2011 EWB Challenge Design Brief- Submissions Requirements & Program Rules
Design teams may wish to address a single issue or provide an integrated design solution for two or more issues. Alternative projects may also be
considered.
3.1 Reporting requirements
Each university may nominate up to four team submissions for external judging. The 2011 EWB Challenge submission process closes on 22 July 2011
代写留学生论文 (Semester One courses) and 28 October 2011 (Semester Two courses).
Each participating team submission should include a design report, a folio written in English, or a multimedia presentation explaining or demonstrating
their proposed design. As a minimum, each team design submission should:
• Contain a coversheet downloadable from the EWB Challenge website.
• Summarise the design addressing each of the selection criteria for the written submission.
• Contain a reflection on students’ learning / experience gained.
• Identify the alternative options considered during the design process and a justification for the selected technology, approach and/or process.
• Provide details of the conceptual design, analysis and final design. Design calculations or an explanation may be included, appropriate to the level
of team experience.17
3.2 EWB Challenge Rules
Different universities will have different submission requirements, but to be eligible for the EWB Challenge students will need to comply with the rules
代写留学生论文outlined below. Failure to comply will result in disqualification from the program.
Teams are eligible to participate in the EWB Challenge on the provision that they:
• Are enrolled in a first-year university course in Australia or New Zealand (International universities affiliated with an Australian or New
Zealand University may participate in the 2010 EWB Challenge. However team travel expenses to the Australasian awards ceremony are not
covered by the program).
• Have 4 – 6 members.
• Respect the privacy of all participating organisations and communities and do not directly contact the partner organisation.
• Comply with the EWB Challenge Submission Requirements.
• Acknowledge that ideas and designs entered into the EWB Challenge program become the right of EWB to use for the development of its
projects at no cost.
Universities are eligible to participate in the 2011 EWB Challenge based on the following provisions:
• A participation fee of $1000 + GST (AUD) per university, per year. This fee provides important funding to support the
administration of the EWB Challenge including presentations at universities, communication with students and lecturers, website, resources
and the development of future design briefs.
• The EWB Challenge will be incorporated into first year design subjects offered by universities during Semester One and/or Two.
• Individual universities will decide how to integrate the program into their curriculum. The design could typically consume around 15% of
one semester’s workload for students.
• Each university may enter an unlimited number of teams into the program within the home institution.
• Each university will be responsible for assessing their own teams’ submissions and selecting up to four team submissions for external judging
in the international finals.
• All submissions for Australasian judging will be judged against a common set of criteria and guidelines. These criteria will be provided to all
participating universities.
• A multidisciplinary engineering judging panel will decide upon a short-list of six entries for the Australasian awards
presentation.
• Final judging will be based upon both the original entry and the presentations. Awards will be presented.
Key Design Considerations189
4 Program Overview
4.1 Developing Engineering Graduate Attributes
The EWB Challenge supports the integration of authentic project-based work into undergraduate courses with international and domestic, social,
cross-cultural and sustainability dimensions. The program is designed to develop four engineering graduate attributes (from a total of ten) specified
by the national accrediting body Engineers Australia.
The EWB Challenge develops the following graduate attributes:
• Understanding of the social, cultural, global and environmental responsibilities of the professional engineer, and the
need for sustainable development.
• Understanding of the principles of sustainable design and development.
• Understanding of professional and ethical responsibilities and commitment to them.
• Ability to function effectively as an individual and in multi-disciplinary and multi-cultural teams.
The program also contributes towards the development of other important graduate attributes related to skills in problem solving, the application of
basic science and engineering fundamentals and communication.
4.2 Supporting EWB’s Work with Communities
The EWB Challenge provides undergraduate students with a unique learning opportunity based on real EWB projects. The program provides EWB’s
community-based partner organisations with another pathway for connecting with the engineering and design sector in Australia. It enables such
partners to source innovative and creative ideas and conceptual designs for a broad range of projects of interest to them.
EWB works collaboratively with our community based partners to identify projects that students can undertake as part of the EWB Challenge. Student
projects of interest to EWB’s community partner are identified at the completion of the year and students have the opportunity to be involved in the
further development of their design.
