Macibai joyee (2) (1) (2)

MY COMMUNITY MY COMMITMENT

ENVIRONMENTAL SUSTAINABLE DESIGN

[ARC 1413]


PROJECT REPORT

GROUP MEMBERS

NAME STUDENT IDPRESTON LIEW RU PING (L) 0313822

LEE JO YEE 0314880CHUNG WEI JIN 0313789LING HUI SIM 0313855

YUAN KAI SHIEN 0314818WOO WEN JIAN 0315123

CHAN PIN QI 0314676BENNY TAN SHIOWEE 0315447SHIRLEY LIEW QIAO LI 0315671

NICOLAS WONG XIAO EN 0314377

1


TABLE OF CONTENTS

NO. CONTENTS PAGES

STAGE I: PREPARATION & PROPOSAL

1.1 INTRODUCTION

-PROJECT CONTACTS

-PROJECT OBJECTIVES

1.2 ISSUES IDENTIFICATION

1.3 SOLUTIONS

1.4 PREPARATION & PROCEDURES

- MATERIALS LIFE CYCLE ANALYSIS DIGRAMS

- WORK DISTRIBUTION

- GANT CHART

1.5 FINAL PROPOSAL

STAGE II: WORK EXECUTION

2.1 WORK PROGRESS

- BREAD SELLING- BOOKSHELVES, BENCHES AND BROOMS HOOKER MAKING- FLOOR FURNISHING

2.2 BUDGET & EXPENSES

2.3 COMMUNITY CONTRIBUTIONS

STAGE III: FINISHING AND FINALIZATION

3.1 OUTCOMES & RESULTS 37-48

3.2 REFLECTION 46-47

3.3 REFERENCES 48-49

3.4 ATTACHMENT 50-74

2


3

INTRODUCTION

1.1

INTRO

DUCTI

i


“MY COMMUNITY MY COMMITMENT” Project Proposal

Environmental community service is a type of service in which the

public reach out towards environmental-community-based organizations

such as social-service organizations, non-profit organizations and faith-based

organizations. It is one of the many ways for people to contribute back to the

society while taking into concern, the environmental issues as well.

Paying It Forward is a project that brings the aim to further develop

students’ community and team-working skills. These skills are crucial in

developing the students’ good professional design practice in the future. As

an active member of the community, students are encouraged to deepen

their understanding towards their environment and realize their

responsibility towards it. By identifying community related issues around

them, students are required to come up with solutions using the most of

their creativity which may be of tremendous help in solving real-world

challenges in the future.

PROJECT CONTACTS

4


1. Organization name: Refuge For The Refugees (RFTR)

2. Contact person:

Andrea Prisha (Co Founder & Secretary of RFTR) +6 012 254 7853

Heidy Quah Gaik Li (Founder & Director of RFTR) +6 012 307 3714

3. Address: Chin Children's Education Centre (CCEC), Sungai Besi

4. Website: https://fb.com/refugefortherefugees

5. Email: [email protected]

6. Case study for the background:

This education center is mainly a refuge for Myanmar children whose

parents are currently working in Malaysia. There are a total of 75 students

and 5 teachers who come from Chin, Myanmar. There are 6 classes

5

Posing in front of the camera, the little boy from the school shows no fear to strangers.

mailto:[email protected]

https://fb.com/refugefortherefugees


carried out in this education center ranging from kindergarten to primary

5. Occasionally, a volunteer would come over to teach the students as

there is one teacher short.

The education center is located in a low cost flat with poor conditions.

Attention and awareness has to be raised from the authority to really look

into their environmental issues.

7. Reference: Business card and Brochure

6


7

Persons-In-Charge for the Refugees School - Miss Andrea and Miss Heidy.


PROJECT OBJECTIVES

I. To increase student’s awareness of current environmental issues locally.

II. To encourage creativity in attempting to solve the current environmental

and community circumstances.

III. To allow students to explore and discover the opportunity to work with the

community and for the community.

IV. To create awareness of the significance of creating environmentally

sustainable product to the public.

V. To be able to understand and explain the principles of sustainability from

environmental and also social perspectives.

8

Working together as a team is the key to achieve success in any project.


