Portfolio

Linh Gia Linh

Entrepreneurship 2022 - 2023

Social entrepreneurship

Our group presentation on water pollution

My essay addresses the affect of water pollution on

economy
 Social entrepreneurship
During the Team Multimedia Presentation (TMP),
I and my teammates identified a problem that is
existing in Hanoi - water pollution. During this
project, we tackled the problem and each writes
a research paper to furthermore understand the
problem. Our group noticed that this problem
has been underestimated although it is
affecting the community’s lives. As a member of
the group, I realize that the problem of water
pollution is affecting how the economy
functions, so I took that as the central topic for
my research paper. Together, our group came
up with an innovative solution for a smart trash
can, one that has not been proposed before,
and summarized our process of researching,
testing, evaluating, and conducting into a
presentation. The purpose of this solution is not
only to raise awareness to the community, or to
reduce trash thrown into the river, but also to
prove to the community that small changes and
simple ideas can mean a lot. Through this, our
group wants to inspire members of the
community to act on the same problem.
 Presentation skills
This is the feedback sheet for our
group when we presented the TMP.
Our group demonstrated great
presentation skills that engaged with
the audience. We maintained a
hearable volume and used body
language to demonstrate our points.
The hook we provided at the
beginning also is a way to catch the
audience’s attention. By skimming the
script and practicing our presentation
in class, we managed to present
smoothly to the class. We also
practiced the presentation with a
timer to make sure it is under 10
minutes, and the actual presentation
turned out to be within the time
restriction.

This is the presentation we used for TMP. In this slideshow, our group has
designed it to be aesthetically pleasing and engaging. By using graphics,
we have made our slideshow to be more interesting. We also excelled in
how to make a good presentation by incorporating different slideshow-
making skills we learned in class. For example, including more pictures than
words.
Empathize
in the design thinking process

During the Starlake project where we identify

problems in the SL resident, our group
empathized with the current situation of SL, in
which there is not a lot of research being made
on the resident We understood that this
resident has not received a lot of attention and
thorough research from companies. Although
the resident has a lot of potentials to develop
into a modern "city", there is not enough effort
to develop this resident. Through the
presentation, I and my teammates have better
understood the people living in the residence.
The iceberg was what we prepared to make the
presentation in TMP. We empathized with the
people that have to deal with water pollution
every day. We understand that this problem
has not been solved and get the attention it
deserves although it is affecting a lot of
people's lives. With this empathizing step, the
final presentation that we put together is
deeper and more cohesive as we understand
what people in the polluted area experience
every day and how frustrated they are having to
deal with the problem.
 Define
in the design thinking process

During this project, my group successfully defined the problem of the

Starlake resident. Not only the cons of the resident, we have also
looked at the bright side of this resident and the benefits of those
living in the area. After defining the pros and cons, our group ties it
with empathizing, to gain a deeper understanding of those living in the
area, as those as how people view this resident. Our group included
pictures that we took during our field trip as a resource to identify the
problems. Along with that, we also seek more information online to
find more about the residents like the time it was built, its cooperation,
and the resident's future plans. Through research and discussions, our
group evaluates the information to decide which piece of info is
valuable and should be contained in the presentation, and which
should be eliminated. To increase the importance and relevance of the
problems that we define, our group connects these problems with the
Sustainable Development Goals (SDGs). We have also connected the
problems to the design thinking process, proving that we understand
and empathize.
 Define
in the design thinking process

While writing this research paper as an individual, I have defined that

the problem of water pollution has a close connection with an
increase/decrease in the economy. To gain a deeper understanding of
the problem, I have conducted research on the region that I decided
to write about, which is the Mekong Delta region of Vietnam. By
understanding the pros and cons of this region, I can later well-
defined the problem. I learn that understanding the advantages and
disadvantages of a particular thing could make the process of
defining the problems much easier and faster. Along with defining the
problems, I have also evaluated my way of thinking by reading peer-
reviewed works on this matter. The research has helped me a lot along
the way in writing the research paper. I have proved to not only
understand the problem but have also empathized with the people
being affected by the problem, as well as how the community view
this problem. Knowing and identifying the potential that the Mekong
Delta region has after solving the problem of water pollution has
motivated me to write the research paper.
 Ideate
in the design thinking process