Through participation in the EWB Challenge program, Pitchandikulam Forest will receive valuable engineering proposals which can be further
developed. These projects also provide Pitchandikulam Forest the opportunity to raise awareness about their land and work and encourage
EWB Challenge participants to learn about the problems faced by citizens of developing nations.
Key Design Considerations19
5 Working With Engineers Without Borders
5.1 Introduction to EWB
Engineers without Borders Australia and New Zealand (EWB) are not-for-profit organisations with over 4,500 members across Australia and
New Zealand. EWB brings together engineering students, young graduates, experienced professionals and non-engineers as a team to tackle the
issues of sustainable development and help address basic, small scale engineering problems faced by many people in need.
EWB’s vision is of a world where every individual and community has adequate access to the resources, knowledge and technology necessary to
meet their self-defined human needs. To achieve our vision, EWB members and volunteers work in partnership with disadvantaged and developing
PART II – SUPPORTING INFORMATION201
communities in Australia and the Asia Pacific region, assisting them to improve their livelihoods. EWB provide solutions that will ensure the community
it works with will become self-sustainable for the current and future generations.
The EWB Challenge is a vehicle that contributes to EWB’s work with disadvantaged communities. Students have the opportunity to make a difference
through real projects for sustainable human development.
5.2 EWB’s work with disadvantaged communities
EWB has partnerships with disadvantaged communities throughout the world. At any one time, there are approximately twenty volunteer’s abroad
working in these communities, assisting them with gaining access to the knowledge, resources and appropriate technologies they need to improve
their livelihood. These volunteers work in a range of different projects. Designing a photovoltaic (PV) training program for remote Nepal, an e-Education
centre project, and developing hybrid (solar/diesel or hydro/diesel) power systems and solar powered water purification project are just some of the
examples of the wonderful achievements of the EWB team.
Together with its partners in the community, EWB strives to:
• Facilitate meaningful and lasting change through excellent development practices.
• Engage individuals and organisations in community development by creating and promoting diverse opportunities for them to contribute
effectively.
• Improve development engineering practices by bringing together the development and engineering sectors and sharing our knowledge
broadly.
• Inspire, educate and train a community of advocates and leaders in development through creative and engaging initiatives.
• Act with integrity; upholding our values of community, sustainability, quality and respect in our governance, operations,
relationships and culture.
5.3 EWB’s past work around the world
Currently EWB Australia works in nine countries including our own, through initiatives with Australia’s indigenous communities. EWB New Zealand
works in New Zealand and the South Pacific region. The mission for EWB is to work proudly with local organisations to improve the quality of life of
PART II – SUPPORTING INFORMATION21
the poor and disadvantaged through education and sustainable engineering projects. Through these projects the engineering profession and these
communities build strong relationships through bidirectional sharing of knowledge and cultures.
Our knowledge base is continually expanded upon by building on the knowledge and experience obtained in past undertakings. This is achieved by
connecting returned volunteers with new EWB volunteers, our corporate partners and to schools and universities. The connection between corporate
partners will enable our corporate partners to understand how they can effectively engage with a community and take responsibility for making a
contribution in this space.
Students who participate in the 2011 EWB Challenge are contributing to EWB’s involvement in India. The champion team will have the opportunity
to visit the site of the EWB Challenge and work on the further development of their design project. Once the EWB Challenge is complete students will
have the opportunity to participate in a number of EWB programs and activities including but not limited to:
• Local chapter coordination and events
• Undergraduate thesis program (final year students)
• EWB innovators program
• Development education and leadership experiences
• Local project support teams for overseas volunteer placements
• National knowledge hubs
5.4 Past Projects in India
EWB has worked in partnership with local not-for-profit organisations in India to improve the lives of the people in the communities.
5.4.1 Uluru Children’s Home
The 2007 EWB Challenge focused on the sustainable development of the Uluru Children’s Home, an orphanage located in Alamparai in the southern
Indian state of Tamil Nadu. In collaboration with the East-West Overseas Aid Foundation, the challenge involved expanding the facilities of the Uluru
children home needed to accommodate an increase in the number of orphans.
