My Philosophy of Management Essay Example | Topics and Well Written Essays - 1250 words

My Philosophy of Management - Essay Example They range from reduced costs, improved quality of products and services, increased employee involvement, higher employee retention, reduced conflict, reduced absenteeism, enhanced creativity and innovation, and better adaptability and flexibility. In fact, a team can be defined as a group of people who enjoy autonomy in decision-making and creativity. In the absence of bureaucracy, this team is able to function without friction and develop a common vision. Realization of teamwork is followed by the elimination of ‘us vs. them’ attitude. Thus, my opinion is that an organization should be flat. Another important point that supports this assumption is that all people love to feel useful, important, successful, proud and respected. In an organization with high degree of bureaucracy and hierarchy, it is highly possible that many employees feel unused, disrespected and anonymous. However, as the organization becomes flat, employees are more likely to feel equal and important. The Means of Motivating Employees My efforts to motivate employees are based on the understanding that everyone has the desire to be justly and fairly acknowledged and appreciated in public. Thus, my philosophy will be to ‘applaud in public and reproach in private’. First of all, when employees achieve something, recognition and appreciation will be ensured in public. As studies show, motivation and positive feedback are positively correlated to work performance and various other factors like employee retention. Another important point is that this reward and recognition will be as fair and open as possible. This is so because if employees feel that certain employees are given a more favorable treatment, there will be further decline in their morale. So, when there is reward or recognition, it will be ensured that the reward system is fair and transparent. There are various studies which support this opinion. To illustrate, Wayne, Shore, Bommer &Tetrick (2002) proved t hat perceived organizational support is influenced by various factors including leader-member exchange, procedural and distributive justice, and feelings of inclusion and recognition. Also, the scholars point out that reward and punishment systems are important factors in deciding perceived organizational support. The next important point is punishment. It is highly necessary to be careful about using punishments because punishment has less positive and more negative effects, according to scholars. According to Milbourn (1996), punishment only curbs an undesirable behavior; and it does not make an employee demonstrate a desirable behavior. The mere fact is that punishment leads to fear, psychological distress and the feeling of humiliation, especially when it happens in public. So, my assumption is to replace punishment with positive reinforcement and one-to-one guidance. First of all, there will be clear guidelines regarding every aspect of the workplace and employee conduct. Adher ence to the same will be appreciated and applauded in public. When it is found that an employee errs, the same will be immediately brought to his notice. However, when it is found that the mistake is even more serious, the employee will be met in private and the details discussed without the fear of punishment. Thus, by using positive reinforcement instead of punishment, an organization can increase the possibility of developing desirable behavior in employees. The most Suitable Organizational Structure There are various organizational structures

The issues surrounding euthanasia Essay Example for Free

The issues surrounding euthanasia Essay ‘The concept of the Sanctity of Life is not helpful in understanding the issues surrounding euthanasia.’ Discuss. (10 marks) Some may agree with the statement because the Sanctity of Life does not allow people to make autonomous decisions when it comes to euthanasia. Voluntary euthanasia should be an option for a competent adult who is able and willing to make such a decision. The VES argues that every human being deserves respect and has the right to choose their own destiny, including how they live and die. However, the Sanctity of Life is too rigid as it does not make any exceptions. Furthermore, some may agree with this statement because the Sanctity of Life does not hold one’s quality life as important. For example, Diane Pretty used to lead a full and active life but then suffered from an incurable disease that limited her ability to move and communicate with others like she used. Her quality of life was clearly no longer desirable, and that is why she wanted her husband to end her life so that she could die in a dignified manner. However, the Sanctity of Life overlooks the quality of life, as all life is God given and is thus sacred; therefore it does not truly address the issues surrounding euthanasia. On the other hand, both Natural Law and the Sanctity of Life are against euthanasia because of the teachings in Bible, such as in Exodus 20 – ‘thou shalt not kill’. The primary precept to preserve innocent life is based upon this. Therefore, it is clear that euthanasia is wrong irrespective of the issues that surround it, there are no exceptions. In addition, in Job 1:21 it states that ‘the Lord can gave, and the Lord has taken away’, and this means that only God has the divine authority to take life away, and so euthanasia should not be carried out, it is intrinsically wrong. To conclude, it seems that most would agree with the statement because the Sanctity of Life leaves little room for compassion in comparison to a relative theory of ethics such as Situation ethics, which would aim to do the most loving thing in every situation – so would look at one’s quality of life for example, and other issues surrounding euthanasia. Ultimately, the concept of the Sanctity of Life is not the most helpful in understanding the various issues surrounding euthanasia.

