hey SAAMMMIKY-ians !!!

gambatte! exp for those who haf the 4101 paper tmr!!!! jiayou jiayou n once its over, we can all hang out n chill tgt some day.. ;)

meanwhile, is MUG MUG MUG~

Final Report and $$ issues

hey guys!

alvin and i went back to sch this afternoon to print and submit our report.. this is how our report looks like:

And focusing on the thickness:

And since ms liew is not in her ofc, this was wat we did to her ofc door after leaving the report in the CNM office:

And our treasurer asked me to give her the cost breakdown of e report as she gonna deduct a share from each of the 20 bucks that everyone gave her. So here's e breakdown:

$8.45- Report (Just the text alone)--> Alvin

$0.90- References--> Alvin

$0.60- Saammmiky Logo--> Alvin

$0.45- Contents Page--> Alvin

$6.00- Coloured photos in the report--> Alvin

$3.00- Binding--> Alvin

$ 2.05- Non coloured appendices--> Meihui (Tan)

$10.80- Coloured appendices--> Meihui (Tan)

$0.60- Cover page--> Meihui (Tan)

$0.80- Blue file for extra appendices--> Meihui (Tan)

-----------------------------------------------------------

Total Cost of our report: $33.65

Cost per person: $3.70

so minghui, after u become filthy rich (haha) when we get the money from hpb, u return $ 16.30 to those who gave u $20. Then return $35.70 to Alvin (cos he paid $19.40 for the report then minus his share of $3.70 den plus his $20). For me will be $30.55. See i so nice calculate for u, cos i know ya maths is.. erm.. haha u noe i noe la..but pls check again too.. cos my maths may be ermm..ya know? As for those whom u owe them money or they owe u money, u go calculate yourself ya =p

and the final report is 248 pages= 160, 000 words (according to alvin)!

great work guys =)

cheers!

Meihui (Tan)

Accounts

To satisfy Shaun's curiosity... n to make accounts clear to everyone anyway...

Here's the expenditure for Nutrilicious

Yi Eng
A3 Nutrilicious Poster -- $8.55

Alvin
Paper Plates -- $17
(Please let me know how many packs u bought. not reflected on receipt. thanks)
Rubber stamps -- $20+
(Alvin ah... u haven passed me the receipts lei...)

Shaun
Bread + Lettuce +Cucumber + Pineapples + Serviettes + CHicken luncheon -- $$161.55
2 mural boards + 2 mural colour papers -- $$5.80

Minghui
Tuna + Cheese + Ketchup + Eggs + Capsicum + Fish Burger + misc logistics (alum. tray, containers, lunch bags etc) -- $134.32

_________________________________________________________________

Our team started with S$180 (S$20 contribution by everyone).
Before Nutrilicious, accounts was in deficit S$3.18

Currently... it is deficit S$303.40 (not taking into account Alvin's rubber stamps yet)

Which means... I have not been reimbursing you all anymore for all expenditures in Nutrilicious.

So our team has spent a grand total of S$483.40 w/o rubber stamps yet.

Anyone else bought stuffs and have not passed me receipts??? Please do so.... =) Yea that's all.

Session 6 preview video

Hey just a preview.. so you all know what's in the video.. ignore all the undone part cos its still work in progress.. anyway added some stuff for session 5.. minus some for session 4..

By the way to the writers team.. two girls actually volunteered to give out the leftover HPB brochures to classes.. which is pretty good :)

Sandwich Making 1 Ingredients

Fruits/Vegetables:

Lettuce
Cucumber
Pineapple
Capsicum

Fillings:

Fried Egg (unhealthy)
Boiled Egg (healthy)
Chicken Burger Patty (more fats)
Turkey Ham (less fat)
Chicken Ham (processed meat not very healthy)
Tuna in Olive Oil (healthy)
Cheese (essential for kids to get more calcium -- we bought the REDUCED FAT cheese)

Sauces:

Ketchup
Mayo Lite (97% fat free)

think u can write the aim of this event as teaching the kids to make better choices. like choose to eat in moderation. eg. i like chicken ham but i put in cheese and more vege to create a balanced diet. and dont eat ham everyday cuz it's processed meat. and expose children to eating vegetables. eg. my video included the clip where nicholas was trying our sandwich that had the evil capsicum that most kids din like... but he liked it!

Conversation with Teachers

Raphael (Canteen Teacher - In - Charge)

Organization of Canteen

• Vendors function independently
• Not used to collaboration

Operation of Canteen Committee

• Decide on choice of food to be sold at stall
• Normally, it is the vendor who initiate the things they want to sell; while the school takes a passive role in accepting/rejecting the choice of food
• Discussion on selling more veggies/fruits
• To reach the HPB standard

Comments from teacher IC

• Price and business is important
• Collaboration for set lunches (fruits + main dish) seems improbable in the long run as pricing, consignments will become an issue
• Most students do not like fruits and veggies; past attempts to include a wider variety of fruits is not working as vendors have trouble selling off all the fruits they imported; this makes it less cost-effective for them

Recommendations

• It is not feasible for set lunches to be implemented due to the inherent structure of the canteen
• However, the school can take a more proactive role in initiating type of food allowed to be sold: More veggies etc in existing dishes
• With regards to fruits, teachers can conduct a mini-survey in each class to get a general feel of what fruits students would like to have (Raphael felt that this is possible to be implemented) --> Have a one day special fruits promotion