EWB also worked in partnership with East-West Overseas Aid Foundation on the Water Audit for the Uluru Children’s Home. This involved water quality
testing on the bore water used for drinking and the tabling of a proposal for a rainwater tank to provide drinking water at the home. Potential sustainable
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water treatment and supply alternatives were also evaluated in the local context with a view to replace or augment current sources where beneficial
and practical. An equivalent electrical audit was also conducted that looked at sustainable energy options for Uluru Children’s Home and Health Care
Clinic.
5.4.2 Model Rural Community GIS Project
Working together with Pitchandikulam Forest, EWB helped to develop a community geographical information system in rural India. The project aimed
to contribute to the cultural and social revitalisation of the region, and improve the ability of rural villages to control their planning and development.
5.4.3 Partnership with EWB
The EWB-Pitchandikulam Forest partnership is a mutually beneficial one. EWB works collaboratively with Pitchandikulam Forest as an engineering
representative of the community. Pitchandikulam provides exchange activities for EWB volunteers to assist with community development and
sustainability.
EWB’s partnership with Pitchandikulam Forest will provide the opportunity to pioneer innovative, sustainable and culturally restorative projects
within the community. EWB hopes that this partnership will not only provide interesting projects with real and deliverable outcomes that yield
visible progress, but also culturally enrich its members. As a result of this partnership, EWB hopes members will be enthused, inspired and have an
understanding of the problems faced in developing countries.
Most importantly, EWB intends for this partnership to establish a long term relationship with the Pitchandikulam Forest to ensure that both organisations
can benefit each other over a long period of time.
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6 Development Agenda in India
6.1 India at a glance
India is one of the oldest civilizations in the world, with a rich cultural heritage. It has achieved varied socio-economic progress during the 62 years of
its independence. India has become self-sufficient in agricultural production and is now one of the most industrialised countries in the world. It covers
an area of 32,87,263 sq. km, extending from the snow-covered Himalayan heights to the tropical rain forests of the south. As the 7th largest country
in the world, India stands apart from the rest of Asia, marked off by mountains and the sea, which make the country a distinct geographical entity.
Bounded by the Great Himalayas in the north, it stretches southwards and at the Tropic of Cancer, tapers off into the Indian Ocean between the Bay of
Bengal on the east and the Arabian Sea on the west.
There are 22 national languages that have been recognized by the Constitution of India, of which Hindi and English are official languages. Besides
these, there are 844 different dialects that are practiced in various parts of the country.
India is the second most populated country in the world with a growth rate of 1.4%. The median age of the population is approximately 26 years, and
the average life expectancy is around 67 years. Though India boasts high economic growth, it still experiences large-scale poverty. India holds the
world’s largest number of poor people. Out of its total population of more than 1 billion, an estimated 25% were living below the poverty line in 2007.
Nearly 75% of the poor are in rural areas, with most of them being daily wagers, landless labourers and self employed house holders (Poverty in India,
2010).The people of India also face a high risk of being exposed to food and waterborne diseases such as bacterial diarrhea, hepatitis A and E and
typhoid fever, as well as vector-borne diseases such as Chikungunya, dengue fever, Japanese encephalitis, and malaria.
6.2 Development Priorities
The Indian nation faces many challenges that need to be addressed if the quality
of life of its poorer citizens is to be meaningfully improved. These problems include:
• Poor water quality
• High unemployment
• Poor infrastructure
• Poor health services
• Unreliable power supply
• Low-quality housing
The government is currently providing funding for sustainable initiatives and projects,
with the intent of providing solutions to the above problems that are sustainable and
have minimal negative environmental impact.
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7 Pitchandikulam Forest
The city of Auroville was founded in 1968, and Pitchandikulam is one of its communities. Approximately 200 years ago the Auroville Plateau was
covered in scrub jungle and herds of elephants roamed the area. During the 1820’s trees were felled to drive away the tigers. The last remaining forests
were cut down in the 1950’s for timber to make boats. Today the indigenous vegetation of the area, the Tropical Dry Evergreen Forest (TDEF), is only
found in isolated reserve forest patches and in small remnants of sacred groves around temples. It is one of the rarest ecosystems in India.
