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1. Subject Overview

1. Subject Overview CSE3S01 Built Environment Enhancement for Underprivileged Communities

CSE3S01

Built Environment Enhancement for Underprivileged Communities

Outline

Overview of Service Learning and CSE3S01

Activity Schedule

Age-friendly Community Concepts

Ethical Issues and Risk Assessment

Built Environment

Built environment refers to the man-made space in which people live, work, and recreate on a day-to-day basis.

space in which people live, work, and recreate on a day-to-day basis. CSE3S01 - Introduction -
space in which people live, work, and recreate on a day-to-day basis. CSE3S01 - Introduction -
space in which people live, work, and recreate on a day-to-day basis. CSE3S01 - Introduction -
space in which people live, work, and recreate on a day-to-day basis. CSE3S01 - Introduction -
space in which people live, work, and recreate on a day-to-day basis. CSE3S01 - Introduction -
space in which people live, work, and recreate on a day-to-day basis. CSE3S01 - Introduction -

CSE3S01 - Introduction - Dr Barbara WY Siu

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we build a better world

Underprivileged people

Those who cannot enjoy the same advantages or rights as the majority of other people

Due to socioeconomic status, income, or capability,

Such as ethnic minorities, low-income groups, elderly, or differently-abled people.

Idea behind CSE3S01

Vision: We are to build a better place for people to live in

Scope: infrastructure,

building, transportation, environment etc

Top-down approach

Planners’ perspectives vs

End Users’ needs ???

Design Construction Operation
Design
Construction
Operation
vs End Users’ needs ??? Design Construction Operation Planner/ Designer End User CSE3S01 - Introduction -

Planner/ Designer

needs ??? Design Construction Operation Planner/ Designer End User CSE3S01 - Introduction - Dr Barbara WY

End User

Service Learning

Experiential learning:

You learn by doing things

Community service + academic study

Apply knowledge and skills to help people in need

Sense of civic responsibility, empathy for people in need

Not simply volunteering

of civic responsibility, empathy for people in need Not simply volunteering CSE3S01 - Introduction - Dr
of civic responsibility, empathy for people in need Not simply volunteering CSE3S01 - Introduction - Dr
Experiential Learning cycle http://www.fao.org/docrep/009/ah650e/ah650e05.htm CSE3S01 - Introduction - Dr Barbara WY Siu 8

Experiential Learning cycle

http://www.fao.org/docrep/009/ah650e/ah650e05.htm

CSE3S01 - Introduction - Dr Barbara WY Siu

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Intended Learning Outcomes

Demonstrate an understanding of how the built environment enhancement improves the welfare of the community

Propose and evaluate alternative solutions to address the needs of the

underprivileged

Reflect on their role and responsibilities as a construction industry

professional

Work effectively in a team to solve problems and communicate effectively with clients and stakeholders.

Demonstrate empathy for the underprivileged and a strong sense of civic responsibility

Structure of CSE3S01

Structure of CSE3S01

Preparation Stage

 

Get ready for the service projects

Acquire knowledge and skills through lectures, seminars,

workshops

Throughout the subject: Reflection

Service Delivery Stage

Think about and review what you have learned

Consolidate, Reinforce,

Inception: understand the current situation, identify problems

Project development: propose

Transform learning in Academic,

ways to alleviate the problems

Personal, Skill, Ethical aspects.

Completion Stage

Proposal to be considered for

implementation

Share findings with community

partner and beneficiaries

What will you do ?

Preparation

12 hrs of seminars/ workshops

10 hrs online module on service learning (by OSL)

Two Service Projects: ~40 hours, Group work

Age-friendly Community 長者友善社區

Home Environment Assessment 居環境評估計劃

Beneficiaries: Senior citizens in Yau Tsim Mong district

Project Meetings

Reflection

Discuss study plan, progress, project report

Final Project Presentation

At community center and PolyU

Service Projects

Community Partner

Salvation Army Yaumatei Multi-Service Center for Senior Citizens 救世軍油麻地長者社區服務中心

And 5 other community centers

Service Projects

Age-friendly Community [AFC]

Team: PolyU students + elderly

Knowledge sharing (built environment, experience in district

under study)

Baseline assessment of the age-friendliness

8 indicators, focus on 1 theme

Field visits with elderly, data collection, discussions

Output:

[Presentation] (drama/ short video/ game, flexible format) at community centers promotion, engagement

[AFC Report] Action plan/ written proposal for improvement

and monitoring

o

E.g. submission to district council

o

Poster session at PolyU, CEE staffs, alumni

Service Projects

Home Environment Assessment [HEA]

For single elderly/ two elderly persons living together

Objectives:

Understand the habits and activity patterns of the elderly

Understand the risk of falling and home safety

Help students to enhance communication skills and cultivate sense respect for the elderly

Tasks:

3 Home visits

Safety assessment at home, esp. the risk of falling

Assessment checklist provided by community partner

o Each group think of one more item, preferably relevant to your

profession

Recommend follow-up actions to social worker

Detailed activity schedule

Refer to calendar schedule

Full participation in all activities is expected

Commitment to your own learning, your team members and your beneficiaries

Commitment to your own learning, your team members and your beneficiaries CSE3S01 - Introduction - Dr

Preparation Stage: Weeks 1 - 2

Dates

Venue

Activity / Task

Session 1 28/5, 1000 1200

Z5-022

Introduction

Dr Barbara W.Y. Siu

Session 2 28/5, 1330 - 1530

Z5-023

Age-friendly community concepts and design standards I

 

Dr HY Lin, Dr CL Kwan

Session 3 30/5, 1000 - 1200

Z5-023

Age-friendly community concepts and design standards II

 

Dr LW Cheung, Mr Tony CL Lo

Session 4 30/5, 1330 1530 30/5, 1600 1800

Z5-023

Elderly Simulation Activity

Eldpathy

Session 5 4/6, 1000 - 1200

Z5-023

How to write reflective journals Office of Service Learning

Session 6

Z5-023

Essential skills in service delivery

4/6, 1330 - 1530

Salvation Army Yaumatei Multi-Service Center for Senior Citizens

Before 4/6

E-module on service learning [10 hrs]

Age Friendly Community

Team : student + elderly

Discuss study plan Prepare presentation

Dates

Time

Venue

Age Friendly Community

 
 

Group activities with elderly except field data collection

7/6 (Sat)

1400

1600

YMT

Introduction, grouping, discussion

8/6 27/6

(3 weeks)

 

Field data collection Students only, approx. 6 hrs, flexible schedule

14/6 (Sat)

1400 1600

YMT

Group meeting - Fine tune study area and study

 

plan

14/6 27/6

(2 weeks)

 

Field study with elderly Approx. 8 hrs, location and schedule to be discussed and agreed in each group

21/6 (Sat)

1400

1600

YMT

Reporting meeting - intermediate progress, revise plans as necessary

22/6 27/6

(1 week)

 

Conclude findings, prepare presentation at community center (2 hrs, flexible schedule)

28/6 (Sat)

1400

1600

YMT

Prepare presentation

   

Presentation at community center

Attend two other presentations, sharing session

 

CSE3S01 - Introduction - Dr Barbara WY Siu

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Home Environment Assessment

Date

Time

Venue

Home Environment Assessment

5/6 (Thu)

1730 1930

YMT

Training Workshop

6/6 (Fri)

1315

1700

YMT

Fall Prevention Test (1315 1400) Home Visit (1400 1700)

12/6 (Thu)

1000 1100

YMT

Reporting Back

 

Home environment assessment checklist and suggestions for follow-ups

12-19/6

Follow-up phone calls

20/6 (Fri)

1315

- 1700

YMT

Fall prevention exercise (1315 1400) Home Visit (1400 1700)

21/6 3/7

Follow-up phone calls

4/7 (Fri)

1400 1830

YMT

Home Visit (1400 1700) Evaluation and conclusion (1700 1830)

Assessment

 

Individual

Weight

Group

Weight

Preparation

Coursework on e- learning module

10%

Pre-service case study

5%

Stage

(Pass/ Fail)

Service Delivery stage

Reflective Journal 1

10%

Inception plan

5%

Reflective Journal 2

10%

 

Performance in service delivery (Instructor’s observation)

15%

Performance in service delivery (feedbacks from beneficiaries and community partner)

5%

Completion

Final Reflective Report

20%

AFC report

10%

stage

 
 

Group presentation (Community Center + Poster session at PolyU [12/7])

