Growth Review ...and
Transcript: TECH SALES PITCH history history 2016 2017 2015 2018 testimonials testimonials story 1 story 1 Name Title story 2 story 2 Name Title Name Title story 3 story 3 products & services products & services product 1 product 1 product 2 product 2 product 3 product 3 title title
Transcript: MV Princess of the Stars Type of Accident: Capsizing & Sinking DETAILS: MV Princess of the Starscapsized off the coast of San Fernando, Romblon at the height of typhoon Fengshen. Physics Principle Involved: Rationale Princess of the Stars is unseaworthy. Sulpicio Lines is liable for negligence. PROPOSAL: Each company should provide an "in house" training for their seafarers fucusing on emergencies onboard.
Transcript: Case Study Information as of 11/8/2011 at 0830: Patient became apneic overnight on CPAP. The patient was then placed back on A/C and an ECG was done. Blood sugars were uncontrollable and the patient became hyperkalemic due to his burn injuries. Ventilator settings were as follows: VC/AC, f 12, Vt 500, FIO2 45%, +5 PEEP Inspection: Respiratory Rate: 17 Heart Rate: 100-130 Blood Pressure: 134/60 Temp.: 38.1º C SpO2₂: 100% on ventilator. Breath Sounds: Rhonchi bilaterally. Secretions: Moderate, thick, yellow sputum. Radiography: ET tube 4.3 cm above the carina, worsening pneumonia. ABGs: pH: 7.23 PaC0: 52 mmHg Pa0: 99.4 mmHg HC0: 21 mEq/L Interpretation: Partially Compensated Respiratory Acidosis with normal oxygenation. Weaning: Weaning is not being done due to the 45% FIO2 and abnormal ECG. Propofol drip turned off and Fentanyl and Atavan drip turned on. Albuterol and Atrovent are being givien at this time. Plan: Intubated to maintain airway. Ventilator settings were as follows: VC/AC, f 14, Vt 500, FIO2 50%, +5 PEEP Respiratory Rate: 24 Heart Rate: 124 Blood Pressure: 177/113 Temp: 36.3º C SpO2₂: 100% on ventilator. Breath Sounds: Coarse BS bilaterally. Secretions: Copious amounts of soot colored sputum. Radiography: ET tube 4.5 cm above carina. ABGs: pH: 7.27 PaC0: 52 mmHg Pa0: 414 mmHg HC0: 21.8 mEq/L Interpretation: Partially Compensated Respiratory Acidosis with Hyperoxygenation. Weaning: Weaning is not being done due to the fact that the patient is on 50% FIO2 . Deep second and third degree burns were noted on distal tips of both hands. Carboxyhemoglobin (0-2.3): 7.9 – High. Potassium (3.5-5.3): 4.0 – Normal. Sodium (135-147): 138 – Normal. Chloride (96-112): 100 – Normal. Carbon Dioxide (21-32): 25 – Normal. Anion Gap (3-20): 13 – Normal. Glucose (70-99): 128 – High. BUN (7-20): 9 – Normal. Creatinine (0.4-1.2): 1.1 – Normal. Calcium (8-10.6): 8.3 – Normal. WBC (3.5-10.6): 3.9 – Normal. RBC (4.27-5.69): 5.11 – Normal. Hemoglobin (13.3-17.1): 16.5 – Normal. Hematocrit(38.9-49.7): 47.1 – Normal. Platelets (150-450): 173 – Normal. High levels of Carboxyhemoglobin are due to smoke inhalation. Information as of 11/10/2011 at 0830: Assesment: Labs as of 11/6/2011: Patient was trached on the 9th. It is his fifth day in the unit. 2nd and 3rd degree burns on face and hands (8%) with inhalation injury. No acute events were seen over night. He becomes agitated when touched. Sedation was weaned overnight. His blood sugar is now under control. His respiratory culture has grown pseudomonas and Enterobacter cloacae. Ventilator settings were as follows: VC/AC, f 12, Vt 500, FIO2 35%, +5 PEEP Respiratory Rate: 17 Heart Rate: 104 Blood Pressure: 137/70 Temp.: 38.7º C SpO₂2: 100% on ventilator. Breath Sounds: Crackles bilaterally. Secretions: Scant, thick, yellow sputum. Radiography: Pulmonary edema with infiltrates. Consistent with findings on sputum cultures. ABGs: pH: 7.32 PaC0: 40.9 mmHg Pa0: 123 mmHg HC0: 20.5 mEq/L Interpretation: Overcompensated Respiratory Acidosis with Hyperoxygenation. Weaning: Patients mental status and agitation are not good for weaning from the ventilator since he is requiring high levels of sedation/pain medications. Age: 54 Gender: Male Date of Admission: 11/6/2011. Present Date: 11/10/2011. Dx: 2nd and 3rd degree burns. Admitting Dx: Garage Fire. Respiratory Tx Orders: 1. Vent check Q4hrs. 2. Suction PRN. 3. SABA per respiratory protocol. 4. Albuterol 2.5mg Q4hrs. 5. Ipratropium Bromide 0.5mg Q4hrs. Medications: 1. Bactracin Ophthalmic – Eye antibiotic. 2. Cefepime – Antibiotic. 