Pitchandikulam is an area of 28 hectares within the green belt of Auroville. The first Aurovillian settlers found the land dry and desolate; prior to 1973
only a few scattered palm trees were found in the area and the traditional dry land farming of peanuts and pulses had degraded the soil leaving deep
eroded gullies. In that year, restoration processes were set in motion using green manures to rebuild the soil. Live fences were created to protect the
land from goats and cows, and pioneer species of acacia, leucaena, gliricidia, and eucalyptus were planted to provide windbreaks and shade. At the
same time seeds and other plant materials were introduced from nearby remnant patches of the almost extinct Tropical Dry Evergreen Forest, and
nurseries were set up.
Now Pitchandikulam is a peaceful sanctuary of self-generating forest with a diverse array of flora and fauna. There has always been a strong emphasis
on conservation of indigenous plant species with a particular focus on medicinal plants and the people who use them.
In 1993 Pitchandikulam Forest became part of a national Medicinal Plant Conservation Network, co-ordinated by the Foundation for Revitalisation
of Local Health Traditions (FRLHT) in Bangalore. Collaborating with 30 other in-situ and ex-situ conservation areas, detailed programs of botanical
and social documentation, conservation and planting initiatives have been developed. Through community outreach activities as well as delivering
innovative education methods in the schools of the bioregion, Pitchandikulam Forest provides models of sustainable ecological practices. Traditional
knowledge and technologies of the local people are being documented, displayed and woven into the Pitchandikulam landscape. A team of botanists
and community activists work from Pitchandikulam on several projects to restore the indigenous forest and the traditional knowledge related to the
local ecosystem.
Today Pitchandikulam Forest is dedicated to the preservation and restoration of the Tropical Dry Evergreen Forest. Since the organisation began
working on the restoration of the forest 70 acres of land has transformed into a complete ecosystem with more than 800 species of plants. The Bioresource
Centre with its library, database, artefacts and photo displays provides a focus for the teaching of restoration ecology, environmental science,
and the identification and use of indigenous medicinal plants. A major focus of Pitchandikulam Forest is community outreach, with the organisation
currently working in 25 villages throughout the Kaliveli bioregion (History, 2010).
Pitchandikulam Forest is engaged in the following initiatives:
PART II – SUPPORTING INFORMATION25
• Restoring the Tropical Dry Evergreen Forest (TDEF)
• Ethnomedicinal forest
• Bio-resource Centre
• Bioregional and community outreach
• Environmental education
• Sustainable technologies
Devikulam Community and the Region
The 2011 challenge will look at improving the lives of the people living in the Devikulam community. Devikulam is located in the Panchayat region in
India. Its closest neighbouring village is Nadukuppam and the nearest major city is Pondicherry. Approximately 90 families live in Devikulam, either
living in the village, Colony, or Thoppu as indicated on the maps which can be found on the EWB Website (www.ewb.org.au/maps). Within Devikulam
household occupancy ranges from 2-11 people with most houses having between 4-7 people who have lived there between 20-70 years.
The wetlands are utilised for the cultivation of rice and coconut. The dry lands are utilised for crops like tuber (tapioca roots), ground nuts and millets.
The majority of the villagers work in agriculture. Others work as tree climbers. There are several temples located in Devikulam and the Amman temple
festival is a common celebration in the village.
A baseline survey of 70 households found that most of the houses in Devikulam are all connected to the power grid but have no alternative energy
sources. This causes many problems for the community since they frequently experience power outages. In the village most people own a plot of
land generally between 2-5 acres. However in the colony, only 3 households own land, generally around a ¼ acre. Approximately 75% of villagers own
livestock (2-6 cows and 2-6 goats per household) while in the colony only about 25% own livestock (2-4 cows or 1-2 goats). Private transport options
are limited for all households in Devikulam; instead most of the people in the village rely on their own bicycle and motorcycles to commute. In the
colony 5 of 22 houses own a bicycle and 3 own a motorcycle. Almost all households in the village have a TV and mobile phone, in the colony ownership
rates of these items are around 50%. This survey can be viewed on the EWB website at www.ewb.org.au/2011designareas.
Thanks to help from Pitchandikulam Forest, many communities in the Panchayat region have been successful in implementing certain programs to
improve the lives of its people. Many of the programs are still being developed, and the programs that are running are greatly benefiting the people
in the community.
