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kathmandu university high school
Kathmandu University High School
  • Founded in 1998, Kathmandu University High School is initiated by Kathmandu University. Located in the beautiful out hills of Dhulikhel it has a very enchanting scenes of the mountains. With the total of 550 students , each class has 30 students in primary section and 60 students in secondary section. It also has A -level comprising of 100 students. Apart from education our school also has hostel facilities for the students.
c ircle members
Circle Members
  • Chandan Thakur (CAPTAIN)
  • Naman Koju
  • Pratik Sapkota
  • Rojan Bajgain
  • Amrit Acharya
  • Umang Raj Shrestha
brainstorming for group name
Brainstorming for Group Name

Avengers

Super Solvers

Unity

Static

The Reality QC

Reality

Rangers

The Giant

Path Finders

circle info
Circle Info:
  • Group Name: The Reality QC
  • Constituted on: 3rd Sept 2011
  • Average Age: 14yrs
  • Working Days: Wednesday and Thursday
  • Meet-Up Time: 2:40 to 3:40 PM
  • Co- ordinators: Mr. Narad Rijal and Mr. Umesh Timalsina
brainstorming i for problem identification
Brainstorming I For Problem Identification
  • Lack of Computer Appliances (Gadgets)
  • Lack of Hostel Facilities
  • Lack of Classroom Displays
  • Overuse of Cosmetics
  • Lack of Projector
  • Slow Internet
  • Bullying
  • Groupism
  • Lack of Furniture
  • Noisy Assembly
  • Less Books in Library
  • Wastage of Food
  • Improper Uniform
  • Unqualified Teachers
  • Less Musical Instruments
  • Poor English
  • Lack of Punctuality
  • Lack of Educational Tours
  • Wastage of Paper
  • Stress of Homework
  • Lack of Practical Knowledge
  • Unqualified Cooks
  • Lack of Eco-Friendly Environment
  • Lack of Care
finalized problems for brainstorming ii
Finalized Problems for Brainstorming II
  • Wastage of Food
  • Misuse of Paper
  • Lack of Classroom Displays
  • Violation of School Rules
  • Misuse of First-Aid Room
  • Disobeying Teachers
  • Bunking
  • Overuse of Deodorants
  • Lack of respect to Volunteers
  • Polluted Classroom Environment
study group for problem selection
Study Group for Problem Selection
  • Class 4 and 5 (30 Students each)
  • Class 6-10 (60 Students each)
  • Total- 360 Students
  • KATHMANDU UNIVERSITY HIGH SCHOOL
problem prioritization
Problem Prioritization

A- Wastage of Food F- Disobeying Teachers

B- Misuse of Paper G- Bunking

C- Lack of Classroom Displays H- Overuse of Deodorants

D- Violation of School rules I- Lack of respect to volunteers

E- Misuse of First-Aid Room J- Polluted Classroom Environment

pareto matrix
Pareto Matrix

1- Wastage of Food 2- Bunking

3- Polluted Classroom Environment 4- Violation of School rules

5- Lack of respect to volunteers

problem pareto diagram
Problem Pareto Diagram

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PROBLEM 1 PROBLEM 2 PROBLEM 3 PROBLEM 4 PROBLEM 5

selected problem
Selected Problem

Wastage of Food

wastage of food
Wastage Of Food
  • Despite the providence, many people of the world have to satisfy their hunger with just a crumb of bread to eat whole day while we the students of KUHS are misusing our opportunity and wasting food.
  • We should know about the importance of food and also know the harmful disease we might get if we do not get proper diet.
  • We the students who are the future and the pillars of our nation must know the consequences of wasting food and the problems we might face in future, we also must make others aware about wasting food to make better future.
causes of problem
Causes Of Problem
  • Negligence
  • Lack of Strict Rules
  • Over Freedom
  • Taking Food beyond need
  • Unhygienic Utensils
  • Lack of Tasty Food
  • Arrogant Cooks
  • Excessiveness of Food
  • Lack of Food Management
  • Serving Stale Food
  • Disobedience
  • Bad Company
  • Lack of Awareness
  • Daily Habit of Throwing Food
  • Lack of Discipline
  • Lack of Consciousness
  • Lack of Guidance
  • Spicy Food
  • Food Fighting Habit of Students
ishikawa diagram
Ishikawa Diagram

Man

Method

Serving stale food

Food fighting habit of students

Negligence

Lack of food based knowledge

Daily habit of throwing food

Lack of guidance

Taking food beyond need

Excessiveness of food

Lack of pre-plans

Wastage of Food

Lack of food management

Dirty utensils

Throwing vegetables unnecessarily

Gas shortage

Spicy food

More amount of water in milk

Over freedom

Material

Environment

cause pareto diagram
Cause Pareto Diagram

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44

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Problem 1 Problem 2 Problem 3 Problem 4 Problem 5

survey questions
Survey Questions
  • Do you think that our School provides Quality Food?
  • Do you think our school students Waste Food?
  • Do you think our school’s food is Spicy?
  • Are you aware of Wastage of Food?
  • What is the value of Food in your opinion?
  • ---------------------------------------------------
  • In your Opinion which is the most Wasted Food in our School?
  • ----------------------------------------------------
  • Do you think our Survey will make any change?
problem analysis
Problem Analysis
  • After our surveys and observation we were surprised by the wastage of food done by the students.
  • Students were wasting food as if it has no importance.
  • They were not much aware about the crisis of food in the world and wasting food as their wish.
solution
Solution
  • Volunteers for the lunch and snacks time.
  • Awareness of importance of food.
  • Strict rules.
  • Proper guidance.
  • Not making spicy and oily food.
  • Not serving food which students don’t like.
  • Proper washing of food and vegetable.
implementation
Implementation
  • We conducted awareness program among students.
  • We implemented rules made by school.
  • We encouraged the students to follow the rules.
  • We showed documentary to the student regarding importance of food.
gains tangible and intangible
Gains: Tangible and Intangible

While implementing our plans for wastage of food, we saw many positive changes which proved detrimental to our school. They are as follows:

Tangible

Intangible

School saved a lot of money

Students got concerned about the importance of food

  • Fresh environment
  • Wastage of food was not seen much
  • The environment of the dining hall was more hygienic than usual.
conclusion
Conclusion
  • After our case study we have got in a conclusion that we have been able to make the students aware about the consequences about wastage of food.
  • We have made students aware about the wastage of food. We have also given the trainings.
  • This has all been possible by the implementation of the case study.
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