Reasons for choosing this particular community project :

The refugees are victims forced to leave their own country due to

some unforeseen reasons and stay in a foreign country for an unknown

period of time. Most of them do not have citizenships and even rights to

study.

We believe that every human has equal rights and there is no reason

that we should treat someone badly because there are not Malaysians.

Hence, as a bunch of young architectural students, our aim is to make

positive CHANGES to their environment by applying what we have learnt.

We wish to make them feel like they are home, a better place to live and

study even in foreign country.

9

Store room that kept all the textbooks and teaching

materials.


10

ISSUES IDENTIFICATION

1.2


In this chapter, we are going to show the environmental and

community issues faced by our case study and our site visits to the center.

We had our very first site visit of our case study on 22th September

2014. The aim of the visit was to find out the environment or community

issues faced by the case study meanwhile engage to the community.

11

Photos from top left to right clockwise:1. Our first site visit to the site. 2. The shop houses building block outside the apartment.3. The way to go into the apartment.4. The way from the apartment to the entrance of the school.


CCEC (Chin Children's Education Centre) situated in Sungai Besi is a

school of Refugees. Their school is located underneath an apartment that

most of the foreign workers. Therefore, there is limited and compact space

within that area. Upon reaching the apartment, we started to record our

observation. The hygienic quality was pretty bad and the unpleasant smell of

rubbish filled up the atmosphere.

12

Unpleasant smell from the rubbish bins situated at the ground floor of the apartment.

The entrance of the school.


We carefully made our way to the school, which is situated at the

ground floor inside the apartment. Despite of the dark and uncomfortable

surroundings, we were immediately welcomed by a bunch of cute little kids

at the entrance of the school.

13

Narrow,dim hallway before the entrance of the center.

The entrance of the center/ school.

The inner view of the center facing the entrance.


After a few rounds of observations and discussion with the principal of

the school Mr.Joseph, we have noticed some key environment issues and

condition of the school.

I. The bookshelves in the reading zone were insufficient to store all

the books and the reading materials were arranged loosely due to

their different sizes. There were few more boxes of stationaries

were on the ground.

14


Beside, files that kept records of the children information are

normally bigger than the dimension of the bookshelves. Hence,

the files in the principal room were randomly arranged without a

special cabinet.

II. Flooring. The cement casted flooring of the school was uneven and

has several holes that will cause the students to trip and fall easily.

The problem also make hard for the students to move the partitions

when they change classes.

15


III. Kitchen Area. The kitchen shelves for the storage of plates, cups,

cooking utensils and etc were in a broken and poor condition.

Brooms and cleaning materials were placed randomly on the floor

without a proper cabinet.

IV. The entrance of the school is empty and lack of furniture

although there is a big open space. Children found a lack of benches

to sit while waiting for their

parents or to rest.

16


V. There was a panel of windows that were broken down and left

behind only the steel bars. Rain poured in through the opening and

disrupted the class. The children have to move their classrooms to

another location or postpone the lesson.

17


VI. Partition. Each classroom was separated using a thin layer of

plywood board or a thin piece of cloth. Thus, there was no sound

insulation between each classrooms.

VII. Toilet bowl. They have insufficient toilet bowls to suit the students’

needs.

VIII. Mural painting. Beautify and enhance their surrounding with

drawings and plants.

18

1.3


19

SOLUTIONS


No.

ISUUES SUGGESTED SOLUTIONS ACTIONS

1. Bookshelves 1. Build a new adjustable bookshelf in the library by using recycling wooden pallets.

2. Provide new cabinets/bookshelves for the storage of books in the principal office.

Agree by the school and Proceed.

2. Kitchen Area 1. Make a new kitchen shelves to store the utensils.

2. Strengthen the original kitchen shelves.

3. Prepare a hanging porch to hang the brooms and mops by using simple wood construction.


3. Flooring 1. Refurnish the floor with new cements.

2. Repair and fix the holes to smoothen the surface.


4. Benches 1. Build some benches that are convenient for the children to change their shoes and to wait their parents. The benches can be made from simple wooden construction with the aids of abandon tires.


5. Windows 1. Raise fund and find professionals to install new windows.

Agree by the school but will proceed out of the timeline of the project.