PART II – SUPPORTING INFORMATION267
7.1 Women’s Self Help Groups
The establishment of several women’s self help groups in the Nadukuppam community, has provided an opportunity for the women to interact
effectively with one another, and take an active role in the development of the community. A major component of the work with these groups involves
providing training and setting up income generation projects that the women can easily develop. Training workshops are conducted for each group
in the areas of:
• Organic farming principles
• Tropical Dry Evergreen Forest
• Vermicompost production
• Effective micro-organisms
• Integrated pest management
• System of rice intensification
• Nursery training
• Spirulina production
• Tailoring
• Compressed earth block production
• Medicinal plants - herbal medicine preparation
• Health and hygiene
• Nutrition awareness
• Family planning and child care awareness
• Micro-finance initiatives
• Income generation programmes
• Women’s empowerment
7.2 Health Camps
About 30 varieties of herbal medicines are prepared at the Nadukuppam for the health treatment camps at the nearby village in the Kaluveli Bioregion.
At every camp around 100 patients attend and are treated for various types of diseases and ailments including body aches, colds, general weakness,
PART II – SUPPORTING INFORMATION27
mouth ulcers, anaemia, obstetrics/gynaecology issues for women and ophthalmic ailments. The health camps are
overseen by a general herbal specialist, a specialist in women’s health and eye disease, a general practitioner, and a
herbal paediatrician who give advice as well as expert knowledge in herbal remedies. At each camp about 20 major
types of disease are being treated. As follow-up to the camps, health staff visit the patients in the ensuing weeks to
ensure that the patients are administering their medicine correctly and are receiving relief.
7.3 Famers’ Association
The Farmers’ Association is the male equivalent of the Women’s Self Help Group. These were initiated by Balamurugan,
the project’s community organizer. 150 men have joined these programs where they have been provided with
training for new types of cultivation, including a system of rice intensification which uses less water and gives a
better yield. A few years ago, additional land was bought next to Nadukuppam High School. Here an organic farm
was established which included demonstration plots and an area of Tropical Dry Evergreen Forest.
7.4 Devikulam Development
The vision held by Pitchandikulam Forest for Devikulam is to improve the living standards of the people living in the community. One of the ways they
wish to do this is by improving the facilities in the area through environmentally sustainable technologies. Pitchandikulam Forest also aims to improve
the employment prospects in Devikulam by establishing a variety of different industries in the area.
There are several infrastructure projects that Pitchandikulam Forest would like to undertake. These include the
construction of a bridge to Kazhuveli, a primary health care centre, a community hall, and a centre for child development.
7.5 Student Proposals
The Government of India is committed to reducing carbon emissions and has invested heavily in several sustainable
solutions in recent times. However, the intentions and innovations related to renewable energy have yet to be
translated into action in India, particularly in rural areas. This is largely due to a lack of adequate models and initiatives,
and the focus until recently has been skewed towards industry and larger scale ventures. This project hopes to address
this deficit by providing a model of a range of environmental initiatives more suited to a village setting.
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The main objectives for the project are:
• To create a rural design centre for sustainable rural habitats with eco-friendly designs.
• For the targeted community to become a sustainable model of the application of eco-friendly technologies.
The main purpose is to improve existing facilities in the village through eco-friendly technologies. Local adaptations of such technologies will serve as
a live model in the village to educate both the local communities and visitors towards such design possibilities that are particularly effective in Indian
rural villages and districts. Eco-friendly design options will predominantly focus on:
• Innovations with water: including the supply of clean water and innovations in waste treatment
• Innovations with energy: including the introduction of a range of viable solar options, improved cooking facilities and transport
options
• Innovations with design and construction: including the use of innovative and suitable building materials and designs to meet the needs
of the community
7.6 Student Learning Outcomes
The EWB Challenge is designed to develop a number of engineering graduate attributes specified by Engineers Australia. These attributes have been
mapped against the EWB Challenge aims and objectives, with specific learning outcomes and judging criteria provided for the 2011 program. This
information is available on the EWB website at www.ewb.org.au/2011learningobjectives.