3. Chlorhexidine Topical (Peridex) – Oral care. 4. Docusate (Colace) – Stool softener. 5. Lacri-Lube – Ocular lubricant. 6. Pantoprazole (Protonix) – GERD. 7. Senna – Laxative. 8. Vancomycin – Antibiotic Hx: Toe amputations from frostbite, alcoholism. Vent Rate: 111 bpm PR Interval: 136 ms ORS Duration: 82 ms QT/QTc: 314/427 ms PRT Axes: 67, 72, 83 Results: Sinus tachycardia otherwise normal ECG. Labs as of 11/10/2011: Carboxyhemoglobin (0-2.3): Not done. Potassium (3.5-5.3): 3.9 – Normal. Sodium (135-147): 143 – Normal. Chloride (96-112): 112 – Normal. Carbon Dioxide (21-32): 22 – Normal. Anion Gap (3-20): 9 – Normal. Glucose (70-99): 111 – Normalizing. BUN (7-20): 13 – Normal. Creatinine (0.4-1.2): 1.4 – High. Calcium (8-10.6): 7.6 – Low. WBC (3.5-10.6): 4.2 – Normal. RBC (4.27-5.69): 3.6 – Low. Hemoglobin (13.3-17.1): 11.6 – Low. Hematocrit(38.9-49.7): 35.2 – Low. Platelets (150-450): 14.7 – Low. Abnormal lab results are due to the resolving blood sugar problem and the 2nd and 3rd degree burns over 8% of his body. Based on the information gathered from the chart I believe the patents burns and inhalation injury were the main cause of his issues. He was intubated due to smoke inhalation injury to maintain a patent airway. He has no pertinent medical history besides alcoholism which may have played a factor in the garage fire he was found in. The patient was unable to be weaned due to first high levels of FIO₂.
Transcript: If I punch Jessica a person, as an artist or writer, who lives and acts free of regard for conventional rules and practices Second Round! Final Review Making Inferences Riley and Leonard Bohemian Effect Sequencing First Day! Post IRI Cause 8th Grade Comprehension She's going to be really mad, and hit me back. Charlie Sheen The Adventure of Black Peter IT WAS A TOTAL DISASTER! The Adventure of the Crooked Man Making Progress 9th Grade Word Recognition 8th Grade Word Recognition 6th Grade Comprehension IRI
Transcript: Answer Does the data need to be validated prior to it being used? How should Nuffield obtain that validation? •Remember, the Act defines “processing” broadly and Nuffield could be in breach by dealing with the data, even if they it does not contact the members directly; merely storing the data incorrectly could put Nuffield in breach of the Act, as could the requirement of ensuring that data is accurate and up-to-date. •The problem is that even contacting the members to notify them of the intended use of the data and to seek their consent could result in a violation of the Act. •One option may be to try and cross reference the spreadsheet and see whether information on the members is held elsewhere as this may be a way of finding out what consents they have given. •Alternatively, the safest option will be to securely destroy the spreadsheet. Although this may seem drastic it will avoid the potential repercussions of dealing with the a breach of the Act. Question? • Nuffield find out that there are the relevant consents required for the details spreadsheet in Scenario 1. •Nuffield want to use the data base to inform the members of a new deal on personal trainer service that is available. Can Nuffield do this? •A good rule of thumb is to imagine that it is your own data that is being processed. When you read the notification and consider the consent given, would you think that you had consented to the new purpose that is being considered? If you find yourself making legalistic arguments to justify the use, then you are probably overstepping the bounds of “fairness”. Facts - Scenario 2 Case study Question? •Remember, with respect to marketing by e-mail, short message services (SMS) and multimedia message service (MMS) text messaging and other electronic communications, the British Code of Advertising, Sales Promotion and Direct Marketing (CAP code), produced by the UK’s Committee of Advertising Practice, requires the explicit consent (likely to mean “opt-in” consent) of the customer for such marketing, unless the marketer is offering similar products or services to existing customers. While the CAP Code lacks the force of legislation, it reflects the provisions of the Privacy and Electronic Communications (EC Directive) Regulations 2003, which came into force on 11 December 2003. The Regulations require opt-in consent to unsolicited