Written Report

1. INTRODUCTION Once Upon A Time 1.1 It’s a bird... It’s a plane… No! It’s...

Stan Lee (12/8/1922) is an American writer, creator of famous comic book superheroes. Many of these comics were transformed into movies, attracting hundreds of million people worldwide.

Figure 11: Stan at Spiderman-2 premiere 2

1.2 Journey: Stan Lee(ads) the Way Lee embarked on a journey of pursuing his passion for writing and influencing the society positively through his works. He gave his superheroes a flawed humanity to create realistic role models for readers; a change from the ideal epitome that were typically written.

Figure 22: Lee’s work

1.3 Impact of Journey on Stan Lee

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Source:http://www.textually.org/ringtonia/archives/images/set3/sm2pred.jpg> Source: http://images1.wikia.nocookie.net/marveldatabase/images/thumb/d/d3/Marvel's_Greatest_Superhero_Bat tles.jpg/300px-Marvel's_Greatest_Superhero_Battles.jpg> 2

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Figure 33: Stan Lee and his creations

His journey has given him worldwide recognition for his works, enabling him to spread educational messages to the society through them on an international scale, thus spreading his positive influence to an even wider and bigger mass of people. 1.4 Rationale of Our Journey We were inspired by how Stan Lee used his passion for and talent in writing to reach out to his readers positively in the hope to better the society. Through his journey, he has created role models for youths around the world. Stan’s comic characters have shown one is not deemed a superhero only if one possessed super powers, but when one exemplifies exceptional courage and nobility for the good of 4

Figure 4 : comic Stan Lee

people.

This is very valuable to today’s world, where misconduct in the society is increasingly evident (Tan) It is worrying how even parents, the ideal role models for children, are not setting good examples for them (Refer to Appendix 9.1 for Field Observation)5 1.5 Objectives of Proposed Journey

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Source: http://content7.flixster.com/photo/10/71/43/10714301_ori.jpg Source: http://media.comicvine.com/uploads/0/40/79045-139297-stan-lee_large.jpg 5 Field observation shows bad public conduct displayed in public places like shopping centres. Examples are children running around without adult’s supervision. 4

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Figure 56: Stan Lee’s reality show

Following Stan’s ambition, we pursue the same aim, however in a smaller scale, focusing on youths aged 16-18, and expanding the potential of this project to children. We chose this age group as recent studies show that outdoor experiences provide children and teenagers with a variety of health and social benefits (Gensheimer). Through our journey, youths will realise they too can play a part in the society by influencing young children positively. Through teaching children about growing concerns on public conduct discussed in online forums such as not giving up seats to the needy in public transports, littering inconsiderately and rowdy behavior in public places. (Tsao, Effendi, Yahoo! Answers, Gower), teenagers will inculcate these conduct themselves when they put them to action as role models for these children. These lessons will then be put to effective use in the society.

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Source: http://screenrant.com/images/stan-lee-superhero.jpg

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2. INITIAL PROPOSAL A Cry for Help! 2.1 The ‘ROCs’ Tour This journey embarks on a half-day expedition around Singapore that will educate teens aged 16-18 (as student tour-guides) on proper public conduct through teaching children. (as participants). Participants will each be handed a worksheet to be filled up during the tour.

Tour route:

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2.2 Raising awareness of ROCs Emails and letters will be sent to schools to promote ‘ROCs’ and to seek permission to give a talk on this tour and give application forms to students. Posters will be put up in schools,and write-ups on ‘ROCs’ will be published in parenting magazines to encourage parents to sign their children up for this tour. 2.3 Funds We aim to get sponsorships from the Methodist Welfare Services and the Singapore Totalistic Board as high costs incurred from publicizing efforts and printing of ‘Superhero’ T-shirts. However, some of these costs will be covered by the mandatory fee paid by participants.

