Qcl 14-v3_Cause-Effect Diagram Late arrival of students_SIMSREE_Divya Adity S...Divya Nadar
Team Name: EAGLES
Team Members:
Deepali Gaikwad
Divya Adity Nadar
Rohin Jacob
College: SIMSREE, Mumbai
We have taken a practical approach in understanding and implementing Cause Effect Diagram. The clarity and conciseness of our presentation sets it apart from other presentations.
It's lots of fun to make presentations with ConceptDraw MindMap. You just need to import needed data and program will build a beautiful map which you can export to PowerPoint in one click.
Qcl 14-v3_Cause-Effect Diagram Late arrival of students_SIMSREE_Divya Adity S...Divya Nadar
Team Name: EAGLES
Team Members:
Deepali Gaikwad
Divya Adity Nadar
Rohin Jacob
College: SIMSREE, Mumbai
We have taken a practical approach in understanding and implementing Cause Effect Diagram. The clarity and conciseness of our presentation sets it apart from other presentations.
It's lots of fun to make presentations with ConceptDraw MindMap. You just need to import needed data and program will build a beautiful map which you can export to PowerPoint in one click.
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Today’s training is going to be full of information and I am going to move very quickly.
I will giving an overview of what is needed.
I will be offering a download of this training later.
More information in the download
2014 Golden Globe Awards mindmap by ConceptDraw MindMapAnastasia Krylova
This presentation with 2014 Golden Globe Awards Winners was made in ConceptDraw MindMap by copy and paste, then exported to MS PowerPoint for public use.
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Today’s training is going to be full of information and I am going to move very quickly.
I will giving an overview of what is needed.
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More information in the download
2014 Golden Globe Awards mindmap by ConceptDraw MindMapAnastasia Krylova
This presentation with 2014 Golden Globe Awards Winners was made in ConceptDraw MindMap by copy and paste, then exported to MS PowerPoint for public use.
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Course Syllabus:
HUN1201: Elements of Nutrition
HUN 1201: Elements of Nutrition
Class Title: Elements of Nutrition
Course Number: HUN1201
Course Credits: 3.00
Course Pre-Requisites: None
Textbook Information:
Textbook Title: Nutrition and You
Edition: 4
Author: Joan Salge Blake
ISBN: 13:978-0-321-91040-0
2
Course Description:
In Elements of Nutrition, students will gain instructions in the scientific principles of
nutrition, including the role of specific nutrients, digestion, absorption, and metabolism.
Emphasis is on disease prevention, as well as public health nutrition with clinical
applications.
Course Objectives:
At the end of this course, students will be able to:
• Identify the forces that influence an individual’s eating pattern
• Demonstrate knowledge of the dietary goals and guidelines set for Americans by
listing these guidelines and specifying ways to implements them into the planning of
healthful diets
• Identify food myths, fads, and fallacies and why each is incorrect
• Demonstrate knowledge of food and nutrition labeling
• Classify the essential food nutrients needed according to RDA
• Explain how RDA’s are developed and their role in healthful diet planning
• Describe the process of digestion, absorption, and metabolism, including identifying
the parts of the digestive system, describing the mechanical and enzymatic activities
involved in digestion, and discussing the hormonal regulation of the digestive
function
• Demonstrate a comprehension of carbohydrates, lipids, amino acids, proteins by
discussing their structure, classifications, function, and dietary sources and by
identifying some of the abnormalities of each nutrient’s digestion, absorption, and
metabolism. Identify the relationships between the three energy nutrients and
disease
• Demonstrate a comprehension of energy balance and weight control by reviewing
the nature, forms, and measurement of energy; and by discussing the causes,
hazards, diagnosis and treatment of weight problems
• Demonstrate a comprehension of water-soluble and fat-soluble vitamins by
describing their individual and collective functions, requirements, sources,
deficiency disease and symptoms, and potential toxicity
• Demonstrate a comprehension of the essential minerals by describing their
functions, requirements, sources, deficiency symptoms, and potential toxicity
3
Course Attendance Policy:
The administration and faculty of HCI College recognize that proper attendance is essential to
achieve the required knowledge, skills, and competencies in his/her educational pursuits.