Automating the process of jib crane design

Automating the process of jib crane design Automating the Process of Jib Crane Design Chapter 1 Introduction 1.1 Introduction In a jib crane horizontal jib is fixed to a piller or to a wall and supports a movable lift. Jib crane mostly used in industries and for military purpose. The jib can also swing by the arc which corresponds to lateral movement (additional). These types of crane are used in warehouse stores to lift the goods to all floors. In the materials handling industry workers are often required to do large payloads. In situations where large payload movements would require extra forces to be applied by the operator, the material handling devices are provided now with automatic or motorized power assists. These are basically designed such that they can reduce operator tiredness and damage. Such cranes are power assisted jib cranes with advanced design. A jib crane consists of a pendulum like end line attached to a rota-table jib. Within this general cranes category there exist some devices with multiple degrees of freedom which includes variable load line length and jib length which is also variable. Point-point payload maneuvers with jib cranes are performed so as not to incite the spherical pendulum modes of the cable attached and payload assembly. In a typical way these pendulum modes yet time-varying, but shows low frequencies. That results in slow performance; hence high construction and transportation costs can occur. The figure below shows the different parts of jib crane. [Franklin, 1994] Jib Cranes are industrial machines which mostly uses for materials movements in construction of buildings, production halls, assembly lines, storage areas, and power plants. The design features of jib crane vary widely according to their major operational and manufacturing specifications such as: crane structure according to motion, weight and type of the load, crane location, geometric features, and environmental conditions. However, a review of the available literature tells that technical design of jib cranes are highly saturated and standardized in many industrial companies and organizations independent of the jib crane type. [Marchese, 1974] 1.2 Problems/Issues Today most companies currently uses manual calculations to provide product design specification for their jib cranes for their customers requirements. This job involves very hard work and the manual calculation. The reduced man work will efficient the companys process for design and manufacturing of the product. So it would be beneficial to automate this process which requires a software package in which all calculation can be done automatic. 1.2.1 Current Problems The problems in jib crane design incorporate advance design for their different customers and their different purpose and the companies dont have a computer program which calculates the design specifications for manufacturing for their customers. [Erden, 1996] 1.2.2 Literature review Current material handling systems exhibit anisotropic behavior. Their two planar degrees of freedom have requirement of different force inputs from the operator. For jib crane in generation of isotropic behavior there can be two directions, the first direction generates isotropy by floating the boom above the load. The second direction adds a power trolley and is capable of assisting by providing power to actually accelerate the given load. We can provide a cable angle sensor and ultrasonic distance sensor for the intelligence necessary to achieve isotropy. [A, Lorenz, 1999] Consideration of the available technology that is mainly based on the accumulated previous experience is important for better performance, higher safety and more reliable designs. It is well known that generic features of jib crane components are similar for various different types of cranes. Since the jib crane design procedures are highly standardized with these components, main effort and time spent in jib crane design projects are mostly for interpretation and implementation of the available design. In the figure below a rotatory jib crane is shown with degrees of freedom. The crane considered here consists of a rotatable jib with a load line attached to the end. A mass, representing a payload, is attached to the end of the load-line. The figure (1) is shown for analysis. The three co-ordinate system (three vectors shown) attached to the jib and rotates about the hub with an angular rate (gamma). The rotation angles are defined as rotation of the load-line about the two axes. The attachment point of the load-line to the jib is at a distance x from the centre of rotation of hub. The load-line has length L and the payload mass m. Alternative Concepts: Several concepts were evaluated: Single tension rod A single-rod design is assumed during the initial calculations to determine reaction forces on the building column. Extra analysis explained that this design did not have enough power for its length and capacity. Truss A trussed beam is considered, as it would have provided a very light, strong crane. This design was shortly discarded because it would have proven very difficult to study and build. Two tension rods A two-rod design can be selected because it could be made strong enough to support the design load up to the length of 30 feet, yet be simple enough to analyze with a combination of manual calculations and computer-based analysis. 