PART II – SUPPORTING INFORMATION29
8 Supporting Resources
The 201 EWB Challenge provides a range of supporting resources including:
• EWB Challenge website at www.ewb.org.au/2011ewbchallenge
• Monthly e-Newsletter
• Online FAQ Forum
• Maps
• Videos
• Images
• Suggested readings
• Previous student reports
EWB has developed a process to equitably manage student queries regarding the EWB Challenge. Students can view all questions on the FAQ Forum
which is linked via the EWB Challenge website. Students may post questions on the forum related to any aspect of the EWB Challenge. EWB will
manage the forum and questions will be answered by EWB, Pitchandikulam Forest and other students via the forum.
Note that all queries regarding the EWB Challenge must be directed to either supervising academic staff or EWB. It is important that students and
universities do not contact Pitchandikulam Forest directly. EWB thanks you in advance for your co-operation.
PART II – SUPPORTING INFORMATION301
9 Previous Challenges
9.1 Beyond the 2008 EWB Challenge
In 2008, over 6,600 students developed design concepts to support the sustainable development of Resource Development International Cambodia
(RDIC) in Kandal Province, Cambodia. The 2008 EWB Challenge focused on a range of projects including water supply and treatment, sanitation
systems, wastewater management, energy supply, portable education unit and rural infrastructure development.
The EWB Challenge Champions visited Cambodia on the EWB Cambodia Development Education Experience. Some of these students have elected
to continue with the project in second year and hope to see their project though to implementation. Some of the other ideas which came out of
the Challenge that RDIC are keen to develop are interactive educational software that incorporates Cambodians’ love for karaoke and an innovative
method to construct spherical water tanks using plastic balloons.
EWB will continue to work with Resource Development International Cambodia (RDIC) to identify innovative student designs and project priorities
arising from the 2008 EWB Challenge. The following projects are of particular interest:
• Washing machine systems
• Hemisphere construction for concrete water tanks and biodigesters
• Permaculture designs
• Karaoke education software
9.2 Beyond the 2009 EWB Challenge
In 2009, over 7000 students participated in the Tonle Sap, Cambodia EWB Challenge with EWB’s partner organisation Live and Learn (L&L) Education.
The Challenge focus was on living on the water and addressing the various issues of sanitation, food supply, transportation, energy and waste
management that are specific to floating communities. Many of the challenges faced by the Tonle Sap community are specific to their environment
making the student proposals the first of their kind. The EWB students in collaboration with the WA Chapter of EWB and an in-country volunteer have
been working on the further implementation of their design of a floating bio-digestor and travelled to Cambodia in December 2010 to work with the
communities on their design and implement it into the community floating sanitation barge.
PART II – SUPPORTING INFORMATION31
9.3 Beyond the 2010 EWB Challenge
In 2010 over 8,400 students participated in the Bendee Downs and Murra Murra, Australia EWB challenge. The Bendee Downs Shearing Shed had fallen
into disrepair, after the location became a nature reserve five years ago. The focus of the 2010 challenge was to redevelop the shearing shed.
Through the partnership with the Kooma Traditional Owners, EWB focused on reinventing the community’s purpose and worked to try and improve its
existing water, sanitation, power, education, and communication infrastructure. One of the aims of EWB was to attempt to turn the area into a tourist
hub, which will provide the community with a source or revenue.
The winners of the EWB 2010 challenge developed a business plan to support education of school students about Indigenous culture. In 2011 these
students will be visiting the Kooma Traditional Owners to work with them on the further development of the project.
For more information about the EWB Challenge, go to www.ewb.org.au/2011ewbchallenge
For EWB Challenge or other EWB education initiatives, contact:
Dan Loden
EWB Challenge Coordinator
Engineers Without Borders Australia
P: +61 (0)8 6488 8039
E: [email protected]
Reference:
Pitchandikulam Forest, 2010
History, 2010
Nadukuppam Village
Poverty in india, 2010,
India at a Glance, 2010,
/ • Identify schedules and detailed design, construction and maintenance costs associated
with completion and construction of the design.
• Identify how the selected design is appropriate to the social, environmental, economic
and cultural context of the Devikulam.
• Discuss ethics, long term sustainability and maintenance of the engineering work that
would be completed as a consequence of the design.
• Provide basic advice on the construction and operation of the design including the roles
of Pitchandikulam Forest and volunteers and other relevant groups or organisations.
• Outline the details of any external support provided to the design team and identify
any content that is not attributable to the design team.
Key Design Considerations