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Subject Overview
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

CSE3S01 - Introduction - Dr Barbara WY Siu

Built Environment
Built environment refers to the man-made space in

which people live, work, and recreate on a day-to-day


basis.

CSE3S01 - Introduction - Dr Barbara WY Siu

we build a better world

CSE3S01 - Introduction - Dr Barbara WY Siu

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.

CSE3S01 - Introduction - Dr Barbara WY Siu

Idea behind CSE3S01


Vision: We are to build a

better place for people to


live in

Scope: infrastructure,
building, transportation,
environment etc

Design

Planner/ Designer

Construction

Top-down approach
Planners perspectives vs

Operation

End Users needs ???

End User
CSE3S01 - Introduction - Dr Barbara WY Siu

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

CSE3S01 - Introduction - Dr Barbara WY Siu

Experiential Learning cycle

CSE3S01 - Introduction - Dr Barbara WY Siu


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

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

CSE3S01 - Introduction - Dr Barbara WY Siu

Structure of CSE3S01

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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
Inception: understand the current
have learned
situation, identify problems
Consolidate, Reinforce,
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

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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
Home Environment Assessment
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
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Service Projects
Community Partner
Salvation Army Yaumatei Multi-Service Center for

Senior Citizens

http://ssd.salvation.org.hk/ssd/Elder/SASS%20Elder%
20Center/YMTME/SASS%20YMTME.aspx
And 5 other community centers

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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
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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
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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

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Preparation Stage: Weeks 1 - 2


Dates

Venue

Activity / Task

Session 1
28/5, 1000 1200

Z5-022

Introduction

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

Session 5
4/6, 1000 - 1200

Z5-023

How to write reflective journals


Office of Service Learning

Session 6
4/6, 1330 - 1530

Z5-023

Essential skills in service delivery

Before 4/6

Dr Barbara W.Y. Siu

Eldpathy

Salvation Army Yaumatei Multi-Service Center for Senior Citizens

E-module on service learning [10 hrs]


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Age Friendly Community


Dates

Time

Venue

Team : student + elderly


Discuss study plan
Prepare presentation

Age Friendly Community


Group activities with elderly except field data collection

7/6 (Sat)

1400 1600

8/6 27/6

(3 weeks)

14/6 (Sat)

1400 1600

14/6 27/6

(2 weeks)

21/6 (Sat)

1400 1600

22/6 27/6

(1 week)

28/6 (Sat)

1400 1600

YMT

Introduction, grouping, discussion


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

YMT

Group meeting - Fine tune study area and study


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

YMT

Reporting meeting - intermediate progress,


revise plans as necessary
Conclude findings, prepare presentation at
community center (2 hrs, flexible schedule)

YMT

Prepare presentation

Presentation at community center


Attend two other presentations, sharing session
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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
20/6 (Fri)

Follow-up phone calls


1315 - 1700

YMT

21/6 3/7
4/7 (Fri)

Fall prevention exercise (1315 1400)


Home Visit (1400 1700)
Follow-up phone calls

1400 1830

YMT

Home Visit (1400 1700)


Evaluation and conclusion (1700 1830)

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Assessment
Individual

Weight

Group

Weight

Preparation
Stage

Coursework on elearning module


(Pass/ Fail)

10%

Pre-service case
study

5%

Service Delivery
stage

Reflective Journal 1

10%

Inception plan

5%

Reflective Journal 2

10%

Performance in
service delivery
(Instructors
observation)

15%

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

5%

Final Reflective
Report

20%

AFC report

10%

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

10%

Completion
stage

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Student Groups

5 students per group


The same group implement both AFC and HEA projects together
AFC

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

5 students + 3 to 4 elderly
Focus on one of the AFC theme (to be discussed a moment later)

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
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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

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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/

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Background
Population aging and urbanization

Global trends shaping the 21st 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

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Aging population

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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 ageingrelated 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
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Active ageing

Individuals, families, and nations.


Material conditions, social factors

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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

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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

Secure neighborhood

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

Families experience less stress

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


as old

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
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Age-friendly Features

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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
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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

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Transportation
Being able to move about the city

Social and civic participation


Access to community and health services

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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

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Relevant standards and guidelines in


Hong Kong
Hong Kong Planning Standards and Guidelines
Planning Department
http://www.pland.gov.hk/pland_en/tech_doc/hkpsg/f

ull/
Design Manual Barrier free access 2008
Buildings Department
http://www.bd.gov.hk/english/documents/code/e_bfa

2008.htm
Will discuss in the next two sessions
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Ethical issues in Service Learning


CSE3S01
Built Environment Enhancement for Underprivileged Communities

Risk Management Handbook for Service-Learning at

PolyU
http://sl.polyu.edu.hk/03_3_risk_management.html
Appendix 4: The Code of Conduct for Students

Participating in Service-Learning Activities

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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.

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Render best service


Students should deliver service to the best of their

ability, and elevate service to others above selfinterest


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

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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.

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Professionalism
Students should be dressed neatly and appropriately;

dont wear expensive jewellery, clothing, etc. when


delivering service.
Students should follow the agencys 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.

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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.

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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.

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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: Dont give or loan service users money or

other personal belongings. Dont engage in any type of


business with service users during the service period.

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More resources in Service Learning


Handbook
Service Learning Handbook
http://sl.polyu.edu.hk/06_3_sl_handbook.html
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
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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)

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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.

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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

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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

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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.

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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)

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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 havent 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.
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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

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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.

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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.

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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

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Risk Management
Case study exercises to be complete in group

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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

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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
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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

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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


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