ESD

MY COMMUNITY MY COMMITMENT

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ENVIRONMENTAL SUSTAINABLE DESIGN

[ARC 1413]


PROJECT REPORT

GROUP MEMBERS

NAME STUDENT ID PRESTON LIEW RU PING (L) 0313822

LEE JO YEE 0314880

CHUNG WEI JIN 0313789 LING HUI SIM 0313855

YUAN KAI SHIEN 0314818 WOO WEN JIAN 0315123

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

NICOLAS WONG XIAO EN 0314377


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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 - FLOOR FURNISHING

- BOOKSHELVES MAKING

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


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1.1


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INTRODUCTION

INTRODUCTION


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“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

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


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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 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.

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

https://fb.com/refugefortherefugees

mailto:[email protected]


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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


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


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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.

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


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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.

Store room that kept all the textbooks and teaching materials.

ISSUES IDENTIFICATION

1.2


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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 16th 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.

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.


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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.

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

The entrance of the school.


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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.

Narrow,dim hallway

before the entrance

of the center.

The entrance of the

center/ school.

The inner view of the

center facing the entrance.


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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.

Beside, files that kept records of the children

information are normally bigger than the

dimension of the bookshelves. Hence, the


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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.

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

utensils and etc were in a broken and poor condition.


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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.


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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.

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


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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.

1.3


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SOLUTIONS


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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.

Agree by the school and Proceed.

3. Flooring 1. Refurnish the floor with new

cements. 2. Repair and fix the holes to

smoothen the surface.

Agree by the

school and Proceed.

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.

Agree by the school and

Proceed.

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.


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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.

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. Bookshelves

2. Kitchen Area

3. Benches

4. Floor furnishing


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PREPARATION & PROCEDURES


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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.


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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.

0

10

20

30

40

50

60

70

80

90

100

Acquisition of

Raw Materials

Transport Tire

Production

Tire Use

Cumulative Energy Demand

Global Warming Potential

Acodification Potential

Nutrification Potential

Summer Smog

LIFE CYCLE

ASSESSMENT OF

TIRES

Re

lative

Co

ntr

ibutio

ns (

%)


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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.

Figure 1.1 LCA of TIRES

LIFE CYCLE ASSESSMENT OF

TIRES


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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.

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


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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.

Figure 2.1: Flowchart Water-based Paints Production Line

http://www.archiepaint.com/2011/01/flowchart-printing-inks-production-line.html


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3. Wooden Pallets

Paint Manufacture

Warehouse and

Distributions

Paint Retailers

Consumers

Figure 2.2 : L.C.A. of PAINT

LIFE CYCLE ASSESSMENT OF

PAINTS


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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.

60 to 90% reduction of

carbon

emissions.

0

20

40

60

80

100

120

140

160

Electric Energy *(MJ)

Fossil Energy (MJ)

Renewable Energy (MJ)

Figure 3 Total use of energy in each life cycle process


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WORK DISTRIBUTION

No. Students Work Notes

1. Preston Liew Ru Ping Multimedia presentation – Video

Production of pallets

• Embodied energ: 5.8 GJ

• Carbon dioxide emission:6.04g

Heating oil and Natural gas

• emission: 100.1 g CO2 and 62.8 g CO2/MJ

Fossil fuel heating

Wood pallets stove or furnace

LIFE CYCLE

ASSESSMENT OF

WOOD PELLETS

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

Switching


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2. Nicolas Wong Floor Furnishing / Gant Chart

3. Benny Tan Shiowee Bookshelves / A3 Poster

4. Yuan Khai Shien Bookshelves

5. Woo Wen Jian Kitchen Equitment / Benches

6. Chan Pin Qi Bread Selling / Sponsorship

7. Ling Hui Sim Documentation – A4 Report

8. Shirley Liew Qiao Li Bread Selling / Monetary accounting

9. Megan Chung Wei Jin Documentation - A4 Report

10. Lee Jo Yee Documentation - A4 Report

GANT CHART

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


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

Works were progressively updated each week.


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WORK PROGRESS


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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 centre. This

fund-raising sale went on for two days and we collected a total amount of

RM1320.75. Please refer to pagexx for the financial report.


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All members pack ing the pastries, ready for the sale

Some of the members trying to persuade people to buy the pastries

Moving trays of pastries into the car


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2. Making the bookshelves and benches

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.

PICTURE. GON SCAN WHEN PUNKY’S BACK WITH HER SHIT

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 second idea

which is to use wooden planks and build an extra wooden shelve on a wall in

the classroom

PICTURE. STILL WAITING FOR PUNKY’S SHIT.


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Other than the bookshelves, we also designed a bench 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.

PICTURE THAT I DUNNO IF THEY EVEN EXIST.

In order to build the book shelves and the benches, we needed wooden pallets

as our main building material. Luck was in our hands when we successfully

obtained the sponsorship for these wooden pallets. We would like to express our

utmost gratitude towards Mr. xxx for his contribution.

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


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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.

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

that the recycling center provided.


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-

The boys building the furniture in the workshop

Members trying to smoothen the surface of the wood


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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.

Tyres that are piled into a member’s car.


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

wooden planks for the set up of the bookshelves.

Members trying to move the wooden planks from the workshop into the cars.


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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.

Group members setting up the bookshelf.

Group members assemblying the bookshelf.


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Group members figuring out the best way to fix the shelves

Members trying to set up the shelves


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3. Floor cement

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.

Transferring the cement from the factory to the education center.


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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.


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FINAL PROPOSAL


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REFERENCES


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