3. Investigation Page 5 of 28

Finding The Roots Of Evil Introduction: 1) Survey (Appendix 9.2) 2) Dry run (Appendix 9.8) 3) Interview (Appendix 9.3) 4) Field observations (Appendix 9.1) As our tour requires realistic experimenting, we emphasised on primary research so that significant improvements to the tour can be made. Various research methodologies allowed us to review problems in almost all aspects of our tour. Based on the findings, our plan went through a process of selecting, testing and retesting different options regarding tour activities, duration, manpower, alternative plans and teaching methods. 3.1 Survey 3.1.1 Rationale 100 Singaporean parents who have children in primary school took this survey. Aims of survey: To find •

Suitable places and activities for the children during the tour

•

Degree of interest of parents and their concerns about the tour

Below are some of the more significant results, conclusions and changes extracted from the full survey analysis and evaluation: 3.1.2 Children behavior observation

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Table 1: Parents observation of their children’s conduct (a) Table 1.1 Gender profile of children whose parents observed that their children have bad eating etiquette: (Responded “no” to the survey question “Do your children display the proper conducts listed below?”) 90

80

80 70

67

unit

60

52

50 40 30 20

48

53 43

33

Boys Girls

20

10 0 Queue for Clear own food dish

Finish all the food

Eat without talking

(b) Table 1.2 Gender profile of children whose parents observed that their children misbehave in the MRT: (Responded “yes” to the survey question “Do your children display the proper conducts listed below?”) Page 7 of 28

87

80 67 53

47 Boys

33

Girls

Lean on the pole

13

Give seat to old people/handicapped

Wiat for people to come out of the train

20

Stand on 1 side of the escalator

unit

100 90 80 70 60 50 40 30 20 10 0

(c) Table 1.3 Gender profile of children whose parents observed that their children misbehave in the park (Responded “yes” to the survey question “Do your children display the proper conducts listed below?”)

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90 78

80 70

unit

60

54

50 50

46

50

Boys Girls

40 30

22

20 10 0 Litter

Step on grass

Cut flowers

From the tables above, a trend is observed: More boys than girls are observed to display bad public conduct. The explanation lies in the difference in brain development and biology between the 2 genders (Parrish). The introduction of androgens7 in male hormonal system gives boys the tendency to be more active. This finding highlights the need of having a good mix of both genders in a group as too many boys in a group may be hard to control.

3.1.3 Measures in dealing with the children Table 2: Measures taken/would have taken in dealing with children’s misbehaviours: Questions: 7

Androgen is the generic term for any natural or synthetic compound that stimulates or controls the development and maintenance of masculine characteristics in male.

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a) What measures do you use to deal with the children when they misbehave?

10% 6%

34%

Scold

Show dissati Explain Ignore 33%

Others

17% or you would have taken? b) What measures do you think is the most effective

7%

6%

Scold

20%

Show dissatisfaction Explain 15%

52%

Ignore Others

Findings: Page 10 of 28

The data shows the number of parents who chose to scold their children is approximately equivalent to number of parents who chose to explain their children’s mistakes to them. However, when asked for the most effective measure, the latter is preferred. It shows that in many cases, parents could not refrain from aggression even though they are aware that scolding is not effective in correcting their children’s mistakes and may even be detrimental to the child’s mentality. This may happen to the student leaders as well. However, as outsiders, student leaders have no right to scold the children like their parents do. Changes: Prior to the tour, we propose for a sharing session involving student leaders with selected primary school teachers to exchange tips in dealing with children in different situations.

3.1.4 Duration of the tour Page 11 of 28

Question: What is the tour duration that you prefer for your child? Table 3:

3% 17%

12%

Half-day tour Whole day tour

35% 33%

2-day tour (overnight) Not sure Not interested

Findings: Parents prefer longer tour duration for their children. They believe that it will provide more learning opportunities for the children. Changes: We extend the tour from a half-day tour to a whole-day tour.