6. Partitions 1. Amend the partitions by sandwiching it with layers of cotton that will insulate sounds.

2. Renovate the rooms with adjustable partitions coming out from the wall.

Renovations for the partitions is beyond our capabilities in term of monetary and profession.

20


7. Toilet Bowls 1. Buy small plastics toilet bowl (for kids).

2. Renovate to have more children customized toilet bowls.

Not sustainable and practical as it’s unhygienic to use plastic toilet bowls.

Renovation for the toilet is beyond our capabilities in term of monetary and profession.

8. Mural Painting 1. Interactive and interesting paintings on the wall for the children

Too distracting for classes.

In conclusion, we have decided to contribute our parts by improvising

and amending the chosen aspects below:

1. We will prepare two bookshelves for the center: one to be placed

in the library with its adjustable abilities and another one in the

principal office to store the files.

2. We will install a brooms and mops hooker to be placed at the

corner of the kitchen area.

3. We will hand make two benches in front of the entrance

4. We will raise fund and prepare the cement which is needed for the

floor furnishing of the center.

Please refer to Page 33 “Work Progress” for further details.

21


22

PREPARATION & PROCEDURES


MATERIALS LIFE CYCLE ANALYSIS DIGRAMS

1. Light Truck Tires

A tyre is a ring-shaped vehicle component that covers the wheel’s rim on vehicles or other type of transportation (bicycle) to form a soft contact with the road. The component normally made from rubber, typically inflated or surrounding an inflated inner tube.

23


0

10

20

30

40

50

60

70

80

90

100

Cumulative Energy DemandGlobal Warming PotentialAcodification PotentialNutrification Potential

Figure 1 : Results of the product Life Cycle Assessment for passenger and light truck tires

Figure 1 shows the highest contribution to all environmental impact

categories derives from the use phase of the tire (approx. 90%). The reason

is the rolling resistance of the tire, which needs to be overcome when the car

is in motion. This consumes energy.

The acquisition of raw materials accounts for approximately 5% of the

environmental impact. Impact attributable to the manufacturing process is

even lower. Transportation between the different life cycle phases amounts

to no more than 2% of total environmental impact during the product’s life

cycle.

24

LIFE CYCLE ASSESSMENT

OF TIRES

Relative Contributions (%)


2. Paint

Paint is a colored substance which is spread over a surface and dries to leave a thin decorative or protective coating. The ingredients of paint normally consist of additives, binder, pigment, filler and water. The ratio of amount is based on the quality of the product.

25

Figure 1.1 LCA of TIRES


Figure 2 shows environmental impacts of packaging, distribution and

disposal from the paint recycling process were excluded on the premise that

new virgin paint production would require the same number and type of

packaging. It was also reasoned that environmental impacts of distribution

would be the same for the new virgin paints as well as for the recycled paint.

This is because the company has the same client base. So, the impact would

be the same if the company is to manufacture and/or distribute the same

amount of new virgin paints that they are recycling. Furthermore, it was

assumed that no other ingredient is added to the old paint materials in

producing the recycled paint.

26

Old paint

Transport

Sorting & Inspecting

Filtration

High Speed Mixing

Storage Tank Mixing

Packaging

Figure 2: Lifecycle Environmental Sustainability Assessment of Paint Recycling Process

Distribution to retailers

Unrecyclable’ disposal in landfill

Metal and Plastic Containers’ Recycling


Figure 2.2 above presents the main operations in the solvent-based

household paints production lines, the input to the units and the pollution

sources. Work place pollution parameters are VOCS, particulates, and

noise. Spills or leaks could occur through the whole process, and may

contaminate the water if discharged to the sewer. Chemicals empty

containers are generated, and considered hazardous. Those hazardous solid

wastes should be safely disposed into a landfill.

27

Figure 2.1: Flowchart Water-based Paints Production Line


3. Wooden Pallets

Fossil fuels, biofuels and electric power are the non-renewable energy

sources to provide energy in producing wood pallets. The energy use of each

life cycle process in relation to functional unit is shown in Figure 2.

