QCL-14-v3 CAUSE EFFECT DIAGRAM ON LATE ARRIVAL OF STUDENTS BANASTHALI VUDYAPITH RIYA JAIN
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This document presents a cause-effect diagram analyzing the root causes of students arriving late to class. It identifies five root causes: irresponsible behavior, transportation/equipment problems, environmental constraints, psychological constraints, and material constraints. Solutions are proposed to address each root cause, such as students and parents taking responsibility, drivers planning for traffic issues, and students sharing problems with others to avoid stress. The key lessons are that time is precious, students should realize the importance of being on time, and addressing root causes can prevent late arrivals.
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<college or university Name>team system Plan
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OVERVIEW
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ROLE AND RESPONSIBILITIES
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No
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Purpose
SYSTEM REQUIREMENTS (Relationships)
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No
Table Name
Which Field
Index Field/Key
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Purpose
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This lesson plan teaches students about workplace hazards and safety. It defines hazards and risks, identifies the five main workplace hazards as biological, chemical, physical, ergonomic, and psychological. Students play a game to identify hazards in different settings and classify examples. They discuss why identifying hazards is important for occupational health and safety procedures. The lesson evaluates students' understanding of hazards and asks them to identify hazards at home and prevention methods.
Stress and Self-Care
The document discusses a study on stress and stress responses among Filipino college students. Some key findings include:
1) The top stressors reported were academic difficulties, heavy workload, and time management issues.
2) Males tended to have more affective (emotional) responses to stress like anxiety and fear, while females had more cognitive (thought-based) responses like worrying.
3) Stress responses differed by academic classification, with affective responses highest for freshmen and decreasing with higher classification, while behavioral responses increased with classification.
Overview of Six Step Planning Process (1).pptx
(1) The six step planning process helps schools create emergency operations plans to respond to potential threats and hazards. It involves forming a team, understanding risks through assessments, setting goals and objectives, identifying response procedures, drafting the plan, and training stakeholders.
(2) The second step of understanding risks involves conducting assessments of the school site, culture/climate, student behaviors, response capabilities and prioritizing threats.
(3) The plan consists of a basic framework and functional and threat-specific annexes to address goals before, during and after incidents for functions like evacuation and recovery. It is important to exercise and review the plan regularly.
SCIENCE 4_Q2_Mod5.pdf
JOHN PAUL G. MANALO, Epifanio Delos Santos Elementary School
Reviewers:
MA. CECILIA R. GONZALES, Science Research Specialist, DepEd-NCR
MARIA CECILIA B. PAGDILAO, Science Research Specialist, DepEd-NCR
Editors:
JOHN PAUL G. MANALO, Epifanio Delos Santos Elementary School
FLORICEL L.
Design and Layout:
JOHN PAUL G. MANALO, Epifanio Delos Santos Elementary School
FLORICEL L.
[
college or university Nameteam system PlanCourse ISOL536 –.docx
<college or university Name>team system Plan
Course: ISOL536 – Security Architecture and Design
University of the Cumberlands
Type the Group Number
Type the current date
Team System Project using MS Access
Page 11 of 11
OVERVIEW
College or University Name: <Make up an imaginary name.>
Overview: <Provide an overview or the group college or university. You may include some information from the instructions. Delete this line.>
ROLE AND RESPONSIBILITIES
Name/Role/Responsibilities
Member Picture
Type team member name
Role on this Project
Insert a quality head picure of yourself. Adjust photo so it can appear professionally. Add additional rows if required, an delete empty rows. <Delete these instructions>
SYSTEM REQUIREMENTS (Tables)
Include the name of all table tables that will exist within your system. Provide a brief overview of each table, two or three lines will be fine. Include only the table information on this page. Single space with a double line space between tables. <Delete these instructions>.
No
Table Name
Purpose
SYSTEM REQUIREMENTS (Relationships)
Indicate which table will have relationships to what type and explain why <Delete these instructions>
No
Table Name
Which Field
Index Field/Key
SYSTEM REQUIREMENTS (Reports)
Indicate the type of reports that will be generated by the system. Five different types of reports are required. Provide the purpose of each report <Delete these instructions>
No
Report Name
Purpose
SECURE SYSTEM REQUIREMENTS
What is the group recommendation on what is required for this sysem inorder for it to be a secure system? <Delete these instructions>
No
Requirement
Purpose
1
2
3
4
5
MS ACCESS SYSTEM DESIGN – THREAT MODELING
Now that your team has the system design completed, a team member will need to create a Threat Modeling Design (drawing) of the system. Use only the symbols that we have used in this class. Embed the system design into this report on this page. <Delete these instructions>.
MS ACCESS SYSTEM DESIGN
Now that your team has the system design completed, a team member needs to create each TABLE, each RELATIONSHIP, and each REPORT within MS Access. Input five records within each table. <Delete these instructions>. Nothing should be on this page except the TITLE and the statement below.
MS Access file uploaded to Blackboard.
SYSTEM PROTECTION
<Using MS Access Protection/System>. Password protect the file.
Include the password for this file on this page before uploading to the professor. Test and test the system to ensure that the password is working. If not, the professor will not be able to review the group MS Access file.