Gary Lim (PE HOD and Health Coordinator)

Exercising Machines

• Placed there two years ago
• Students were informed that they can use the machines through PE lessons; but they were not taught to use them
• Machines will not be repaired or replaced as they are not malfunctioning
• Rollers etc. are functioning properly; the cycling machines are the only ones with the problem, but they are not spoilt, just not "functioning properly" as the amount of pressure in the rides cannot be adjusted
• The initial objective is to have students use them during recess
• According to Gary, there is always a common group of students around the machines
• Cycling machines seems to be most popular among the kids (first one to be slightly not functioning)

Better incorporation into the curriculum

• Asked Gary about the feasibility of teaching students to use the machines better during PE; and incorporate it as part of lesson plan
• He thinks that this is a feasible way of better educate students in the use of machines

Thatz it for now.

Suggestions for proposal

Hi audrey & kate,

This is what I've written in the chapter 2 report, but I will make any changes according to the proposal you will be submitting to the teacher-in-charge. These are my suggested solutions which you may consider when writing the proposal (in bold). Do email me the proposal asap after you've written so that I can weave the proposal points into chapter 2 and 3. Thanks a lot!

(A) Within the school
(i) Exercise machines
Through our conversations with the students, the exercise machines outside the school hall were placed there since February this year but are no longer in working condition now. Such exercise machines are highly beneficial to the students’ health but it is disappointing that students are unable to use the machines.

Suggested solutions:
Our project team will submit a proposal to the teacher-in-charge to look into the issue of repairing the treadmill machines and encourage safety usage of it.

Analysis of findings about the food sold in the school canteen

· Unhealthy food
Junk food such as potato chips, twisties, salty or sweet tibits are sold in the first stall. Fattening and unhealthy food such as laksa, luncheon meat, chicken satay are sold too.

· Vegetables
Our team found out that there is only one stall selling vegetables in the school canteen and the stall is closed for a period of time. No salad is being sold too and there does not seem to be any vegetables in other dishes sold.

· Fruits
Only one stall sells fruits such as papayas, watermelons, pineapples and honeydews. From one of our sessions, we found out that the students complained that the prices of the fruits were rather expensive even though each slice of fruit costs 30 cents. The students explained that they did not have pocket money left after buying a main course or bread during recess. The students also said that they did not like the variety of fruits offered in the school canteen. This may prove to contradict with the school’s support of the “Fruittie Veggie Bites” campaign.

Suggested solutions:
· There is a need for the project team to teach the students about making healthy choices on food and also about moderation when eating less healthy food.

· The project team will look into this issue by discussing with the teacher-in-charge on the following feasible solutions to the lack of vegetables sold in the school canteen as well as the lack of interest in purchasing the fruits.

· Suggested solutions to be raised during meeting with the teacher representing the canteen stall keepers:
1) Encouraging the stall keepers to include more vegetables in the dishes.
2) Introduce salads as a meal item
3) Incorporating small slices of fruits into main meals to encourage the purchasing of fruits
4) Implement a fruits-eating programme that encourages students to consume at least one whole fruit per day or week.

Cheers,
MeiHui (Chen)

Meeting with Ms Liew

Hello peeps,

I've just went to meet Ms Liew today to ask her about her comments on our report. We sent her softcopy and she actually printed all out to paste notes and comments on the report. There are quite a number of stuff to change and edit in Chapter 1 and 2, but chapter 3 is alright. We need to do a more detailed environmental scanning of the canteen food. She also wants to know who is in charge of the maintenance of the treadmills. Other changes to be made to report include:
- a more detailed elaboration on 'own it, share it, learn it'
- linking theories to application to our case
- making recommendations on dates
-explanation on the sequence of ice-breaking, learning and education

Etc...etc...etc...too lazy to pen down everything...there are many nitty gritty details we will need to look into and edit. I will bring the report tml to share it with the writing team..... Jia you!

Cheers,
MeiHui (Chen)

Saammmiky 10 Min Video Sample

Sample for session one. Hope I got all the names correct.



Session two



Session three



Session four



Session five

i would go for the unfulfilment of some of the things under limitations - time constraint, not able to link up with the parental groups fast enough, costing, as well as down-scaling of program thus only involving 1 group (instead of across level, so the trophy idea was scrapped as at this stage, it wasnt cost-effective to make a trophy n jus for display, they can make it the next time they want to execute it across level)...

cos looking at the various grps for sustainability, we are looking more at the school context - the students, teachers, canteen owners.. maybe this is why parents are sidelined. but cld suggest that reaching out to the parents would be the next step of the program, other than integrating into the sch syallabus n making it across level)...

hope these help... =p

Sustainability issues

hey all,

was writing sustainability part of the report then realised that a lot of the things which we had initially discussed wasnt fulfilled..

our sustainability framework:

Students
- tool kit- change to sandwich builder?
- collar pin (No more)

onli sandwich builder?any other points i left out??

Teachers (this section is quite ok)
- training videos, report, prog booklet, hpb proposal

School
- Strat week outcomes
-class competition (challenge trophy) (No more)

will need to wait for strat week.