28

Paint Manufactur

e

Warehouse and

Distributions

Paint Retailers

Consumers

Figure 2.2 : L.C.A. of

PAINT

LIFE CYCLE ASSESSMENT OF

PAINTS


WORK DISTRIBUTION

No

.

Students Site Work Post Work Notes

1. Preston Liew

Ru Ping

- Record the project

- Furnishing the

woods

Multimedia

presentation –

Video

Provide transportation

2. Nicolas - Floor Furnishing Prepare project Provide transportation

29

Production of palletsEmbodiedenerg: 5.8 GJCarbon dioxide emission:6.04g

Heating oil and Natural gasemission: 100.1 g CO2 and 62.8 g CO2/MJ

Fossil fuel heating

Wood pallets

stove or furnace

60 to 90% reduction of carbon emissions.

Silv

icultu

re

Round

Woo

d Tr

ansp

orta

tion

Sawm

ill O

pera

tion

Raw M

ater

ial T

rans

porta

tion

Pelle

t Pro

duct

ion

Pelle

t Tra

nspo

rtatio

n

Pelle

t Com

busion

0

20

40

60

80

100

120

140

160

Electric Energy *(MJ)

Fossil Energy (MJ)

Renewable Energy (MJ)

LIFE CYCLE ASSESSMENT OF WOOD PELLETS

Figure 3.1 L.C.A. of the Wooden Pallets

Figure 3 Total use of energy in each life cycle process

Switching


Wong timeline

3. Benny Tan

Shiowee

- Install

Bookshelves

- Install Benches

A3 Poster

4. Yuan Khai

Shien

- Install

Bookshelves

- Install Kitchen

hooker

Designing the

Bookshelves


5. Woo Wen

Jian

- Install Kitchen

hooker

- Install Benches

Design the

kitchen hooker

and benches.


6. Chan Pin Qi -Bread Selling

-Sponsorship

Finding

Documentation

– A4 Report

7. Ling Hui Sim - Documentation –

A4 Report

Prepare the

L.C.A.

diagrams

8. Shirley Liew

Qiao Li

- Bread Selling

- install benches

Manage

accounting

and A3 Poster

9. Megan

Chung Wei

Jin

-Bread selling

-Took photos and

Documentation

– A4 Report

10. Lee Jo Yee -Bread selling

-Install Bookshelves

Documentation

- A4 Report


GANT CHART

30


The timeline of this project from planning to completion is showed below:

It will be a single event that takes place approximately a total of two months

to complete. Works were progressively updated each week.

31

WORK PROGRESS


1.Bread Selling

With the purpose of raising funds and also getting the public’s attention

towards the refugee, we decided to search for bakeries which are willing to

provide us with breads and pastries to be sold out to the public. We

approached Free Mori Bakery and they were willing to cooperate with us to

give a helping hand to the children of the refugee center

They provided us with a variety of pastries for example The Bun Family

which consists of

Raisin Buns and Chocolate-filled Buns Butter-glazed Buns Marble Milk Buns Polo buns Mille Danish and even small packets of Chocolate Chip Cookies.

After obtaining and packing the stocks on a Tuesday morning, we

divided ourselves into small groups and went to different places to sell the

pastries. The places that we went to were Taylor’s College, Inti College, area

around SS15, Sunway University and of course, our very own Taylor’s

University Lakeside Campus. While selling the breads, we also asked for

donations from the public while showing them information flyers about this

education center. This fund-raising sale went on for two days and we

32


collected a total amount of RM1320.75. Please refer to pagexx for the

financial report.

33

All members packing the pastries, ready for the sale

We sold the bread along the street and shop houses to raise

fund for our project.


2. Bookshelves, benches and brooms holder

making.

I. DESIGNING PHASE

We started planning and designing the bookshelves first as it was our main

priority for the children. The books are not organized and are kept in the

shabby bookshelves in a messy orientation as the sizes of the shelves are

not big enough to fit all of the books. Initially we decided to design the

bookshelves in the shape of a cruciform to accommodate different sizes of

books and also light up the place aesthetically.

After visiting the education center a few more times we realize that the

initial idea is not practical as the books are too many and the cruciform

bookshelves do not provide enough space for them. We came up with the

34

Initial draft of the design of the bookshelves


second idea which is to use wooden planks and build an extra wooden shelve

on a wall in the classroom.