1.2.3 Objectives To understand design and analysis of jib crane To design jib crane in AutoCAD / Solid work To develop calculation of jib crane data using Microsoft excel Chapter 2 Methodology 2.1 Flow chart: Start Design and analysis for the jib crane (Existing Design) and a modified design AutoCAD Design Create Microsoft excel software End In the initial stage the project overview and scope of project is analyzed. Further on the literature based on the current design is reviewed. Next stage is examining the design advancement of the jib crane using sensors and control to automate the crane process and in lowering the operator stress and power. After that the software developed will be used in design and selection of major jib crane parts for the manufacturing. The design stated by software would be seen as in AutoCAD or solid work. In the final stage the further advancement and conclusion will be made. The stages of the project are shown below. 2.2 Description: The project will consist of manual calculations of design specifications for the complex structures like Jib crane along with automated process. The use of Microsoft software along with some other package will be usedso that it would be more users friendly. First thecalculationwill be donelike moment of inertia, torque and transmission ratios etc.for the advanced mechanicaldesign of the Jib crane[Juvinall,1991] then the number of variables will be included in software to give the product design specification for jib crane directly which will help in reducing the manwork. The simple advantage to get the all data which are required in jib crane design will come directly and this process will help in reducing time taken to produce a required jib crane. The work will be done with existing data and current methods of calculation. At the end of project, a manufacturer should not calculate the various design data for the custom design of the jib crane for different purpose. The jib crane software itself will pick the most essential and important data and according to that will choose the simplified method to give design specification directly. Reader will be able to understand the various methods involved in jib crane design and advancement of design and the analysis of jib crane to make it effective. The practices followed and measures developed to make high-rise construction a safer job will be listed in report. Some of the main benefits of the automated design include the following: Greater consistency of design; this makes manufacturing and field service easier. Ability to explore more alternatives; because design can be created in a shorter time, it allows designers to study more alternatives. 2.3 Gantt Chart Gantt Chart: Project on â€Å"Automating design of jib crane† TASKS Oct Nov Dec Jan Feb Selection of the Topic Submission of the Project Proposal Literature survey on the Topic Submission of the Interim Report Software development Conclusion and Recommendations Final Report Submission Chapter-3 Design and Calculation of Jib Crane 3.1 Design Concepts for Jib Crane Jib cranes, a free standing or portable jib crane is an economical solution for moving materials within an individual workstation, for transferring materials from work area to work area, or for use as an auxiliary lifting device under an overhead crane. Jib cranes are designed and manufactured in four styles: Free standing or portable jib cranes Wall bracket tie rod supported jib cranes Wall cantilever jib cranes Mast style jib cranes (top and bottom supported) Articulating jib cranes are also manufactured for positioning loads in those hard to reach places where most Standard jib cranes cannot reach. An articulating jib crane can move loads around corners and columns, reach into machinery, and service an area from the closest pivot point to the end of the boom allowing 360 º of operation. Another jib crane is the workstation jib crane. From self-supporting to wall mounted, workstation jib cranes provides economic, supplemental lifting coverage with 200 º or 360 º of rotation. Features Standard jib cranes range in capacity up to 5 tons and spans to 20 feet. Jib cranes feature on unique trussed boom design, which offers longer spans for custom jib crane designs. Free standing and mast type jib cranes offer 360  º rotations. Wall mounted offers 200 º of rotation. Design Factor The standard capacity rating of a jib crane represents the net rated load of the hook at the hook of a hoist of the same rated capacity as the crane. The design factor for the stresses in the crane is based on the capacity plus 25% of the rated load for impact and 15% of the rated load for the weight of the hoist and trolley. This was used all along with the average yield stress of the material to find out the type of the design. [Juvinall, 1991] This design provides a margin to allow for variations in material properties, operating conditions, and design assumptions. No crane should be supposed to ever, in any circumstance, be weighted beyond its rated capability. Service Factor The maximum weight of the application should match, NOT exceed, and design weight. The capacity rating is dependent and based on a design load. The jib crane design criterion allows the least amount of deflection so as not to hamper the performance of the jib crane. 