School subsidiaries
-canteen committee

will need to wait for the meeting with canteen ppl.

parents
- parent support group to help (No more)

so parents dont have a role? other than helping the kids with the sandwich preparation and monitoring their diet etc--> but how we gonna 'educate' the parents to pay more attention to their kids' diets?

need some help on this. thanks =)

Meihui (tan)

Stomp Aids Rockfestz

What is better than a good ol' game of twister? ;)

TMH the "traffic director"

Shaun and Yi Eng - hands all over

Shaun, Yi Eng, CMH - on your fours, ready, GO!

yupz, n here's all the pics i took that nite.

Great job, irene n ur team! ;)

n wat a feat, fellow protestors! hahhaa...

Report Structure Changes

Dear all,

The writers team will like to update you guys on the revamp of the report.
Initially our report is divided between Chapter 2 and 3 as such after the discussion last Thursday
Chapter 2
- lit review (theories of health communication)
- fear & projective techniques
- objectives of each games
Chapter 3
- learning points of methodologies
- observations
- observation learning pts

But as I'm sorting out between Chapter 2 and 3 contents, I feel that as a reader, he or she will have to flip back to Chapter 2 when reading Chapter 3 to recall what the game is about which may make it very confusing.

Hence, after discussion with Alvin, we decide to put the structure as such.
Chapter 2:
- lit review
- fear/ projective techniques
- environmental scanning: not too sure where this should be located yet)
- Pre-test & Post-test ( to be discussed)

Chapter 3:
- objectives of games
- methodologies learning pts
- observations & learning pts of observations

Chapter 4 ( I will like to propose for this additional chapter, but not discussed yet)
- Sustainability
- Final conclusion

This will mean that all stuff on one session will be discussed under a single chapter. Chapter 2 will become very thin and Chapter 3 very thick. But it may not constitute a problem if we look at the marking scheme.

•Identify appropriate theories of communication that can be applied to the campaign. 10%
•Conduct research to Identify public issue. 5%
•Conduct field work to assess community views about the issue. (The field work will include focus groups and in depth interviews to prioritize communication objectives.) 20%
•Prepare research instrument to measure the level of understanding, knowledge, perceptions and behaviours of target community. 15%
•Analyze data, prepare strategic plan for the communication program, implement and evaluate/monitor success of program. 20%

Hope you guys will be alright with the new structure. If there's any alternative suggestions, pls let us know asap.

Cheers,

MeiHui (Chen)

Session 6: Final Event Date and Time Confirmed

Hi all,

Contacted Mas about the final event's date and time. Here is the details:


Date: 13 November 2007, Tuesday
Time: 7:30-9:30am; 12:00-1:00pm

The morning session is for sharing with the kids in the programme; while the afternoon session will be the lunch break for the P3-P5 students.

It is possible to get the kids to help out from 12:00 onwards as the official lunch break for the P4 and P5 students are from 12:30 - 1:00 pm.


Hope everyone can help out that day!

Rubber stamp image...

Dear Saammmikians,

Attached above is the rubber stamp layout as provided by the rubber shop...With your kind approval, I will go ahead to order for two pieces.

Actually, I have already made the order. haha

Remember to bring the ink pad for the actual day, or we will all bang balls.

Sincerely

Mr Alvin

Gambatte SAAMMMIKY

Hey SAAMMMIKY,

CHILL YEA?

Know that there are lots of assignments, projects and deadlines ongoing now... still we have conquered previous semesters before, so we will conquer this semester too!

Jiayou Jiayou~

I believe you all will go through this semester once again victoriously! ;)

Meanwhile, keep working hard, also take great care of your health (for what can you accomplish when you are out on your bed?) k?

... Keep on keeping on ....

Collar pin

Thank you for your interest in our Gifts Products.

Please be informed that our minimum order for collar pins is 100 pcs

Since your requirements is only 30 pcs

Our Best price for gold plated collar pin with epoxy :

30 pcs - $5.00 each

Please visit our website at www.attractivegifts.com.sg for more items and hope you be interested in our wide range of items.

Pls call Helen at no.9456 6827 for further enquiry..

Looking forward to hear from you.

Best regards
Helen Cho

Eh, Shaun how come you get $3 as your quotation and I get $5?!! -_-!!!!

Saammmiky canteen items

thank goodness i didnt throw out the papers.. here it is for meihui tan. =)

*Note: T stands for teaspoon, 1 T stands for 4g

Drinks:
- (9.5 0z of) Starbucks Frappacino (7 1/2 T of sugar)
- (8 oz of) Snapple Iced Tea with Lemon (6 T of sugar)
- (1/2 cup of) Del Monte Lite Fruit Cocktail (3 1/2 T of sugar)
- (8 fl oz of) of 100% Orange Juice (5 T of sugar)
- (8 fl oz of) Gatorade (3 T of sugar)
- (12 fl oz of) Pepsi (8 T of sugar)

Snack
- (50g i.e. 1 whole) Chocolate Chip Sunshine Cup Cake (1.8 T of fat/oil)
- (392g i.e. 1 cup) of Premium Vanilla Ice Cream ( 10 T of fat/oil)
- Hashbrown (2.5 T of fat/oil)
- Onion Rings (4 T of fat/oil)
- French Fries (7.775 T of fat/oil)
- Potato Chip (2.45 T of fat/oil)