Other than the bookshelves, we also designed some benches for the children

to sit on outside of the education center. We used wooden planks as the

material to make the bench and also rubber tyres to elevate the bench from

the ground.

35

Front elevation of the

shelf

Side elevation of the

shelf


36

Draft of the design of the

benches


37

Final design of the benches


The last furniture that we designed was the broom holders. We came up with

the idea of using wooden planks as the base to drill the hooks to hold the

brooms and dustpans. To secure it to the wall, rubber tubes were used to tie

the wooden plank to the hook on the wall. Latches were also installed to

further secure the broom holder.

38

The draft for the design of the broom

Final design of the broom holder


II. PREPARING PHASE – MATERIAL SEARCHING

In order to build the bookshelves, benches and broom holder, we needed

wooden pallets as our main building material. Luck was in our hands when

we successfully obtained the sponsorship for these wooden pallets from a

recycling center in Bukit Beruntung.

39

Members moving the wooden pallets from the lorry into their cars.

Members visiting the recycling center to get the wooden planks. Shown above are the wooden planks

that the recycling center provided.


We went to the wooden pallets factory which is situated at Kuala Kubu Baru, Selangor to get the sponsored materials for our bookshelves.

A week after obtaining the wooden planks, we started planning and

building the bookshelves and the benches. We booked the campus’s

workshop which has all the facilities that we needed to make the furniture.

Mr.XXX contributed a lot by assisting us with the carpentry work and also by

teaching us how to use the various machines in the workshop. It took us 3

days to finish all of the carpentry work which included sawing, sanding and

also shellac works.

40

Members getting to work in the

workshop


-

III. TRANSPORTING PHASE

After completing the carpentry work, we booked a day with the principle of

the education center to go set up the furnitures. Early in the morning on that

day, 4 of our members, Preston Liew, Lee Jo Yee, Woo Wen Jian and Yuan Kai

Shien drove their cars to help with the transportation of our materials to the

education centre. First, we set off to Nicolas Wong’s house to collect the

tyres for the benches which are temporarily kept there.

41

Members were sanding the surface of the wood

Tyres that were piled into a member’s

car


After loading the tyres into the car, we headed off to campus to collect the

wooden planks to set up the bookshelves.

42

Members were moving the wooden planks from the workshop into

the cars.


IV. INSTALLING PHASE

After loading all the wood into the car, we set off to the education center to

start our work. We started unloading the wood and tyres to the main

entrance of the education center where an open space is located. We set up

the bookshelves first by fitting the slots into the frame of the shelf and then

fastening them with hammer and nails. After the bookshelf was set up, we

moved it into the classroom and secured it to the wall.

43

Group members setting up the

bookshelf.

Group members assemblying the

bookshelf.


44


45

Group members figuring out the best way to fix the

shelves

End product of the shelf


The next furniture that we set up was the broom holder. Holes were drilled

into the walls to install the hooks first before tying and securing the broom

holder to the wall.

46

Members securing the broom holder to the

wall.

Members filling holes in the wall with the putty

filler.

End product of the broom holders. It is elevated from the ground with multiple hooks

to keep the brooms and dustpans organized.


The next furniture that we installed was the Ikea shelf which was to be

placed in the principal’s room.

47

Members trying to fix the shelves with the help of the Ikea user

guide.

Members trying to fix the shelf onto the wall with the help of the

principal himself.


48


The last furniture that we installed was the benches. This requires more

work as the tyres were hard to drill in. We successfully set up both

benches by the entrance in the end.

49

Members trying to drill the nails into the tyres to secure them

together.

First bench that was installed on the

right side of the entrance.Second bench that was installed on the left

side of the entrance.


3.Floor furnishing

The floor of the education center is damaged with many holes in it which

might cause the children to fall when they run around. In order to fix this

problem, we have decided to buy cement to fill up the holes in the floor. We

used the money raised from the selling of breads to buy the cement. Two of

our members, Yuan Kai Shien and Benny Tan went to transport the stocks of

cement from the factory to the education center to be applied onto the floor.

