ESD

MY COMMUNITY MY COMMITMENT
1
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

2
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

3
1.1

4

INTRODUCTION

i
INTRODUCTION

5
“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)

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: refugefortherefugees@gmail.com
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.
6
Posing in front of the camera, the little boy from the school shows no fear to strangers.

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
7

8
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.
9
Working together as a team is the key to achieve success in any project.

Reasons for choosing this particular community project :

ISSUES IDENTIFICATION

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.
10
Store room that kept all the textbooks and teaching materials.
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 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.
11

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
14
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

15
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.

16
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.

V. There was a panel of windows that were broken down and left behind only
17
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

18
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

19

SOLUTIONS


No. ISUUES SUGGESTED SOLUTIONS ACTIONS
1. Bookshelves 1. Build a new adjustable bookshelf in
20
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.

6.
21
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

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

Relative Contributions (%)
24
Acquisition of
Raw Materials
Transport Tire
Production
Tire Use
Cumulative Energy Demand
Global Warming Potential
Acodification Potential
Nutrification Potential
Summer Smog
Figure 1 : Results of the product Life Cycle Assessment for passenger and light truck tires
100
90
80
70
60
50
40
30
20
10
0
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.

2. Paint
LIFE CYCLE
ASSESSMENT OF
TIRES
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

Distribution to
retailers
Metal and Plastic
Containers’ Recycling
Unrecyclable’ disposal
in landfill
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

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
28
Paint
Manufacture
LIFE CYCLE
ASSESSMENT OF
Warehouse
and
Distributions
Consumers
Paint
Retailers
PAINTS
Figure 2.2 : L.C.A. of PAINT

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.
160
140
120
100
80
60
40
20
29
60 to 90%
reduction of
carbon
emissions.
0
Electric Energy *(MJ)
Fossil Energy (MJ)
Renewable Energy (MJ)
Figure 3 Total use of energy in each life cycle process

Wood pallets
stove or
furnace
WORK DISTRIBUTION
Switching
No. Students Work Notes
1. Preston Liew Ru Ping Multimedia presentation – Video
30
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
LIFE CYCLE
ASSESSMENT OF
WOOD PELLETS
Figure 3.1 L.C.A. of the Wooden Pallets

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:
31

It will be a single event that takes place approximately a total of two months to complete.
Works were progressively updated each week.
32

33

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 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.
34

35
All members packing 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

2. Making the bookshelves and benches
36
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.

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.
37
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.

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.
38

-
39
The boys building the furniture in the workshop
Members trying to smoothen the surface of the wood

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.
40
Tyres that are piled into a member’s car.

After loading the tyres into the car, we headed off to campus to collect the
wooden planks for the set up of the bookshelves.
41
Members trying to move the wooden planks from the workshop into the cars.

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.
42
Group members setting up the bookshelf.
Group members assemblying the bookshelf.

43
Group members figuring out the best way to fix the shelves
Members trying to set up the shelves

3. Floor cement
44
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.

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.
45

46

FINAL PROPOSAL


47

REFERENCES


48

ESD

Recommended

Recommended

More Related Content

Similar to ESD

Similar to ESD (20)

More from huisim7

More from huisim7 (10)

Recently uploaded

Recently uploaded (20)

ESD