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1. Description of Our Community
Reinforced concrete has been a key material in domestic construction. To which, sand is an indispensable basic element. In early days, it was easy to obtain and pretty cost effective. As the awareness of environmental protection had risen and for the policy of soil conservation…etc. Consequently, the northern Taiwan was in seriously short of supply. Causes the unfilial industry robber to pick without the processing sea sand and government’s failure to supervise, blocks of dangerous sea sand buildings were constructed and it was a serious issue that demanded discussion.
The original lot of Fulin Garden buildings, located in Shih-Lin district, was erected between 1979, 1980 and completed in 1981. A long rough passage with residents’ high expectation, which required much courage, patience and wisdom to overcome unforeseen difficulties to start the reconstruction project began right after the first case of house exfoliation and structure erosion had been found in 1994. It took years to complete this “mission impossible” and has set up the first national model of the successful reconstruction from hazardous sea sand buildings.
2. Summary of Our Project
Fulin community buildings is the first community reconstructed successfully from sea sand houses in Taiwan. The reconstruction was finally granted after uncountable petitions made by community residents. In retrospect of the whole enduring process, we’ve learned not only the significance of cooperation but also the necessity of probing into the forming of sea sand houses as to diagnose our own housing.
1. Investigate the causes of sea sand houses and influences on our daily lives. 2. Understand the long path to reconstruct the houses. 3. Experience the importance of cooperation among community residents. 4. Learn how to examine our own houses. 5. Utilize adequate forms and tools to display the data acquired. 6. Educational campaign to promote the belief in guarding our families.
3. Our Computer and Internet Access
A. Percentage of students using the Internet at home:21-50%
B. Number of workstations with Internet access in the classroom:more than 6
C. Connection speed used in the classroom:dedicated connection
D. Number of years our classroom has been connected to the Internet:more than 6
E. Additional comments concerning your computer and/or Internet access (Optional):
Our campus is wired with high-speed optical fiber and connects to Taiwan Academic Internet through T1 leased line. And ADSL (Asymmetric Digital Subscriber Line) for home use
4. Problems We Had To Overcome
1. Time-meet schedule and academic load We usually got together on Monday, Tuesday and Thursday during noontime break to work on the project. That included discussion, poster making, and website creating. Since what we could accomplish was limited in this 40-minute time period, we sometimes continued the work on Wednesday afternoon and weekend. However, in order to keep up with the class and get good grades, everything was put on hold when there was a term test. Consequently, the project got a little deferred. But we managed to make it up by extra time that saved from finishing our schoolwork quickly. Our days were compact but quite fulfilled.
2. Interview time and transportation Apart from accommodating to the interviewed person’s schedule, having members’ schedule fall in with one another’s was another task. However, we were lucky that the person who we wanted to interview either lives nearby the school or came to our school for the interview. That had made it easier for us on the transportation issue. One special interview we had was to visit an architect by taking MRT (Mass Rapid Transit). It was fun but the teacher could not be carefree like us because she had to always keep her eyes on us during the trip. Thanks to the volunteer parents’ participation, we all had a good time and returned safe and sound.
3. Interview skill Our first interviewee was our schoolteacher Chang. We were very nervous about the first time interviewing. As it started, he relieved our tension in a humorous way, and everyone was relaxed and getting into situation under his lead. After several interview experiences, we had a better idea about how to conduct an interview. Taking notes and keeping words neat during the interview were also tough and a recording pen was a tool we used to keep the complete record for a later draft. We always received support and encouragement from our interviewees, and learned and gained a lot with each experience, which broaden our horizons.
5. Our Project Sound Bite
Our teacher once said to us that this project was a challenge, try best to go beyond our limits and grow our strength through trials and tests. We experienced the meaning of words through taking part in the course of the research and realized all the fruits always coming from hard work. Exploring the history we were never be part of it, starting from scratch to having the framework of ideas gave us an opportunity to have a deepened understanding about sea sand-built houses and to pay more attention to the importance of living environments. Now we are able to put ourselves into their position and go into details telling people about the history of reconstruction of Fulin Garden Building to waken people’s consciousness about the safeguard against dangerous home environment. After completing of the project, each one of us has grown much, the abilities in skillful speaking and expressing of thoughts were also improved to some extent, so as well the computer software application and the web page creating techniques. Although there were frustrations and difficulties, going through them had made it a valuable experience.
6. How did your activities and research for this CyberFair Project support standards, required coursework and curriculum standards?
(1) The development of new multi-face, unorthodox curriculums: “Championship Family” project has exemplified the “Teachers are the designers of the curriculums” statement. Throughout the project, our teachers have successfully created a new series of learning-through-exploring curriculums based on the needs of the students and uniqueness of the local community. These curriculums had gone beyond the boundary of the traditional curriculums; they enabled students to experience learning from communities in person and created a whole new way how the curriculums can be designed in the future.
(2)Creative teaching: The project was done with joint-learning and progressive guidance by teachers approach. From the choosing of the subject, the in dept study of sea-sand-built houses, the gathering, compilation, and analysis of related information, the execution of promotion activities, to the creating of report and web pages were all done by students. Students went through exploring, experiencing and learning via on-site observation, interviews, and web search…, these series of learning not only had inspired students’ interest, but also created a new way of creative teaching. Consequently, it exploited students’ potential and creativity. (3)Construct a new set of meaningful curriculums: The history of “Fulin Garden Building”, from the discovery of the use of sea sand, the confrontation and negotiation with the builder to the final re-build, involved abundant learning materials including how to identify a sea sand-built house, how the residents worked together, and how to negotiate the builder rationally and to protect residents’ rights. From the school campaign of asking for photos and information about sea sand-built homes from the parents, which had been well received by all members of our school; The project encouraged the discussion of the sea-sand-built houses, at the same time, it educated the students how to pursue one’s rights rationally.
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