50


However, the kind people from the education center volunteered to help with

the cement work. After the cement work was completed, the floor is

smoother and flatter, creating a safer environment for the children to study

in.

51

Transferring the cement from the factory to the education

center.


52


53

BUDGET & EXPENSES


Below is the account recording the amount of money that we have spent

throughout the project.

RM RMCost of goods sold:Bread Sales 1150.0less Cost Price 482.7 667.3

add RevenueDonation 674.4

1341.7less ExpensesHardware 151.0Plywood 47.0Cement 180.0IKEA Book Shelf 210Petrol Fees 120 708.0

633.7

We have raised a total of RM1341.70 and spent an amount of RM708

throughout the project on materials, transportation and others. We have

decided to donate the rest of the money, in amount of RM633.70 to the

organization in trust them to put into good use.

Type Description Amount (RM)

Fundraising Bread Sales 667.3Donation Cash 674.4TOTAL 1341.7

54

Grand account:

Budget table:


Type Product/ Description Quantity

Cost (RM)

Total (RM)

Hardware 1’’ x 2’’ Wood 2 4.0 8.0Hardware Sand Disc 10 0.6 6.0Hardware JCP Disc 2 3.5 7.0Hardware Nail 2 0.5 1.0Hardware Nail 4 1.75 7.0Hardware Sand paper 5 1.0 5.0Hardware Wire 2 1.5 3.0Hardware Hammer 1 18.0 18.0Hardware D-Bit 1 4.5 4.5Hardware Wood Finishes 1 50.0 50.0Hardware L Bracket 1 19.0 19.0Hardware L Bracket(Small) 4 1.5 6.0Hardware L Bracket(Black) 3 1.5 4.5Hardware Woodfiller 1 4.0 4.0Hardware 3’’ Screw 1 3.0 3.0Hardware ¾’’ Screw 1 2.0 2.0Hardware Wall Plug 1 1.0 1.0Hardware Hook 2 1.0 2.0Hardware Plywood 5 9.4 47.0Hardware Cement 10 18.0 180.0Furniture IKEA Book Shelf 1 210.0 210.0Expenses Petrol Fees - 120.0 120.0TOTAL 708.0

55

Expenses table -

Hardware:


Place Type Contribution

Free Mori Bakery HouseProvide breads for charity drive in cost price.

56

COMMUNITY CONTRIBUTION


INTI Subang Campus Community (SS15) Support the charity drive and also make donations to contribute in this project.

Sunway University Community

Taylor’s University Community

57


Taylor’s Subang College Community (SS15)

Anonymous met in Taylor’s College.

Personally donated RM500 to our project and requested to be anonymous.

Shop lots around Subang areaShowing their support in the charity drive.

Sponsor and provide us the non-functioning, end-of-life tyres.

Sponsor wooden pallets for us.

58


Mr.Fendi

i

Provide professional knowledge for form work designs and carpentry work.

Acknowledgement

We have taken efforts in this project. However, it would not have been

possible without the kind support and help of many individuals and

communities. We would like to express our deepest appreciation to all those

who provided us the possibility to complete this project.

Special thanks of gratitude we give to the lecturer, Mrs Salvi whose

contribution in stimulating suggestions and encouragement helped us to

coordinate the project especially in writing this report. Furthermore, many

thanks go to the colleagues who helped a lot in each other to finalize this

project within a limited time frame.

59


60

OUTCOME & RESULTS


A) Not enough storage for books and stack of different height of books above the existing bookshelves

Solution: Build an adjustable bookshelf, which can fit different heights

of

books according to demand

Material used: Timber, Screws

61

Longer books are

being stacked up the

top of the

bookshelves, as each

slot of the

bookshelves is not

An additional shelf is

added to a corner of the

classroom.


B) Poor condition of flooring

Solution: Providing cement for the local community for building a new

layer

of floor by selling bread for funds.

Material used: Cement, sand and water

62Uneven

floor

Befor

e

Afte


C) Disorganized of cleaning tools behind the classroom, affects the

hygiene of the

place.

Solution: Provide a hanging rack for locating the cleaning tools to

avoid

touching the ground.

Material used: Timber, steel hook, rubber tube

63

The solution was to cover up the holes of the floor. Therefore,

we raised funds to buy the cement for the flooring work.