Sandwich
- Tuna (2.5 T of sugar, 13.5 T of oil, 0.8 T of salt)
- Sardine (2.5 T of sugar, 8 T of oil, 0.2 T of salt)
- Omelette (4.5 T of sugar, 18.5 T of oil, 0.6 T of salt)
- Ham (2.5 T of sugar, 4.5 T of oil, 0.4 T of salt)
- Egg (2.5 T of sugar, 4.5 T of oil, 0.3 T of salt)

Rice
- Thai Pineapple Rice (11 T of sugar, 7 T of oil, 0.6 T of salt)
- Chicken Rice (0 T of sugar, 6 T of oil, 0.3 T of salt)
- Fried Rice (6 T of sugar, 8 T of oil, 0.3 T of salt)
- Malay Nasi Goreng (0 T of sugar, 7 T of oil, 0.3 T of salt)
- Nasi LEmak (0.5 T of sugar, 10 T of oil, 0.5 T of salt)
- Claypot Rice (0 T of sugar, 9 T of oil, 0.4 T of salt)

Noodle
- Fishball Noodle (5 T of sugar, 2.5 T of oil, 0.7 T of salt)
- Minced Pork Noodle (0.5 T of sugar, 6 T of oil, 0.3 T of salt)
- Wanton Mee (0 T of sugar, 3 T of oil, 0.3 T of salt)
- Char Kway Teow (0 T of sugar, 9.5 T of oil, 0.3 T of salt)
- Laksa (9.5 T of sugar, 10 T of oil, 2 T of salt)
- Hokkien Prawn Mee (4 T of sugar, 5 T of oil, 0.8 T of salt)

Treasure Hunt Questions

Alright Meihui Tan, as promised... here's the 2 missing questions i forgot to pass to you.

1. I have the most fibre!
--> Erm... Does anyone remember this qn? Yi Eng or Alvin?? U guyz went thru all my cards that day too. Any recollection? If not then i'll have to go through the video and hopefully manage to filter out the answer amidst all the screaming...

8. What is considered regular exercise on a weekly basis?
--> 3x a week at least 20 minutes each.
This was relatively easy for the kids. They got it right pretty fast.

Hee Hee Hee Hor Hor Hor.Some Humor with e 2nd movie

Thank god no one is luke!

As we headed home after a late night's class... There was a note. A death note as it were that fell from the sky. That was stated as below. Thank goodness there's no one here in team SAAMMMIKY named Luke!

Some pictures from session 5

Pictures from Session 5 and past : D

A long a tiring day. Lecture from 7pm - 10pm
Some shut eye.
*Camera out...betta get workin!*
Curious P2 onlookers who want in on the SAAMMMIKY program
Take home Sandwich Builder

Learning what they are really putting into their bodies. With a additional participant who was introduced by a friend. Program getting viral?

After a long tiring day.

Yashamash with gettitng through with the kids. This was from session 3. Missed out on session 2 due to filming Voideck.

Scans for report

Health Promotion Board - Report Card for 2+2 Fruits and Veggies

Stickers

Consent form from Radin Mas

Hope this helps!

Session 5: Saammmiky classroom and Thoughts 101007

Hi galz and boys... here is a summary of today's activity

1. Saammmiky Classroom

Description:

• The facilitator asks students about what they would like to eat by reviewing a list of food items pasted on the white board.
• A student would select the items
• The faclitator would try to tell the class the amount of sugar, salt and oil that are present in the meal by using demonstrations of mixing real sugar, salt and oil in a cup.

Objective:

• Educate students about the amount of intake that they have in a day
• An element of fear is used to instill the knowledge

Comments:

Kate: Overall, I would say that the objective is reached. This is especially true during the first demonstration when everyone's attention is more focus. However, it somehow got dominated by the few who keep on asking questions in the end.

For the side I am sitting at, the gals (esp) are quite lethargic in the end. I feel that this programme could be improve by breaking them into focus groups. Some health facts also got pretty complicated for them to understand.

Jeremy commented on how it feels like a science class after a while.

Still, I would say the objective of this session is pretty much achieved as shown during the next activity.

Yi Eng: I agree that objective are met. It got the students interested in knowing how much oil, sugar, salt the food they usually eat contained.

However, the boys seemed more interested than the girls, and more willing to participate. But, while the cup was passed around, some of the girls were looking at it with interest too. Even though they are more passive, I felt they have learn something too.

Maybe we had too many demonstrations. Could have one big one then break into smaller groups. This way the girls would have the chance to participate more actively too.

Agree that some health facts too complicated, however since it was the students who asked, we have to answer too. Think Shaun did a pretty good job in explaining (and controlling Ben who was asking too many questions w/o listening to the answers).

2. Little Detective - Surveying your environment

Description:

• Students are divided into three groups
• With camera at hand, students recce their school canteen by selecting food that fall in the following categories: Fav/Dislike/Most healthy/Most unhealthy

Objective:

• Make students aware of their environment
• Identify problems and issues of pertinent to health in the hall
• Try to get students to enunciate about ways to improve things in school

Comments:

Kate: Students are more active here, maybe because of the long time that they have seated down. It actually takes some time to control even for the girls that I am dealing with. Although girls like eleanor don't really talk much in class, she actually make comments on what she wants to include as the unhealthy food such as curry chicken rice.