3.1.5 Safety Concerns Page 12 of 28

Some of the parent’s concerns8 were indicated in the survey results. (Appendix 9.2). Thus, there is a need to organize meeting sessions prior to the tour in which there will be parents -student leaders interaction and children -student leaders interaction. 3.2 Dry run 3.2.1 Rationale In order for the dry run (Appendix 9.8) to be realistic, we brought a group of 8 children for this dry run, which was carried out after changing our initial plan. This allows us to identify potential problems that may arise during the tour. We also want to estimate the time taken for each venue, so that we can fine-tune our activities. 3.2.2 Size of group To investigate the most suitable student leaders to children ratio in 1 group, we vary this ratio from 1:2 to 1:6 and observe any effects on the programme. We notice that as the ratio increase, it is progressively harder to attract the children’s attention to give them instructions. This results in over timing of some activities in some places. Moreover, we cannot pay close attention to everyone in their activities. However, if the ratio is too small, we are afraid that we will be having problems in manpower. In addition, the children cannot learn much from each other if there is too little of them in a group. Therefore we have decided a ratio of 1:3 with at least 2 student leaders in a group in case of emergency, the other one will be able to reach for help.

3.3 Interview 8

Biggest concern of parents were safety issues and that they cannot entrust their children to outsiders

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3.3.1 Benefit of excursions From the interview with primary school teacher, Madam Ng, we learnt that excursions are organised for students as an outdoor learning experience to provide a practical approach to apply and practice what they have been taught in classrooms. 3.3.2 Different learning styles Madam Ng pointed out the importance of possessing various learning styles to enhance one’s learning. Everyone has different learning styles (Gardner) namely Audio, Visual and Kinesthetic. We plan to develop the learning abilities of these student leaders and children by mixing them to work with others of different learning styles in different environments. Everyone will have the opportunity to learn through the learning styles they are not necessarily best suited to. However, many parents may not be aware of their children’s learning style (Kingsbury). Thus, when the parents sign up for their children to participate in the tour we will give them a Visual, Auditory, Kinesthetic learning style test (Appendix 9.12) so that they can assess their children at home. Results will be collated during the meeting session prior to the tour.

4. FINAL PROPOSAL The Ultimate Battle 4.1 Introduction Page 14 of 28

The final proposal will showcase the modifications made to the initial plan after conducting primary and secondary researches. ‘ROCs’ targets children and student leaders (SLs) from junior colleges, embarking on a one-day journey (November 30th 2008, Sunday) to learn the part they can play to improve the Singapore society’s graciousness. 4.2 iROCs – Improvised ‘Reality outside Classroom’ The proposed journey provides the opportunity for student leaders to teach children on a planned route, where they will be conducting interactive outdoor lessons on public conduct. SLs possess the necessary qualities of a good leader with great responsibility and parents will be more assured to leave their children in good care with them for safety reasons. (Crown) The activities we have chosen make use of all the learning styles to strike a balance for the children. 4.3 Organization chosen to carry out the project ACJC Interact Club9 It has prior experience in organizing outings/educational tours for children and also JC collaborations (Appendix 9.4) A small leaders-to-participants ratio of 1:4 is chosen, to ensure that every participant is well taken care of. Parent volunteers are included in the tour to spread the message that learning public conduct is not restricted to age.

4.4 ROCs Booklet Along the tour, interactive booklets (Refer to booklet content in Appendix 9.6) will be distributed to the children as a reference to 9

Anglo Chinese Junior College Interact Club is a Co-curricular Activity which is actively involved in community service in areas like homework coaching to children

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the tour. There will be quizzes, photographs and spaces for them to pen down their thoughts and learning points.

4.5 Cost Children will pay a minimal fee for tour shirt (Appendix 9.9 ) to be worn and to remind them that the journey of practicing good public conduct should not stop after the tour. Transport and meal costs will be from their own allowances.

4.6 Publicity and Registration Emails will be sent to school to seek permission to put up posters (Appendix 9.7) in primary schools and junior colleges to attract participants. Registration for the tour will include filling up application forms (Appendix 9.5) and getting selected. The young children can encourage their parents to join as well.