3.2 Design of a Jib Crane The unit system of choice is normally SI. For this design, though, the BG (British Gravitational) system is chosen because the dimensions of most acquired components are in inches. We are doing analysis and design of a 30-foot, 1 ton jib crane. Requirements The crane must meet the following criteria: Should have a capacity of one ton (2000 lb). Should have a 30 feet length. Should be able to mount on the existing building structure. The design load is 2700 lb, defined as follows: Pd = 2000 lb + 25% overload + 200 lb trolley weight The length of the crane is taken as that of the main beam. The entire crane will arrive at approximately 372 inches from its pivot point. The alternative concepts are already evaluated earlier. We are taking the crane with two tension rods. 3.2.1 Reaction Force Calculations Before detailed design could begin, it had to be determined whether the building structure could support the new crane. This can be accomplished by drawing a free body diagram of the overall crane structure, and calculating the forces that would act on it. The design load should be positioned in the worst-case position hence at the end of the main beam. Since the weight of the crane makes a noteworthy horizontal reaction force, its main structural components were specified for this practice. A single 200-lb tension rod, attached at 20 feet from the root of the main beam The weight of the vertical member (eight feet at 25 pounds per foot) was used in calculating the vertical reaction force, but was not deemed significant in calculating the horizontal reaction forces. Minor components e.g. mounting brackets and pin- fasteners, are not going to consider. The calculations solved on paper, give the following results for The 10 Inch diameter S10at25.4 the beam: Horizontal reaction force: 12,556 lb Vertical reaction force: 3854 lb 3.2.2 Design of Main Beam The main beam is the most structurally significant part of the crane, and thus was the first to be designed. The maximum stress of a crane has to be less than one fifth of the ultimate strength of the steel. The maximum deflection should be less than 600th part of the length of the crane. Manual calculations proved that the 8-inch beam would buckle under the compression made by applying the design load at the end of the beam. Buckling load A Beam, 360 inches long, meets both stress and deflection guidelines when used with two tension rods. The maximum stress and deflection, when the load is on the end of the crane, are as follows 3.2.3 Primary Structure With the main beam specified, the rest of the crane was designed around it. A model was constructed consisting of the main beam, the vertical member, and the tension rods, which were arbitrarily attached at 15 and 25 feet from the root of the main beam. Manual calculations performed later confirmed that these were appropriate attachment points. For the sake of simplicity, the vertical member can be specified as the same cross section as the main beam and the vertical member is 96 inches long. Rod tension Assume main beam pinned at one end 3.2.4 Minor Components Connecting the Tension Rods to the Main Beam The tension rods are connected to the main beam using a clevis, which is pinned to a mounting plate welded to the main beam. This clevis is having a tensile load rating of 45,600 lb which allows a considerable safety factor. The clevis pin is protected with a 1/8†inch cotter pin. Double-shear calculations show it to be more than strong enough. Clevis Pin The clevis mount was designed over-large, to fill up the clearances provided by the clevis. The calculations show that the clevis mount, like the clevis itself, provides a significant margin of safety. Clevis Mount Su = 58000 psi Sus = 33640 psi F = 21658 lb th = 2 ½ in ro = 21/8 in ri = 7/8 in d = 1 ¾ in The tension rod is connected to the clevis through a turnbuckle and since the clevis has a rod diameter of 1 ½ inches, the stud must be turned down from 2 ¼ inches to 1 ½ inches. The lower end of the tension rod should be threaded for inclusion into the turnbuckle. Specification of Bearings Using the overall horizontal reaction force as the radial load, the bearings can be specified. The bolt holes in the flange of this bearing are placed in the identical position. Design of Welds The weld connecting the tension rod to the top of the vertical member requires individual explanation. The tension rod on the crane is bent, and then welded to the top of the vertical member of that crane After placing one rod on top of the vertical member, welds 1 and 2 should consist of a groove weld, then a fillet weld. Weld 3 should use the same pattern subsequent to the second rod is being placed. At last, weld 4 is a groove weld. All welds should fill up obtainable clearances. 