I think that everyone participated in this activity with even the girls coming up with suggestions on how to complete this activity. The girls are the only one who went and ask the vendors whether they could go in through the back to photograph the food.

During the review of food, most students got it right in categorizing healthy and unhealthy food. Of course, there are discrepancy as to what students like may not necessarily be healthy, which is perfectly fine.

I guess the most interesting part is that students highlighted the issue that they do not buy fruits from the canteen is because of the following:

• Too expensive (most kids have 1.50 or less per day for each meal [recess/lunch] )
  
• Just enough to buy main disc (chicken rice = $1) & a drink (milo = 50cents)
• Haha some of their comments are cute too. Like wanting free fruits. Seems like they will eat the fruits if it free, meaning its not that they dislike fruits, but finds them too expensive.
• Not the type of fruits that they like (some suggested apples. In fact, it is possible for canteen vendors to provide fruits salad in the canteen for a change)

3. Handing out of The Sandwich Builder

Description:

• Being the penultimate session, students are given a sandwich builder, complete with 16 different ingredients (graphics plus nutritions facts at the back of card) to take home for use

Objective:

• The aim is to make students enjoy the process of making sandwiches esp. over the course of two weeks that we will not get to see them
• Monitoring issue - A picnic in two weeks time to see how students put the builder into good use

Comments:

Kate: This is more of a distribution of the material. Some comments from students are that they would wish to have the picnic or sharing session somewhere outdoor. We can make a note of that. Maybe we can arrange some games for the kids, where other students can join in as well. What say you? :P

I think we should let other students join in -- the last session is suppose to be a share it session too. And should be a bigger event to qualify for the HPB proposal.

Games will be good too. Ahh more planning~

Other issues

a) Final event

Kate: I guess we should finalize the final activity real soon, so I could try to get a date from Mas? It's also time to think about preparing all the materials needed such as handbooks and brochures. It is important for us to get in the funding soon.

Also, it might be interesting to get some student helpers from the group (after their exams) to help in coming out materials for the handbook (fun book) etc. Will we have time to coordinate this? This is esp. true as the principal did offer us help that we can get the digital design kids to help. It would be good to get them as a focus group in reviewing a booklet that we come up with.

b) Class dynamics

Kate: There is no doubt that through out the session, the gals are relatively quiet. They are really shy, even those who seem extroversial such as Lai Ling and Wei Lin. They do not like to talk in huge groups scenario, and are more comfy in their in-group. When their attention begin to dwindle during the first session, I was trying to bridge that gap with them.

Although it would be foolhardy to comment that I have already gotten much info. from them, I would say that they are getting more receptive in replying questions.

Yup I could see that you are trying your best to get them to be more comfortable with you by talking to them ^^ I think they rather speak as a small group rather than in front of the class where they just clam up and refuse to give comments.

c) Comments made by students

Kate:

When the fruits cocktail was shown, Nandini commented on how she tends to eat the whole can and drink all the syrup. Her mum actually buys more for her when she finishes hers.

Jeremy is very aware of what we are trying to do. Especially when Shaun mentioned about how "we would like you to think about changes so we can implement for them", Jeremy doesnt seem very receptive to such explicit expression of what we are trying to do. I am afraid that such direct expressions make kids, who are more matured than their age, give politically correct answers when we ask them questions.

Although most kids got quite less pocket money, girls like Eleanor and her fren (sorry, couldnt recall her name) got about 3 to 4 dollars a day. Would this be a contributing factor as to how much she eat? (Hmm she might not spend everything on food?)

This is apparently not the most condensed, surped up, reduced and compressed summary you've ever seen. Just some thoughts added.

Please feel free to add on!

Kate
Yi Eng

Proposed contents for Chapter 3 of report

1. Making sense of the key issue identified – support with findings

2. The process of finding out the issue

3. Mapping theories to issue (eg importance of nutrition and how to deal with it)

4. Delving into the concept of nutrition – Why do you think nutrition is an issue?

a. Government (HPB -encouraging a more healthy lifestyle)

b. News (??)

c. Environmental scanning

i. Canteen food

ii. Dispute about the bubble tea shop and RMPS about nutrition involving MOE (as of

9^th Oct)

5. Definition of nutrition/ healthy lifestyle

6. Planning for sessions

7. Detailed timeline for planned sessions, other events attended

8. Implementation of each session (there would be 6 parts from No.8-10 )

9. Analysis and Post evaluation of activities

10. Post evaluation of each session

a. Learning points

b. Challenges faced

11. Other school events/activities

a. Children’s Day

12. Communication between other stakeholders

a. Teachers etc.

13. Sustainability of campaign

14. Conclusion

==========================

Note: Nanhua's report has only one activity/ session reported in their book. I would suggest that we do all 6 sessions. That would be more comprehensive, detailing the process; step-by step.

Comments?

Financial Health Check + Session 3

I'm proud to announce we've spent till the last $2.52 of our initial $180 fund. After being a grumpy middle age housewife like shopper for our sandwich builder kit... yep that's all we're left with.