10%

Student Groups

5 students per group

The same group implement both AFC and HEA projects together

AFC

5 students + 3 to 4 elderly

Focus on one of the AFC theme (to be discussed a moment later)

HEA

5 students + 3 to 4 households

Each group will have different dates in project presentation at

community centers

You may form your own group and sign-up for a topic on blackboard

You cannot deregister yourself from a group or swap after signup (blackboard technical problem)

Look carefully before you click

Students who cannot identify a group before (29 May 11:00am) will

be assigned to a group

Each group will have a project supervisor

Student Groups

Please discuss with your project supervisor on the dates and time of project meetings

1 hr for each meeting, flexible dates

o

Week 3: approve inception plan (tentative 11/6)

o

Week 4: project progress (tentative 20/6)

o

Week 6: discuss AFC report (tentative 2/7)

Make good use of blackboard tools

Communication/ discussion

Submission/ sharing of information

2. Age-Friendly Community Concepts CSE3S01 Built Environment Enhancement for Underprivileged Communities

2. Age-Friendly Community Concepts

CSE3S01

Built Environment Enhancement for Underprivileged Communities

World Health Organization 2007 http://www.who.int/ageing/age_fr iendly_cities_guide/en/ CSE3S01 - Introduction - Dr

World Health Organization

2007

CSE3S01 - Introduction - Dr Barbara WY Siu

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Background

Population aging and urbanization

Global trends shaping the 21 st century

Increasing share of residents aged 60+

Active Aging

Health, participation and security of older adult

Age-friendly city encourages active aging

By optimizing the above

Enhance quality of life as people age

Aging population

Aging population CSE3S01 - Introduction - Dr Barbara WY Siu 26

Active aging

In an age-friendly city, policies, services, settings and structures support and enable people to age actively by:

Recognizing the wide range of capabilities and resources among older people

Anticipating and responding flexibility to ageing- related needs and preferences

Respecting their decisions and lifestyle choices

Protecting those who are most vulnerable

Promoting their inclusion in and contribution to all areas of community life

AFC team: students + elderly

Active ageing

Individuals, families, and nations.

Material conditions, social factors

Individuals, families, and nations. Material conditions, social factors CSE3S01 - Introduction - Dr Barbara WY Siu

Older People the Decline

Older people are not a homogenous group

Individual diversity increases with age: functional capacity

Rate of decline: lifestyle, social, environmental, and economic factors

CSE3S01 - Introduction - Dr Barbara WY Siu 30

All people benefit

The decline can be influenced or even reversed through policy measures

Such as promoting an age-friendly living environment

Age-friendly is not just “elderly-friendly”

Barrier-free buildings and streets

Enhance mobility and independence of people with disabilities, young, as well as old

Secure neighborhood

Allow children, younger women and older people to venture outside and participate in leisure and social activities

Families experience less stress

When older members have the community support and health services

Whole community benefit from the participation of older in paid or voluntary work

Local economy benefit from the patronage of older adult customers

Age-friendly Features

Age-friendly Features CSE3S01 - Introduction - Dr Barbara WY Siu 32

Three will be covered in this subject

Outdoor spaces and buildings

Transportation

Housing

Reason: more relevant to FCE students.

Form AFC groups according to these topics

Baseline assessment

Presentation (at community center) civic engagement,

promotion

Proposal for improvements/ Monitoring

o Report and poster

Outdoor spaces and buildings

Characteristics of urban landscape and built environment

Major impact on mobility, independence and quality of life

Ability to “age in place”

CSE3S01 - Introduction - Dr Barbara WY Siu 35

CSE3S01 - Introduction - Dr Barbara WY Siu

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CSE3S01 - Introduction - Dr Barbara WY Siu
CSE3S01 - Introduction - Dr Barbara WY Siu

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Transportation

Being able to move about the city

Social and civic participation

Access to community and health services

CSE3S01 - Introduction - Dr Barbara WY Siu
CSE3S01 - Introduction - Dr Barbara WY Siu

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CSE3S01 - Introduction - Dr Barbara WY Siu 39

CSE3S01 - Introduction - Dr Barbara WY Siu

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Housing

Housing and support that allow older people to age comfortable and safety within the community