4.7 Process of becoming a Superhero Student Leader Interview -

A testimonial from school teacher is mandatory

-

Interviewees will be questioned on how they can contribute to

this journey and questioned on their knowledge of public conduct and children

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Workshop Shortlisted interviewees will learn the basics of handling a group of children, proper public conduct taught in journey, aims and details of the journey

-

Student leaders will be taught basic first aid techniques (Rivkin)

-

ACJC Interact club will facilitate in bonding sessions among

student leaders prior to the tour and a sharing session with parent volunteers and teachers to learn more about children’s behavior

A Superhero Leader Apply what one has learnt and have a great time being a superhero

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4.8 Tour Route

Anglo-Chinese Junior College

Botanical Gardens

CCAB

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McDonald’s at Serene Centre

Anglo-Chinese Junior College

Botanical Gardens

CCAB

McDonald’s at Serene Centre

4.9 Schedule Time/Date

Location

Activity Page 19 of 28

Actions

0900 – 1000

Report at

Collect Superhero T-

Anglo-Chinese Junior

ACJC

shirt and ‘iROCs’

College

Lecture Hall 1 booklet

Get into assigned groups Figure 610: ACJC

Ice-breaker

Build bond with team

Games 1030 – 1130

Singapore Botanic Garden

Tour around

Participants taught on

the garden

cleanliness and environmental habits (Effendi)

Figure 711: Singapore Botanical

Rehearsal

Participants to

preparation

brainstorm for rehearsal

Gardens

item; dance/ sing/ do a skit (Crown)

10

Source: http://www.acjc.edu.sg//section/19

11

Source: http://cache.virtualtourist.com/3194071-Symphony_Lake_at_Singapore_Botanic_GardensSymphony_Lake.jpg

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1200 – 1330

Co-Curricular Activities

Games:

Branch

Participants encouraged to practice sports

Captain’s Ball

etiquette and obey rules of games (Gower)

Freeze and Melt Soccer Figure 812: CCAB court

McDonald’s at Serene Centre Lunch 1400 – 1500

SLs to brief participants on proper behaviour when queuing and ordering of food, table manners and cleaning up eating (Suttor)

Figure 913: McDonald’s Happy Meal

1500 – 1530

From Serene Centre to

Bus Ride to

SLs to teach

Newton

Newton MRT

participants how to

Station

cross the road properly, signal for bus early; proper behaviour when on buses (Better Health Channel)

Figure 1014: SBS bus

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Source: www.ncdcc.gov.sg/.../netball/P1040895.JPG Source: http://www.mcdonalds.com.sg/@q=node_2f341.htm 14 Source: http://www.learningjourneys.edu.sg/uploads/SBS/new_Bus_Jan04.jpg 13

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1530 – 1615

From Newton to Buona Vista

MRT train

SLs to teach

ride to Buona

participants proper

Vista Station

behaviour when on trains (Tsao)

Figure 1115: Mass Rapid Transit Train

1630 – 1730

Anglo-Chinese Junior

Report back

SLs to do head count

Consolidation

Parents and student

Skit

leaders perform a skit to

College

touch on issues not covered outdoors Performance

E.g. bullying Children perform an original song and dance performance to evaluate what they have learnt throughout the entire tour

Feedback and Dismissal Debrief for student leaders

5. FEASIBILITY 15

Source: http://farm1.static.flickr.com/184/431615419_3606080545.jpg?v=0

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By Organisation Leader

Healing the Wounds Through our dry run and field observation, we identified problems that may affect smooth-running of the event. After analysing the following limitations, we came up with individual solutions for each: Limitations Bad weather may restrict us from

Solutions A wet weather plan has been drafted -

carrying out certain outdoor activities.

only sheltered locations will be used. such as ACJC’s badminton hall for the Captain’s Ball game.

Over-run of timing of activities due to the

Every student leader must have a watch

timings of the bus and MRT.

with them so that they can stick to the

(In situations like traffic jams, or during

schedule.

peak hour period) Always plan 10 to 15 minutes ahead of schedule to deal with the unforeseen timings. Risk of injury during physical games.