Session 4 (sandwich day food + nutritional health pamphlet printing) ----- $59.30
Session 5 (sandwich builder kit) ----- $39.45
--> found a run down bookshop selling at 20cts a piece of plastic card holder but they didn't have 120pc. only managed to get 60pc. found another less run down bookstore that charged me 30cts each. at 60pc bulk purchase 28cts each. as Audrey pointed out... not even a 10% discount. *grumpy grumpy* haha...

These 2 events are at the top of expenditure record so far cuz the rest are just mural materials, DV tapes, some stationeries etc all add together, and the kids' prizes.

And suddenly i found some of my little chats documented! *gasp* haha... Yi Eng... copyrighted! Where's my royalties?

Yea we haven been starting on time (except first session as Yi Eng reminded me that the kids themselves were late). But we could explain to Mas that the back to back sessions were really very tiring and demanding on our production speed. And this is only 1 out of 5 modules we're taking.

As for the treasure hunt games. As already mentioned in class, we just lost some boys in the midst of the game. They were entertaining themselves (totally ignoring the fact that we're in the midst of a game with them!) Haiz... writers can document this. Kids have real short attention span. If anything doesn't catch their attention... we lose them. How do we tackle this problem... we have one facilitator will have to go around and gather the lost sheeps while the others conduct the program. Anyway the treasure hunt game I must say that we didn't really have much time to plan also. Up till that morning I was still discussing with Alvin Yi Eng and Audrey cuz I spent the whole night preparing materials didn't really think about how best to conduct the game. So... it boils down to we really dont have a lot of time esp when the prog for nxt session can only be finalized after we complete the previous session. And Kate, NO! Don't read that as blaming you. I always say: accidents are never meant to be expected. From the presentation I worked with you, I know you're not a free rider =)

And the findings from the treasure hunt game is... the kids have very poor health knowledge. Or they simply didn't think at all. I shall try to recall the questions and answers.

Q1. I am high in Vit C --> Kiwi
Q2. I am full of Omega 3 --> Salmon
Q3. I am the fattiest of them all --> Cake
Q4. You need to rest your eyes after watching ___ of TV/computer screen/reading --> 45 mins
--> this question some kids got it right very fast. I heard them say the answer even before finding the paper. Probably the school teaches them. I've seen this ad on TV before too.
Q5. You need to sit ___ away from your computer screen --> 50cm.
--> Found from HPB site. I heard this girl exclaim: "Wha so far!!!"

There's another 2 more questions which I can't remember now. They're saved in my laptop and I'm on my PC now. Will pass to the writers team soon.

My initial discussion with Kate was to have something like a MCQ style with 5 options for each question treasure hunt. But later I realised it's not possible to conduct it that way. Then it became: each question will be asked individually and and facilitators will pass out each team their 5 choices of answer together. The fastest team to get it right will score 1 point. But we dont have enough facilitators to do that. So it ended up pasted all over the room kinda treasure hunt. Which i guess was a contributing factor to the kids running around individually instead of staying as a group. Cuz there's nothing that restricted them to stay together. --> kids always have a way to improvise games that we designed for them. lesson learnt... specific specific specific instructions must be given.

oh my... such a long post. what to do... grumpy middle age housewife + long winded.

Session 3: Treasure

Realized nobody blogged on Session 3. Well I was preparing for the treasure hunt stuff so I could only attended the treasure hunt game. But I did hear some stuff from Minghui & the rest so I will write those down too. Please do add on/correct me though.

Walk the plank (Have you ever?)

The facilitator will ask some questions.If the question applies to the student and he/she can answer yes to the question, you move one space to your right and stand in that square. If the question does not apply to the student and therefore he/she cannot answer yes to the question, the student stay in the square where he/she was at.

Some students move to be with their friends, not because that question apply to them. The girls tended to move in groups.

Some students move more than one square at a time, i.e Emmanuel - who started counting off the no. of ball games he played and moved that many squares when asked the question "do you like to play ball games?"

Not sure if anyone did the data collection here, because I think we do not have enough facilitators down.

Shark Attack!

The game is supposed to have students forming a inner and outer circle back facing each other, with the students in the inner circle facing inwards. A catcher will be outside the 2 circles to grab someone from the outer circle, without the inner circle person knowing. Once the inner circle realized his/her partner is snatched, he/she must chase after them to stop the snatching.

The students improvised on the game by holding hands, hence they will definitely know that someone stole their partner, which defeats the purpose of the game. Also some of them dont want to sabo their friends so refused to snatch anybody.

Manage to catch the last part of this game when Shaun demonstrated to the students how easy/fun the game can be, even introducing 2 catchers. I think that got more students being interested in the game.


Treasure Hunt

Words with team numbers are pasted all over the classroom. Facilitator will read out a question and students have to find the correct answer/team number to that question. Students should work in team.

For this game, I think it would have been a good data collection source except that it wasn't executed very well. I think that more briefing should be given to the facilitators by the planning team. Also I felt that we didn't explain clearly the rules of the game to the students too.

The game should have been executed such that each team is only to submit one answer. However, I think Shaun wasn't clear on that and ended up saying 'correct answer'/'wrong answer' to every kid who went up to him with the paper. So the game started with a mad rush to get any paper to show Shaun, and when the word 'correct' was uttered, every group started to find that word. Hence resulting in skewed data, because that would mean every group knew the knowledge by submitting the 'right' answer.