RECOMMENDATIONS
Provide recommendations on how the group may enhance this system in the future.
Roy Jimenez
13 June 2018
Significance of the Messiah Craze and the Ghost Dance
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The document summarizes Strathcona Park Lodge's outdoor education trip goals for Crofton House School students from October 16-20, 2011. The trip's goals are to develop students' personal skills and environmental awareness through outdoor activities like canoeing while safely managing risks. Students will camp for two nights, learning camping skills, and activities aim to engage students while integrating other academic subjects.
7-HAZARDEXPOSURE-RISK.pptx
This document defines hazard, exposure, and vulnerability and explains how they relate to disaster risk. It states that disaster risk is higher when a community is more exposed to hazards and that risk is the possibility of something harmful occurring due to the interaction of hazards with social and environmental systems and vulnerabilities. The document also categorizes different levels of risk from very risky to no effect.
Similar to QCL-14-v3 CAUSE EFFECT DIAGRAM ON LATE ARRIVAL OF STUDENTS BANASTHALI VUDYAPITH RIYA JAIN (20)
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college or university Nameteam system PlanCourse ISOL536 –.docx
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- 1. CAUSE-EFFECT DIAGRAM ON LATE ARRIVAL OF STUDENTS PRESENTED BY:- ALKA AKANKSHA RIYA JAIN SOUMYA SHRIVASTAVA
- 2. CONTENT 1. Introduction to Cause-Effect Diagram 2. Cause-Effect Diagram on Late Arrival of Students 3. Identification of three root causes 4. Solutions to overcome root causes 5. Lessons Learned by the Team
- 3. Cause-Effect Diagram is a tool that shows the relationship of all factors (causes) that lead to the given situation (effect). It identifies major causes and breaks them down into sub-causes and further sub-divisions (if any). The C&E diagram is also known as the fishbone diagram because it was drawn to resemble the skeleton of a fish, with the main causal categories drawn as "bones" attached to the spine of the fish, as shown below. WHAT IS CAUSE-EFFECT DIAGRAM
- 4. Cause Effect Diagram STUDY PROBLEMS RELATIONSHIP PROBLEMS
- 5. IDENTIFICATION OF FIVE ROOT CAUSES 1. IRRESPONSIBLE BEHAVIOR OF THE PEOPLE:- • STUDENT • PARENTS 2. TRANSPORT AND EQUIPMENT PROBLEM:- • CAR • BUS • AUTO • CLOCK 3. ENVIRONMENTAL CONSTRAINS:- • TRAFFIC JAM • FOG/RAIN • WEDDINGS ON THE ROAD
- 6. 4.PSYCHOLOGICAL CONSTRAINS:- •DEPRESSION •FAMILY PROBLEMS •DISRUPTED SLEEPING PATTERNS •MENTAL WEAKNESS 5. MATERIAL CONSTRAINS:- • TIFFIN NOT PREPARED • GIESER NOT WORKING • WORN OUT SHOES • ELECTRICITY UNAVAILABLE • CLOTHES NOT IRONED
- 7. Solutions to overcome root causes 1. REMEDIAL MEASURE FOR IRRESPONSIBLE BEHAVIOR OF THE PEOPLE:- STUDENTS: 1. STAY UP LATE IN THE NIGHT BEFORE THE SCHOOL. 2. TAKE TOO LONG TO GET READY. 3. DO UNNECESSARY CONFLICTS. 4. BEING WITH BAD COMPANY OF PEERS. PARENTS: 1. AVOID CONFLICTS IN THE FAMILY. 2. SHOULD TAKE THE RESPONSIBILITY FOR THEIR CHILD. 3. KEEP A VIGILANCE ON THEIR CHILD.
- 8. 2. REMEDIAL MEASURES FOR ENVIRONMENTAL CONSTRAINS:- 1. DRIVERS ( AUTO, CAR, BUS ) MUST KEEP A CERTAIN TIME MARGIN , AND ARRIVE ON TIME. 2. DRIVERS MUST KNOW THE OTHER ROUTES OF REACHING THE DESTINATION PLACE. 3. DRIVERS MUST KEEP EXTRA TOOLS, TYRES ETC FOR ANY EMERGENCY. 3. REMEDIAL MEASURES RELATED TO EMOTIONALAND PSYCHOLOGICAL FACTORS:- •STUDENTS MUST TELL SHARE THEIR PROBLEMS THIER PARENTS OR ANY OTHER ADULTS. •STUDENTS MUST NOT TAKE STESS AND TENSIONS RELATED TO ADOLESCENCE PROBLEMS •STUDENTS MUST JOIN ORGANISATIONS LIKE ART OF LIVING.
- 9. LESSON LEARNED 1.TIME IS PRECIOUS,AND SO DONT LET IT GO. 2.EACH STUDENT MUST REALISE THE IMPORTANCE OF TIME. 3.THERE CAN BE MANY CAUSES OF LATE ARRIVAL OF THE STUDENTS TO THE CLASS,BUT IT CAN BE PREVENTED BY VANISHING THE ROOT CAUSES OF THE PROBLEMS,BY TAKING REMIDIAL MEASURES.