electronic communications (unless the communication is to an existing customer for similar goods and services). Facts – Scenario 1 •A Nuffield Health employee finds a spreadsheet on a memory stick containing the names and addresses of health club members. •On enquiring, no one seems to know where the data came from, or what consents (if any) the members have given. Answer •Remember, personal data must be fairly and lawfully processed and processed for a limited purpose. The ability to use the personal data contained in customer lists will depend on the information provided and (where necessary) the consent received when the data was collected. •How Nuffield can use the information will depend on what Nuffield told the members when the data was collected. For example, if Nuffield received the members’ data through membership sign up, with no notification to members that this information would be used for purposes other than those necessary for the fulfilment of their membership, then further processing (for example sending a Christmas card, including the member in a promotional circular, or even continuing to store the data once the membership has been terminated) is likely to be deemed unfair. •If the notification and consent were broad enough, then Nuffield may be comfortable in using the data for the purpose of informing members of the personal training service. •However, if it is a stretch to fit the new use into the category of uses for which Nuffield has given notification and received consent, then it is best not to process the data for the new purpose.
Transcript: Photo based on: 'horizon' by pierreyves @ flickr A Case Study Erika Sherman FSA 620 Respond Stanley's Behavior To help Stanley from shutting down, Mr. Gaskins could give Stanley the questions he will ask in class ahead of time. Stanley could look over the questions and prepare answers with his resource room teacher. Stanley was labeled as being behavior disturbed after 6 weeks of disruptive behavior in his classroom. Recently he left a teachers classroom and stormed down the hall, cursing about the teacher. In years past, Stanley would be taught in a self contained classroom and was not required to be included in the general education classroom. Stanley prefers to be in the self contained classroom and learn through the one on one or small group, however, the district is transitioning to becoming an inclusive classroom. Mini Case Study: Mr. Gaskins, Science Teacher Stanley Mr. Gaskins is a tenured science teacher, who has been teaching science for many years, Mr. Gaskins is a very old school teacher who HATES collaboration. He believed that the students with disabilities are "troubled kids". He has spoken and been very clear that he did not want to collaborate because he did not want those trouble kids in his class. "Mr. Gaskins called the students "lazy" amd often blamed their lack of effort on their "deprived environment" rather than on his own teaching and curriculum. Prevent Stanley tends to put his head down and "tune out" the lesson being taught by his Science Teacher. Stanley has also left the classroom because he becomes so upset with his Science Teacher. The behavior typically occurs when Stanley is asked a question and doesnt know the answer, Leaving the classroom and "tuning out" has lead to Stanley missing important curriculum necissary to pass the class. Background Teach Squeeze balls- Stanley would be given a squeeze ball that he can use when he is feeling frustrated. Stanley would have the option to leave the classroom if he feels that he will not be able to control himself. If he chooses to leave the classroom, then he will be followed by a teacher to make sure he returns to class. After class, Stanley is to talk with either Mr. Gaskins or the Special Education teacher about what made him feel so upset that he had to leave. Since Stanley is easily frustrated, when he leaves the classroom, he is followed by a teacher or staff member. The staff member is to watch him and keep Stanley and others safe. If he has not returned to the classroom within about two minutes, the staff person with him is to ask him only once, what is wrong and how they can help. They will also remind him that he has to return to class.
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