This is the prep work for the TMP and the initial research and questions
we have for our subject, which is water pollution. To grasp this
problem's whole idea, our group divided it into sections, and each
researched that particular aspect of the problem. For me, it is the
research on the economy and the impact that water pollution has on
it. After each member of the group is done with their research, we
came together and discussed the matter to find out solutions. Our
group decided on a solution of an elevated version of the trash can,
although it was initially disagreed by 2 members of the group, the
solution still came through and eventually became our main solution
aside from 2 more alternatives. Our group was inspired by a video of
fast food restaurant's drive-through, in which they put in money and
then their food automatically distribute through a little hole, which
fastens and makes the process of taking food much easier. This is the
first step in forming the solution of a trash can, where we think that
the process of putting trash in the bin could also become convenient.,
motivating, and attractive. That is why we agreed to do a smart trash
can in the form of a vending machine, which fulfills all the criteria that
we created.
 Ideate
in the design thinking process

This is the iceberg model for the TMP that our group used to ideate the
solution of trash can. We noticed that people all demand something, and
it is the cause of dumping trash in the water, because they need
somewhere to put their trash in. But then they do not feel motivated to
put trash into the regular trash cans, because they get nothing in return.
That is why we started to form the idea of a smart trash can, one that
serves as a regular trash can but also as a vending machine. Through this
way, people will feel motivated to put their trash in, as they get credits
and earn something in return each time they put trash in the machine.
 Prototype
in the design thinking process

This is the prototype that our group created as a solution to water

pollution. Before building the prototype with cardboard, our group
sketched the model out on paper and edit a few compartments to when
we presented in class to make the model easier to construct. To make
the prototype more realistic, our group designed it like a scaled-model of
a vending machine. Using lever, the model can distribute stuff (although
the lever is completely destroyed after we showcased the prototype in
the trophy room). We just kept building on and making changes while
building the model. We have 3 other alternate solutions but we decided
to follow this solution as it is our main ones, but also it is the one that is
the easiest to demonstrate and visualize, as well as create. After the
presentation, our group already decided that we would do a prototype of
this solution.
 Test
in the design thinking process

After our group's prototype has been showcased, we have received a lot
of comments by other peers, most of them being good comments. Most
of the comments are on our creativity and design of the prototype.
Through these comments, our group was motivated to perfect this
prototype since it was destroyed due to people touching it multiple
times. We also understand that although this prototype is creative, it still
holds a lot of limitations that our group has further identified and fixed
before showcased it once again. After fixing it, we felt a lot more
confident and comfortable with the product we have created, as well as
the comments that we received. By reading the comments by peers, our
group has the opportunity to understand peoples' thoughts on our
prototype and further fixing it to fit with the current problem.
 Community
in the DGS Deltas

Throughout the school year, I have proved to be an active member of

every group I work in, as well as an active member of the school
community. I demonstrated these traits by speaking up in group,
contribute my ideas and urges others to research and work. In the last
group that I worked in during the TMP, I have stepped up as the leader of
the group, work with my peers and distribute the workload evenly among
the members. I have also recognized my peers' weaknesses, strengths
and likings to give them the work that they will enjoy and do good in. I
have also demonstrated that I want to develop the community by
commenting on other groups' works. These are comments that serve the
purpose of growing, and not criticizing.
 Character
in the DGS Deltas

As an individual in the SEDT class, I have had the opportunity strengthen

my presentation skills tremendously, as well as my skills on making
slideshow and prepping for a presentation by learning from members of
my group since they are better than me at making slideshows and
graphics.. When our group constructed the TMP, I have stepped up as a
the leader of the group, guiding members of my team to do the work and
help each of them if they need help. After the presentation, I have
became more confident in stepping up and contribute my idea to help
the community/group to grow. I stop hesitating when I find the
opportunity to step up. The SEDT class has helped me to be more
confident while presenting and showing others that my idea is valuable. I
have also learned how to comment on others' works without being
critical or negative.
 Cognition
in the DGS Deltas

I noticed myself to be a better writer when I write the research paper on

the economy of water pollution, in a sense which I feel more comfortable
while writing and I can think of better ideas. I can write with confidence and
know what to edit when I receive feedbacks from the teacher or from my
peers. During the TMP when we need to do the initial research question
chart, my research and source selecting skill have improved as I can
identify bias and better analyze a source. This has helped me a lot in my
other subjects as well since all of them need the evaluation of source. I
have also became better in citing sources. During the Starlake project, by
following the design thinking process, that procedure is what I refer to
when I am stuck or cannot find an idea to elaborate. This class has been
very helpful for me as a learner since I can apply the skills I have earned
from this class to other classes and activities, both inside and outside of
school.