3.3 Design Modification: For each handling device, the two horizontal DOF differ in feel. For the jib and gantry cranes, motion along the trolleys direction of travel requires relatively little force. Similarly, on the bridge crane, motion along the bridge is relatively easy. But for the jib crane, moving perpendicular to the booms length is complicated by the booms rotational inertia and the boom pivots friction. For the gantry crane, this perpendicular motion is very difficult due to the large inertia of the crane, and as stated earlier, often requires power assist. Finally, for the bridge crane, it is the large inertia of the bridge and resulting increased rolling resistance in its trolleys that make the perpendicular motion more difficult. Low speed power assist has been added to each of these difficult motions: rotation of the boom on a jib crane, translation of a gantry crane, and translation of the bridge along the fixed rails of a bridge crane. The control of this power has been limited to simple push button on/off switches and control algorithms which provide a slow start and stop to minimize load swing. The anisotropy exhibited in the different motions remains. This lack of isotropy makes it difficult for workers to move an object from point to point. The worker must constantly vary the applied force as the desired direction of motion changes. To think of this phenomenon in different terms, consider a round stick half immersed in a pool of water. It is very easy to move this stick through a curved trajectory. The forces resisting the motion are independent of the motions direction. Now consider a paddle (which cannot be rotated) immersed in the pool. It is considerably more difficult to move this paddle through the same curved trajectory. The human must continually adjust to the changing resistance forces. Increasing the viscosity of the fluid will exacerbate the problem. This is analogous to increasing the size and/or load of a material handling system.[Franklin, 1994] Hence thus, ideally, overhead material handing devices would exhibit isotropy. That is, the feel of the device would be independent of the direction in which it was pushed. So the next objective is to advance the design of jib crane which is intelligent power assist jib and making the design calculation by Microsoft excel itself. For this design the drawing has been done for some parts and shown below. The rest of the analysis will be done in the final report. In the modified design we put some control sensor for the motion of the jib crane. References A, Lorenz., August 1999, Force Sensors for Human-Robot Interaction Erden Z., et al, 1996, â€Å"A Computer Based Design Support System for Automate Access to the F. E.M. Rules in a Crane Design Procedure†, Proceedings of the 7th International Machine Design and Production Conference, pp. 575-583, Ankara, Turkey G. Franklin, et al, 1994,Feedback Control of Dynamic Systems†, Third edition, Addison Wiley R. Juvinall and K. Marshek , 1991, Fundamentals of Machine Component Design Marchese P. J. and Rice R. F., 1974, â€Å"Trends in Equipment Design and Controls for Heavy Duty Industrial Overhead Traveling Cranes†, Iron and Steel Engineer, v. 51, n. 9, p.66 Baker J., 1971, â€Å"Cranes in Need of Change†, Engineering, v. 211,n. 3, p. 298

Early American Settlements :: essays research papers

How Much is Too Much? In order for any society to be successful there must be some kind of law and order. Without some established rules and regulations little would get done and there would be chaos and confusion. But in turn there is another side to the spectrum. At what point are the rules too much? There comes a point in which enforcements are overbearing and hinder the people under them. This often seems to be the case in early American times. Though these early laws benefited the foundation of church and state into a more united community, the often caused many hardships to the citizens under them. In studying laws in early American settlements it seems logical to look at Jamestown first. Jamestown had its problems from the beginning. One of the main ones was the colonists lack of desire to work. The work schedule of the day was considered easy even by modern day standards. Colonists were only required to work 6 hours a day, while the rest was reserved for personal leisure time. This from a colony that was practically starving to death. This is one of the few examples in which the laws in early colonial America were actually not harsh enough. But this was all about to change. By 1611 things were not good in Jamestown. Many more people had died than had survived the harsh east coast winters. People were still frolicking in the streets instead of working hard to ensure their survival. Then Sir Thomas Dale arrives in May of 1611. He was sent to bring discipline among the disorganized colonist, and discipline he brought. He published a set of rules now known as "Dales Laws." Many of these rules called for harsh punishments for what today would be thought of as relatively minor wrong doings. But where these rules too harsh? They did after all end up saving the colony. But at what price? Is it worth killing a man over petty theft of a hoe or axe if it leads to the eventual survival of his society? These are all hard questions with no definite anwsers. But one thing is for sure, had it not been for Dale and his strict enforcements the colony of Jamestown would have certainly perished. Two other early colonies that deserve mention were the Pilgrim colony at Plymouth and the Puritan settlement in Massachusetts Bay. The colonists which resided here were unlike the early settlers of Jamestown in that order was always a primary concern of theirs.

Promoting Healthy Habits Essay