Befor

e

After


D) Plain entrance of the school

Solution: Provide a bench for the students to play with and sit on while waiting for

their parents.

Material used: Timber, tire

64

Cleaning tools are placed on

the floor with the rubbish

scattered all over thloor. The

cleaning tools are all in dirty

condition even after washed.

Befor

e

Afte

r


E) Insufficient space for locating longer file, being stacked horizontally in

the

existing cupboard, hard to take out.

Solution: Buy an IKEA bookshelf that hang on the wall, which can be

adjustable to fit the length of the files.

65

Plain

entrance

Before After


Material used: IKEA bookshelves

66

The files are being stacked horizontally, making it hard to

take.

Befor

e

Afte

r

Disorganized files in the

shelves


67

REFLECTION


We have had the opportunity to do this community service helping

the refugees for the last several weeks. We had never really done this kind of

service before, so we knew that this was our opportunity to do some

community service to help others. We have found through the experience

that we really like to do this project, because in the near future we will

probably volunteer on our own, rather than doing it for a class.

Doing service projects is a great way to get involved with the

community. There are always people and businesses looking for help, and it

is usually easy to find a way to help. When we had to do volunteer services

for the refugees, we were excited because we had never really volunteered

for a long period of time. It was very interesting, because it actually made us

feel like a better person for helping someone in the community.

Moreover, we learnt new problem solving skill where we apply in the

refugee school in order to improve their learning environment. Those

children are so kind and talented. They deserve a better place to study. We,

a group of passionate architecture students have found the right time to pay

back to the community. We apply our knowledge in analysis and then design

workable furniture to improve their quality of life. I learnt that it is important

to observe surrounding before come out with a design. The design will be

more relevant to the site if you know exactly what the site’s condition is and

also what the user's needs.

Furthermore, we have learnt that this is a project that brings the

aim to further develop students’ community and team-working skills. These

skills are crucial in developing the students’ good professional design

practice in the future. As an active member of the community, students are

inspirited to deepen their construal towards their environment and realize

their responsibility towards it. By identifying community cognate issues

around them, students are required to come up with solutions utilizing the

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most of their ingeniousness which may be of tremendous avail in solving

authentic-world challenges in the future.

Overall, we feel that doing this project only better ourselves, and it helps

others. It is a great way to support a community as well as meet new people,

and to help out others. We feel that everyone should do more community

services, and for something that they are passionate about. We were glad we

got the chance to do this project, because we feel better about ourselves

knowing that we helped others, and we look forward to many more

opportunities like this.

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REFERENCES


For Life Analysis Diagrams of the materials:

1. L., B. (2013, February 20). Independent Assessment Demonstrates

Environmental Advantages of CHEP's European Pallet Pooling Solution.

Retrieved March 26, 2013, from

http://www.chep.com/resources/media_releases/20130219-

environmental_advantages_of_pallet_pooling/

2. Galvanisers, S. (n.d.). Life cycle assesment. Retrieved November 10,

2012.

3. Goldschmidt, A.; Streitberger, H.J. BASF Handbook on Basics of Coating

Technology. 2nd ed. Vincentz Network, Hanover, Delaware (2007).

4. M. Agocs, R. Etzel, G. Parrish, D. Paschal, P. Campagna, D. Cohen, E.

Kilbourne, and J. Hesse, "Mercury Exposure from Interior Latex Paint",

Massachusetts Medical Society, The New England Journal of Medicine, vol.

323, pp. 1096-1101, 1990.

5. Walpole, D., "Recycling paint and solvents and reducing use of 1,1,1-

trichloroethane", Waste Management, vol. 13, no.2, pp195-197, 1993

6. SC, G. (2012, March 11). Life Cycle of Tires Analysis. Retrieved March 4,

2014, from life-cycle-tires-analysis.page

Others:

7. https://www.facebook.com/refugefortherefugees

8. http://www.masterpeace.org/blogs/post/

refuge_for_the_refugees_the_girl_who_believed_she_could_make_a_differe

nce

9. http://refugefortherefugees.blogspot.com/2012/06/refuge-for-

refugees.html

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