The game was changed after the 3rd word, such that the students now know that they can only submit one word. However, due to the previous rounds, instead of working in teams to find the correct answer, they still came up one by one hoping to get the 'right' answer. Hence I think the game result is not very useful in establishing the student’s level of knowledge and awareness towards various health related information (initial objective of the game).


Other issues

Communications within ourselves
As the observer and sometimes being involved in planning, I feel that a lot of time we did not planned sufficiently by going down to the nitty gritty. As such during the session we often have to ask each other questions about the activities, which reflect bad on us. I mean when the treasure game was wrong, I had to inform Shaun about that and hence the game was changed halfway which made the students confused and gave them the idea that we did not planned properly (which was true). I feel that this also serve as an important learning point that we should coordinate more among ourselves.

That was why in the session planning for session 4, I (and I think minghui also) were so bent on getting a lot of the details right. I know some of us are comfortable with just knowing the rough activities we are going to do, and then execute them as they like when the time comes. I know that we should be flexible, but when the objective of the game and what the facilitator does runs opposite, I think our communication with each other needs to be improved.

I do know that every thing was planned in a rush, with many people going away/falling sick when session 3 was planned. Sorry to be such a nag. It's good that we no longer have a back-to-back session ^^

Late issue
I think Mas was very unhappy with us on Tuesday when at 7.30am we were still at the tables preparing for the session. Minghui pointed out the sessions all did not start on time from the first session on. Think if we have more things to prepare, we need to prepare early and also not be late (yes I am very guilty of being late). So I think we must try to start the session on time from now on.

The Sandwich builder

The sandwich builder:

30 x A4 coloured papers (for printing the background with the bread and design)

• This can be printed in Black and White
• Please refer to the yahoo group folder Sandwich builder for a prototype of the background
• Yi Eng: Feel free to add details to it :)

10 or more A4 papers for the cutting of 360 (30 copies of the same 12 ingredients) cards.

4 types of ingredients will be included:

1. Fillings: chicken Ham, tuna in virgin oil, boiled egg, salmon, low fat cheese, mushroom, chicken patty
2. Veggies: Lettuce, tomatos, cucumbers, capsicum,
3. Others/Condiments: Salt, pepper, mustard, tomato/chilli sauce

Please feel free to modify.

Altogether, there should be 12 ingredients for each kid.

120 x Card holders

• Each builder should have 4 each
• Extra copies may be needed

Voideck 2007 Special Posting

After days of straight solid editing. The primer of Voideck is up! Enjoy.

Voideck 2007 Directed by Shaun Lu

Photos

Session 4: SAMMMIKY - Educate and Empower

SAMMMIKY IRON CHEF

Problems Encountered:

Today’s session was to educate and empower the students through Iron and Mini Chef Games.

Again Timeliness was an issue in getting the program starting on time, but we did however get to accomplish what we had set out to do to an extent.
- Program agenda-
Program agenda wasn’t really met due to a couple of reasons. T had originally intended for today’s session to teach the kids about choices from the variety of food available. However, there was a lack of weaker versus healthier alternatives to illustrate that comparison. The intended message was Choice. You always have a choice where ever you are, and exercising that choice is an empowerment tool for the kids.

- Attention versus familiarity-
Attention lacked in the children today. As the children were more familiar with the facilitators, the more mischievous they were and chit-chat amongst themselves.

- Location-
Shifting location does strike interest amongst the children and perks their attention, however, the changes in venue and lack of privacy, for instance the canteen today post difficulty to gather all the children and control them. Especially when 3pm comes rolling around, many other children were flooding in. Getting to differentiate our kids from the rest, proved challenging.

Communication Problems
Some trouble makers were over communicating and being overly friendly or pushy. I feel that facilitators need to aid one another in enforcing discipline. United we stand I say. Since we lack the ability or legislation for discipline, there needs to be a common message or stand put forth towards the kids.

Attitudes, behavior, communication patterns of students towards group
When clicks were broken up, I found it harder to get a response from the children. There is a trade of. With clicks, you get a rowdier but more responsive class. Breaking them up, you get less responses, but some saying they learn about group work.

Activities that got them interested

The kids thoroughly enjoyed hands on activities and the refreshing change of location was very warmly welcomed. The kids thoroughly enjoyed engaging in the make your own sandwiches to break home and seemed very receptive to the mini assignment to get their sandwiches reviewed by their parents.

Learning Points
Feel that having a rowdier and fun loving group is better than splitting up clicks. Its also hard to have a good repertoire with the children especially not everyone comes constantly and some not coming due to CCA. However, conducting it in the open, such as the Canteen does peak interest in kids who see the interesting program and they too want to be a part of it. Advertising for SAAMMMIKY plus 1 yeah!

Shaun

The sandwich making that got everyone excited.
Interested parties from Primary 2 looking in on what's going down.
A cup of java to ease the tired soul...
Today's thoughts and feedback. Stylistic angle.

And the beautiful mural grows...

Delayed Posting...On Radin Mas Children's Day

Radin Mas Children’s day! All is not loss!

Headed down to Radin Mas today, in support of the children’s day celebrations.