Essential to safety and well-being

Housing structure, location and choice

Appropriate housing and access to community and social services

Independence and quality of life of older people

CSE3S01 - Introduction - Dr Barbara WY Siu 41
CSE3S01 - Introduction - Dr Barbara WY Siu 42

Relevant standards and guidelines in

Hong Kong

Hong Kong Planning Standards and Guidelines

Planning Department

Design Manual Barrier free access 2008

Buildings Department

Will discuss in the next two sessions…

Ethical issues in Service Learning CSE3S01 Built Environment Enhancement for Underprivileged Communities

Ethical issues in Service Learning

CSE3S01

Built Environment Enhancement for Underprivileged Communities

Risk Management Handbook for Service-Learning at PolyU

Appendix 4: The Code of Conduct for Students Participating in Service-Learning Activities

The Code of Conduct for Students

Participating in Service-Learning

Activities

Students participating in Service-Learning (SL) activities should be fully aware of the importance of ethical, responsible and professional behaviour.

Students should be abided by the following statements which are important and applicable to most of the SL activities.

Render best service

Students should deliver service to the best of their ability, and elevate service to others above self- interest

Students should live up to their commitment to the

service users

Students should exercise careful judgment and take

responsible steps to ensure the quality of service and

to protect service users from harm

Responsibility

Students should be punctual and responsible in completing their commitment to the service project; absence from the service without prior approval is not

acceptable.

Students should follow the instructions of project staff during service delivery and should not leave the

service team without permission.

Students should not report duty if they are infected by contagious diseases or under the influence of drugs

or alcohol.

Professionalism

Students should be dressed neatly and appropriately; don’t wear expensive jewellery, clothing, etc. when delivering service.

Students should follow the agency’s policies and

procedures, particularly on office protocols and policies related to privacy ordinance and other work

ethics.

Students should respect service users’ privacy by obtaining their consent before disclosing their

personal information, photos, videos or audio clips.

Prohibit sexual harassment

Students should not tolerate verbal exchange of a sexual nature or engage in behaviour that might be perceived as sexual with a service user or collaborating

agency representative or fellow students.

Students must not engage in sexual activities or sexual contact, and should avoid any intimate physical

contact with the service users, collaborating agency

representative or fellow students.

Students should report cases of sexual harassment to

the subject staff and or relevant authorities.

Respect service users

Students should have a knowledge base of the service users’ cultures, be sensitive and respect the differences during the services.

Students must not use derogatory language in their

written or verbal communications to or about service users.

Students must not tolerate verbal exchange or engage

in behaviour that might be perceived as discriminating against an individual on the basis of

her/his age, race, gender, ability or ethnicity.

Avoid conflicts of interest

Students should not take unfair advantage of any professional relationship or exploit others to further their personal, religious, political, learning, research or

business interests.

For example: Don’t give or loan service users money or

other personal belongings. Don’t engage in any type of

business with service users during the service period.

More resources in Service Learning

Handbook

Service Learning Handbook

Sexual Harassment

Appendix 10: Guidelines on dealing with sexual harassment

Appendix 11: summary flow chart on resolving claims/ complaints concerning sexual harassment

Privacy

Appendices 12 15: Guidelines and consent form sample for

personal data collection and the use of audio and visual materials

Potential Risks and Risk Management

Potential Risks and Risk

Management

Risks related to Accidents

Health-related Risks

Risks related to illegal acts

Risks related to ethics

Risks related to bad weather and natural disasters

Risks related to civil instability and terrorism (will not be covered here)

Scenario I

Any possible risks ?

PolyU students participating in a Science, Technology, Engineering, and Mathematics (STEM) project, plan, coordinate and teach short courses on the following topics to the secondary students of ABC Technical School in Hong Kong.

(1) chemical experiments (with the use of corrosive chemicals and gas burner)

(2) robot making (with the use of electric drill, saw and screw driver)

Training & Preparation

(1) PolyU students will have lectures and practice the chemical experiments in the lab at

PolyU

(2) Training of robot making will be given to PolyU students. Some parts of the robots

will be assembled by PolyU students in the lab at PolyU before the activities in the

School

Activities in the School

PolyU students will do a step-by-step demonstration of the chemical experiments and

robot making to the secondary students in the lab of the School. PolyU students and

the secondary students will be teamed up in small groups to do the experiments and make a robot together.