During the last decades, the increase of obesity and eating disorders has tripled among young children. Therefore the topic of our assignment is how to promote healthy eating in children and centres. During our work term internship we noticed that the meals offered were not healthy food. The issue regarding healthy and nutrition in child care centres is important because it is very concerning that in a decade children have become very unhealthy. They prefer to eat meals that are not nutritious. As stated above in our work term we notice the food that was often given was oily and fried. As leaders in the field we have to make ECE’s and other adults more aware of how important it is for children to remain health. It is important for educators in centers to promote healthy habits in younger children because child obesity has increased by 10 percent in children ages from 2-5 and 15 percent in children ages 6-19. (Haschke, B. 2003) . Also the impact this will have if resolved is that children will be that having good nutrition will have a positive impact on the wellbeing, growth and development of children. Methodology There were two methods used to collect information for this project. The first method was to retrieve the centre’s menu to examine. We were able to obtain one menu that was used for that week. This menu included both the lunches and snacks served for that one week. After we had gotten access to a menu from the centre we used it to compare with the recommended number of food guide servings per day. The other method we used was going into the centre and conducting an observation. The purpose of the observation was to see if the centre did follow the menu and how they were promoting healthy and nutrition. On Friday October 19, 2012 we as a group both Faizah and Khoulah went to X child care center to observe what food the center serves and prepares for the children. We had arrived at the center early in the morning at 8am and left at 2:30pm. We had observed the cooking staff to see how they prepare and cook the food for the children and also to see if they were following their menu plan. Findings Analysis While analyzing the information gathered three merging themes were noticed, they were inconsistent with planned meals, the amount of unhealthy food rovided and food portions. The first thing we did was obtain the centre’s menus. When we received the menu it only displayed meal planning for that week. So to see how the centre was promoting healthy eating we got their menu to compare with Canada’s food guide. When comparing we came across that on average per week children are only given meats and alternatives 0. 4 time a day meaning it is only served twice a week (Appendix A, graph 1). While Canada’s food guide recommend meats and alternatives be recommended once a day (Appendix A). When analyzing the two together we learned the centre was providing fruits and vegetables accordance to Canada’s food guide. The centre served fruits and vegetables on average four times a day; this is also the recommended number of servings in Canada’s Food Guide. While Grain products were being served twice a day on average, when Canada’s food guide recommends 3 servings a day. During our observation of X child care we had gathered information from the center that we didn’t know. We had learned that the center wasn’t following their menu plan for that day. According to the menu during lunch time the meal provided was supposed to be fish sticks and sweet potatoes with carrots, grapes and bread butter on the side with milk. However on Friday when we went to observe children were given French fries, chicken nuggets, apples and fruit juice. The same had happened throughout the whole day. When we talked to the Chef she said they had gone over their budget and this was all that was available. This allowed us to see how inconsistent they were when implementing the meals for that day. They provide one meal while having written on the menu another. Another observation we came across was the center was deep frying the food for the children rather than using a healthier alternative for that day. For example instead of frying the chicken nuggets and French fries, the chef could have baked them. They had also not provided any vegetables or milk throughout the day with any of the meals that was given to the children. The centre’s staffs were also giving 100% juice to the children without adding water to it to lessen the amount of sugar. While exploring the centre we noticed that they did not have any posters or brochures on health and nutrition on the wall. Having this information could be beneficial for not only the centre staff but, for parents as well. In X child care we observed there being no portion control. The educators were over feeding children by giving them more food than needed. Also if a child wasn’t hungry after eating and had food left over, educators would force the child to eat all of the food so it wouldn’t go to waste. These are the information we gathered while collecting data through the observation and analyzing the menu. Limitations We only came across one big limitation when it came to our findings. The limitation is in regards to us being only able to observe for one day. Our method at first was to collect the centres menu and go in to observe for two days. When we had talked to the centre they had agreed at firs but, later on we found out that due to a special guest coming in we could only observe for a day. This only allowed us to see what they were serving for that day. On Friday October the 19th the centre did not follow the menu at all and served different meals. If we were given the opportunity to