Cultivation of positive habits is as important as the acquisition of knowledge and the
development of skills needed later in life. Consistent attendance is required in order to complete
each program as scheduled. If a student is suspended, must repeat a course due to lack of
academic progress, or withdr ...
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2. What are cause-effect diagrams???
O These are casual diagrams created by Kaoru Ishikawa
that shows the causes of a specific event.
O These are also known as fishbone diagrams, Ishikawa
diagrams , herringbone diagrams and fishikawa
diagrams.
O Common uses of the Ishikawa diagram are product
design and quality defect prevention, to identify potential
factors causing an overall effect.
3. What are cause-effect diagrams???
INTRODUCTION TO CAUSES
O Each cause or reason for imperfection is a source of variation.
O Causes are usually grouped into major categories to identify
these sources of variation. The categories typically include:
1. People
2. machines
3. Methods
4. Materials
5. Measurements
6. Environment
6. Cause-Effect Diagram
Late for
the
classes
Students Methods Measurements
Machines Environmen
t
Materials
Demotivated
Irresponsible
Lazy
Physically not
wellpsychological problems
Challenging
instructor’s authority
Alarm Clock
Waking time
Route to
classesAttentiveness
Alarm clock
Coffee machine
Instrument for making
breakfastMotorbike/any transport
Cellphones/laptops
Traffic jam
fog
Rituals at home
Rain
Holidays
Family circumstances
Good grades
Clocking in
incentiveness
Attendance record
Late for classes
record
Food
Clothes
electricity
Assignments
Books
7. Three Root Causes!!!!
O Students don’t take responsibility for themselves.
O Students are experiencing emotional or
psychological problems.
O There is no consequence to being late.
8. Three Root Causes!!!!
O Students don’t take responsibility for
themselves:
While the majority of students are responsible and mature,
there are some who struggle with the independence
college provides and who fail to do what they need to do
(e.g., set an alarm clock, allow sufficient time to get ready
in the morning, figure out the bus schedule) to get to class
on time.
9. Three Root Causes!!!!
O Students are experiencing emotional or
psychological problems:
Several psychological and emotional conditions can
undermine students’ motivation to get to class on
time. Indeed, a hallmark symptom of conditions such as
depression includes a decreased motivation to engage in
normal daily activities. In addition, prescription medications
can interfere with motivation and may disrupt sleep
patterns, which may indirectly affect students’ ability to get
to class in a timely manner.
10. Three Root Causes!!!!
O There is no consequence to being late:
The consequences associated with a behaviour help
determine whether or not that behaviour will be repeated. If
the consequences are negative, the behaviour is less likely
to reoccur. This applies to coming late to class. If
instructors fail to respond to or penalize lateness, or do so
inconsistently, the behaviour is likely to continue.
11. Solutions To Root Causes!!!
O Students to take responsibility for themselves:
1. Making the expectations explicit: Clearly and
unequivocally articulate your policy about lateness in your syllabus
and on the first day of class.
2. Encourage communication: Make sure students know
it is their responsibility to communicate with the authority if
they are experiencing a legitimate problem that will cause
them to be late or otherwise miss class time.
12. Solutions To Root Causes!!!
O Students are experiencing emotional or
psychological problems:
1. Decide how students should make up the work: If
teacher decide a student has a legitimate reason to come late, he
can choose to allow it. However, he should decide what the
student’s responsibilities should be vis-à-vis material missed.
2. Use campus resources: If a student who seems to be
experiencing emotional problems that are interfering with his or her
ability to get to class on time (or otherwise function as you would
expect), consult with Counselling and Psychological services or
the Dean of students affairs for advice.
13. Solutions To Root Causes!!!
O There is no consequence to being late:
1. Make your policy on lateness explicit: Articulate policy
about lateness in syllabus and on the first day of class. It will be
easier to respond firmly and authoritatively to lateness if policy is
clear and in writing.
2. Have consequences for lateness: There are a number
of ways to penalize lateness. Some instructors institute a lateness
policy along with their attendance policy.
3. Make the beginning of class meaningful: Make sure there is
a clear benefit for students who are on time by getting started on
time and beginning with important, relevant material. Don’t waste
the first few minutes of class; this only encourages lateness!
14. Lessons Learned!!!!!
O Consequences of being late in the class
O Art of making cause-effect Diagrams.
O Handling different situations related to attendance
of classes
O Importance of attending classes.