Couple of stuff achieved even though we didn’t get to participate in the games. Well a brief overview, they had some recycling games done in the morning amongst the various levels. They were given empty boxes and used recyclable materials to decorate the items. The theme of children’s day was around that of saving the environment. There was another event which was “Be yourself day” where kids came as occupations which they wanted to be. Some came as wizards from Hogswarth I think...

Anyway, stuff that was achieved today.
Built better relations with the kids… Went on stage to do the limbo rock. Think Kate has the video.

Better Teacher Relations:
Secondly, working hand in hand with the teachers, an important aspect of sustainability. We’ll try to push for the SAAMMMIKY program to be incorporated into school syllabus. Mas, our point of contact has been updated of what we are trying to do, and we’ll keep her updated her via our blog link.

Sustainability: Working with the staff.
Nov 3^rd week I believe, after the success of our program, we will have a crash course of sorts with the teaching staff. Again for sustainability, we will train the staff at that time and illustrate to them how the games are conducted and what we hope to achieve.

Shaun

Recycled FUN!

Soccer Champs

POP Star and dancing with the stars

Naval Diver

Cutest Little Chef

Session 2 observations (after mini break) and learning pts

P.S Can Audrey or Kate pass the envelopes to me so that I can analyse the results? What is the correct name of the "guess-the-picture-on-my-head" game?

P.S Hi all, pls add in more learning points that you have gained during the 2nd session.

Update: Compilation of Lit review, documentation and methodology for chapter 2 is on the way....


Session 2

Activities after the break (Tmh will note what happened b4 the mini break)

We split the group of students into four mini groups led by each facilitator. Each student took turns to have a picture placed above his or her head whereby he or she had no idea what the picture was about. The other students in the same group would then provide him or her with clues what the picture was without giving the answer away.

For instance, a facilitator placed a picture “burger” in front of a student without allowing the student to see the picture. The others who can see the picture will provide clues such as “You can find it in McDonald’s”, “it is junk food” and “there’s meat and vegetables” etc. Pictures depicting brushing of teeth, hamburger, Super Mario, water bottle, computer, milk and salad were used in the game.

Besides encouraging the students to talk about the pictures and have fun; this ‘guess-the-picture-on-my head’ game was also for us to find out their understanding about junk and unhealthy food. The students seemed to enjoy it. One discovery was that salad was not sold in the canteen. However, a learning point was that we could have printed more pictures related to nutrition and health so that we can find out more about their attitudes towards junk and unhealthy food.

The students had a mini break while the facilitators put stickers on the ground to demarcate four boxes. After the students returned, they were told to choose to stand in one box to answer each question asked.

In the first round, four television channels, including cartoon channels, sports channel, Disney channel, Channel U and 8 were placed in each box. The students were then asked to stand in a particular box that stood for their favorite television channels.

In the second round, the students were asked about their favorite type of food in the school canteen; the majority stood in the ‘snacks’ category, while others stood in either ‘Chinese’ or ‘Malay’ food category. Nobody choose Indian food as it was not sold in the school canteen. They were then asked to stand in the box that represented their favorite fast food; choices included MacDonald’s, Kentucky Fried Chicken (KFC), Long John Silver and Burger King.

Throughout this game, the students got very excited and shoved and pushed to get their places in the particular boxes they wanted. Some students were unhappy about the shoving; a few were grumbling about the lack of space to the facilitators. The objective of the game was once again to find out about their perceptions of food.

Following that, the facilitators engaged the students in the ‘envelope game’. Each student had to put a hand into a particular envelope and asked their peers to write answers on his or her envelope according to questions posted by the facilitators. The student who got the most number of names and answers will win.

There were four rounds altogether. Each question was asked in each round. Questions asked included “What did your friend eat last night?”, “What food your friend dislikes most?”, “What is your friend’s favorite food?” and “What is your friend’s favorite outdoor game?” Via this game, our project group hoped to find out more about their eating habits and preferences by analyzing the envelopes that were collected at the end of the day.

However, there were problems when it came to analyzing the findings as we realized that some of the answers might be repeated by the same person, hence skewing the results. Additionally, by asking them about their favorite outdoor game, the results would not tell us if their lifestyles were sedentary or if they had sufficient exercises. Only one girl wrote “Maple” which was the name of an internet game as her favorite outdoor game.

Shortcomings aside, we were able to draw up some general findings among the students. Firstly, vegetables were lacking and no salad was sold in the school canteen. Secondly.......I need the envelopes for further information.

Towards the end of the second session, the students were asked to pen down their thoughts on the colorful pieces of paper which were pasted on a big board. The big board was put up on the wall in the school library, next to the first board put up after the first session. They were told to write about their thoughts and feelings about the games, and the types of games they would to play in the future sessions.

Learning points:

Some of the girls did not like too rowdy games whereby they had to shove and fight for their places in the small boxes. We may need to fine-tune our games a little bit to accommodate the needs of everyone and modify them according to the feedback the students wrote on the pieces of paper.

Secondly, we ought to incorporate more pictures and questions that queried about their daily lifestyles and diets so as to get a clearer picture of the kind of health issue they may be facing. We may need to engage in small talk with them to find out more about them as we can only derive general findings from the games but these findings were not as specific and detailed as we would like to have.

For the next session, more must be done to find out more about their weekly diets, exercising regime and time spent on playing computer games so that we can pin-point more specifically what is the main health issue the students are facing.

Chen MeiHui