come in another day we could see if that inconsistency with the menu was only that day or not. However due to the circumstance that was not able to happen. This limited us in able to gather information in regards to what meals were given and if they did in fact follow the menu. Another limitation faced was having access to only one menu that only had planned meals for that week so we were only able to compare one weeks’ worth of planned meals with the Canadian food guide as opposed to a month. If we had access to one moth meal plan it would make our data more reliable. Evaluation Criteria for Solutions As viewed in the finding analysis when doing observations in X child care Faizah and I noticed a few problem in regards to healthy eating and the meals served. The centre was not serving the meals as written on their menu for the week and they had no posters or brochures about how to promote healthy eating and there was no Canada’s food guide. There are four criteria to evaluate the solutions upon they are cost, time, food portions, accessibility and availability. The reason for choosing these four criteria are based on the issues that were found in X child care centre and how evaluating the solutions based on these can help implement the solutions in a more effective way. One problem identified in child care X was that they served different meals opposed to what was planned because they ran out of food and their budget did not allow any room for more costs. So evaluating our solution based on cost would help see if a solution is possible with accordance to their budget. Also the reasoning behind choosing accessibility nd availability was the question what foods are available in the centre if unhealthy options are available how can you change that to offer more healthy alternatives and would they be more accessible. The criteria of time is viewed as the centre having enough time to implement these changes and based on how they cook the meals. Do they have enough time to bake or fry some of the meals. Another issue found when analyzing the information gathered was the food portions. By viewing food portions one can see how providing to much food involves loss of inventory and waste of food. By evaluating solutions based on food potions the centre will get a sense of how much to buy. Which can also benefit the budget. With these problems I have come up with solutions. The solutions are: 1. Displaying attractive, current promotional materials (e. g. posters and displays, etc) related to healthy eating. 2. Participating in professional development opportunities and activities related to healthy eating, this may include Eat right Ontario, the Eat Smart! Program. and Nutrition Month activities.   3.  Revamp menu that can be followed through with and incorporate more healthy food options that can fit in you budget without going over . When viewing the possible solutions we examined the strengths and weakness of how this can affect the child care centre by using the four criteria. When examining the first solution proposed displaying attractive, current promotional materials (e. g. posters and displays ect) related to healthy eating we came across possible benefits in implementing it. By having posters and displays will allow parents to implement health eating habits at home and continue what the centre is doing. Also having posters show how committed the centre in promoting healthy and nutrition among children . A Passionate environment allows others to learn about various nutritional ideas. Also by having a bulletin board regarding healthy and nutrition the centre can gather resources from the community such as referrals for parents that want more information on healthy eating for children. However with these benefits we came across some implications that may affect the centre wanting to create posters/ bulletin boards. The negatives that come with this solution is the cost of getting all the materials for the bulletin board such as, poster, decoration and copies of flyers/brochures. Another negative would be the amount of time it will take to create posters, receive resources from the community and decorate the display. For the second solution Participating in professional development opportunities and activities related to healthy eating the benefits were increases the knowledge and awareness of Educators for them to implement healthy eating with in the classroom, accessible and available for all. One ECE goes and reports back to centre and staff about what they learned and implementing learned material at professional developmental programs to benefit the centre. Some issues that may arise with this solution are that that the professional developmental program cost varies and the child care may not have enough staff to cover if one goes to professional developmental program. The last solution proposed for this problem is to Revamp/create a new menu for the child care centre that can be followed through with incorporating more healthy food options that fit in the budget. The benefits for this solution are that it creates a healthier environment can be revised to fit budget, parents might adapt that healthy environment at home. The negatives surrounding this solution is that it is time consuming having to look at your budget and design a new menu that has to be implemented, cost May vary at the beginning of recreating the menu.