Accidents

Accidents that may occur when conducting services are:

Accidents caused by unsafe conditions

Accidents caused by unsafe acts of people

Other accidents such as animal/insect attacks, road/car accidents, fire accidents

Possible Risks

How to mitigate these risks?

Unsafe conditions:

Defective tools/ machinery/ equipment

Dangerous materials such as corrosive chemicals

Defective facilities in the labs of PolyU/the School

Inadequate supervision during the experiments, demonstration and activities

Unsafe acts:

PolyU/the secondary students fail to follow instruction and proper procedures

PolyU/the secondary students took unsafe position or posture

PolyU/the secondary students fail to use available personal protective equipment such

as gloves and goggles

PolyU/the secondary students fail to put on protective or proper clothing

Other accidents:

Fire accident when using the gas burner

Chemical leakage in labs

Break glassware in labs

Scenario II

Students participating in a rural development service project in the remote hilly area of Indonesia.

Weather:

It is hot and humid.

Surrounding environment:

Villages are located in a hilly region. There are various kinds of

insects and wild animals, such as dogs, snakes.

Hygiene conditions:

Hygiene conditions of the homestay villages are poor without tap

water supply and refrigerator.

All villagers rely on rainwater and underground water for daily-use but without water-filtration system.

No shower facilities.

Possible Risks

High risk of water-related diseases (e.g. Malaria)

Risk of insect/animal attacks, such as dog/snake bites

Illnesses caused by poor food and environmental hygiene

Unavailability of medical facilities nearby (around one-hour driving distance)

Scenario III

Students participating in an offshore SL project.

Mixed gender living in one hostel, students mingle together at night with local students and playing together very closely.

Some of them haven’t lock their doors for the convenience of other team members to enter.

During the service delivery, they serve the young disabled people. Students take photos and videos for

reporting, exchange their personal contacts and hug

the service recipients to show their concern.

Potential Risks

If a student has intimate physical contacts with local students or service users, there will be a risk of sexual harassment

Student may infringe privacy of service users

Risk of losing personal belongings

Scenario IV

A team of PolyU students is leading 20 primary school children to outlying island for a one-day field trip.

Typhoon signal no. 8 is hoisted during the service time.

Possible Risks

Bad weather causes unsafe environment, safety for the PolyU students and primary school children is at risk.

Inconvenient public transport for sending the team back to urban area.

Poor communication network.

Special points to note regarding

CSE3S01

Safety and security

Never work alone

Beware of your personal safety, avoid working in quiet areas

and at night

Accidents, Emergency, Health conditions

Dial 999 first in case of emergency, inform your project

supervisor / subject leader (me) later

Precautions when working outdoor under hot weather

Privacy

Obtain consent before taking photos/ videos

Risk Management

Case study exercises to be complete in group

Risk Management  Case study exercises to be complete in group CSE3S01 - Introduction - Dr

Insurance Group Personal Accident

For all full time & part time registered students (including exchange students) participating in activities organized or arranged by the University

Only covers ACCIDENTAL medical expenses, injuries and deaths

in activities organized or arranged by the University  Only covers ACCIDENTAL medical expenses, injuries and

67

Scope of Coverage (specifically for

WIE/ CSLP/ SLA)

Commence at the time when the Insured Person leaves home and travels directly to meeting point / 3hrs before the scheduled meeting time for the

purpose of participating the insured activity,

whichever occurs later

Cease at the time when the Insured Person arrives home directly from the dismissal point upon completion / 3hrs after the Insured Person disperses from the insured activity, whichever occurs earlier

Aggregated Limit of Liability:

HKD20,000,000 per accident

Insurance GPA Top-up

For all full time & part time registered students (including exchange students) participating in WIE/CSLP/SLA organized or arranged by the University only

Age limit: 13-70

Only covers ACCIDENTAL medical expenses, injuries and deaths

arranged by the University only  Age limit: 13-70  Only covers ACCIDENTAL medical expenses, injuries

Insurance Public Liability Insurance

Coverage:

Legal liability of the University, its staff and students against claims brought by third parties for accidental physical damage to

third party property and/or personal injury incurred in the

servicing activities organized by SL subjects

Excludes “construction and hazardous work nature”

Limit of Liability:

HKD100,000,000 any one Accident / Unlimited any one Period of

insurance

Territorial Limit: Worldwide