Reflective Essay Example

Reflective Essay Example Reflective Essay Reflective Essay Essay Topic: Reflective Description first activity, we were paired In groups of four and asked the following questions In succession: What Is Inclusive practice? What is Integration? Is what the learner does more important than what the teacher does? The next activity was done after viewing DVD learning for living, which is a series of various learners with different learning issues. We were again placed in group of fours and asked to discuss a particular learner. The task involved is to and present to the TLS class. We were given the learner Diane, She has a visual disability. I observed In the died that, the zoom accessibility function Is set on the computer behind her. Our group came up with the following results for their activity What went well? From the various definitions that were given during the first activity. We had a discussion on, what is inclusive practice? We then came to the conclusion that it means:- Trying to meet the needs of all your learners who may be different but still need to learn regardless of their Disability, learning styles, race, religion, age and sexual orientation. The next question that was discussed was what Is Integration? Our function of this is that, it is the process were those with differentiation needs come together in a main stream learning environment. We then went onto the final question for this activity which was, is what the learner does more important than what the teacher does? We all agreed that the learner is more important than the teacher and to facilitate better learning. The teacher has to assume the role of a facilitator. On the DVD activity we arrived at the following conclusions Identify needs. Through initial assessments Support needs-sensory team Identify what equipment/measures she needs egg readers Adapt practice Based on ten report Use resources I. E. Gold paper for hand-outs, bigger fonts and special reader to magnify fonts Class layout I. E. No direct sunlight and can sit in front of the class To Support Because of her visual impairment, do the following One to one discussion/talk with learner concerning learner needs Be aware of tone due to heighten senses Monitor how the learner react Get and give feedback Why? Inclusive practice is the way to go for effective learning. Differentiation takes a look at the learning styles and learning barriers and tries to match the learning activity to the learner. The teacher then has to consider this in his session plans and adopt it to fit all learning needs. Integration is a new and improved way that learning wants to take. This form of learning means that all learning needs will be considered by the teacher, who needs to facil itate the various learning needs of each learner to suit the learner. This will only serve to encourage the learners, knowing that the teacher is conscious of their learners needs. The teacher needs to do much less than the learner, rather than have a long boring lecture, the teacher needs to employ earner centered activities that, aide and encourage the learner more. This may also include peer to peer learning activities and group led activities. The DVD showed that it is important to recognize the needs of each learner, so as to be able to identify their needs, then adapt your resources, lesson plans, assessments etc. To meet these needs. In the case of Diane, the group agreed that there is a need to get support staff involved because the expertise needed to adapt practice may be lacking by the teacher. The group also agreed that, getting feedback from Diane was very important s that would make evaluation and implementation of future learning activities easier. Even better if For my lessons to be more inclusive, in my session plans, I have considered some of my learners and I made some adjustments to my Assessments and lesson plans.