Each group will be equipped with a first-

Children may encounter accidents during

aid box and an emergency contact list.

games as they tend to be more competitive and playful. Seats may be unavailable in Macdonald’s Have meals at alternative food junctions during peak hours.

at the facility

6. FUTURE POSSIBILITIES The Aftermath

We could set up a “Super Hero committee” with parent volunteers, ACJC Interact Club Page 23 of 28

and student leaders to keep the outdoor learning tour ongoing every November/December holidays so as to allow a wider of group student leaders and children to benefit from it. Venues and activities for each tour may vary but the same concepts are taught. Newer and current issues about public conduct can also be addressed and we will relate to them using examples in our tour. To complement our tour, we can add in another fashion parade segment in which recycled materials are used to make a Superhero costume and children will parade in them. A video competition can be used to attract students to participate in groups to spread the message of practicing good public conduct. The students can express their creativity through their self-composed songs and dance choreography. Winners stand to win a chance to appear in the cover page of the newsletter, shopping vouchers (e.g. Kinokuniya Bookstore) and have their reflections published, The winning production will be uploaded on YouTube16 for publicity.

7. CONCLUSION

Good Triumphs Over Evil Numerous researches have led to modifications to our project. The modifications 16

YouTube is a video sharing website where users can upload, view and share video clips.

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enabled us to transform our initial plan to a detailed, in depth journey which are in tandem with our objective - inculcating proper public conduct to a wider community. Furthermore, only when we have completed most of our project, we discovered the potential to develop our tour into a long-term project that will benefit Singapore society as a whole, starting from the youths. We hope to achieve this slowly but effectively through the establishment of the “Superhero committee”. We want to change the mindset that only parents should teach the children as anyone has the ability to be a good role model to children especially youths. We will reinforce the idea of proper public conduct in the children and make them role models. They, in turn, will be the ones reminding the adults not to display some of the improper conducts that are still largely evident. We believe that our project have the potential to move the society in this direction.

8. BIBLIOGRAPHY And the day is saved. Thanks to.. Page 25 of 28

Articles 1. Better health channel. “Child safety-children and road safety” March 2007. 5 July 2008. 2. Crown. “The Early Years Foundation Stage. Effective practice: Outdoor Learning”. 11May 2008. 3. Effendi, Nora. The Straits Times Stomp. 8 January 2008. The Straits Times. 15 June 2008 4. Gardner, Howard. Learnativity.com. 22 February 2002. 20 June 2008. 5. Gensheimer, Jolene. “Plugged-in kids lack outdoor learning”. 1 October 2005. 9 June 2008. 6. Gower, Susan. “Play Nice - Good Sportsmanship Begins at Home”. 15 July 2008. 7. Kingsbury, Annette. “Do You Know Your Child's Learning Style? Does Your School?”. 18 August 2008.

8. Parrish, Troy. “Boys' Behavior: Why Boys Behave the Way They Do”. 10 July 2008.

9. Rivkin, M.S. “Playgrounds: Keeping Outdoor Learning Safe”. 10 July 2008.

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10. Tan Yi Ting. "Parents are responsible for the misconduct of their children. 25 August 2004. 11. Suttor, MJ. “Teaching Teens Table Manners”. 17 June 2008. 12. Tsao, Joseph. The Straits Times Stomp. 26 December 2007. The Straits Times. 15 June 2008. 13. Yahoo! Answers. January 2008. Yahoo! Singapore. 15 June 2008.

Images 14. Figure 1: Stan at Spiderman-2 premiere. Emily. 27 July 2007 15. Figure 2: Lee’s work. Marvel Inc. 16. Figure 3: Stan Lee and his creations. The British Antarctic Study.

17. Figure 4: Comic Stan Lee. Kimiden. August 20, 2008. 18. Figure 5: Stan Lee’s reality show. Holtreman,Vic 19. Figure 6: Anglo-Chinese Junior College. Anglo-Chinese Junior College

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20. Figure 7: Singapore Botanical Gardens. Victor Wong < http://cache.virtualtourist.com/3194071Symphony_Lake_at_Singapore_Botanic_Gardens-Symphony_Lake.jpg> 21. Figure 8: CCAB court. National Civil Defence Cadet Corps. 19 August 2005 <www.ncdcc.gov.sg/.../netball/P1040895.JPG> 22. Figure 9 : McDonald’s Happy Meal. McDonald’s Corporation. 23. Figure 10 : SBS bus. SBS Transit LTD. < http://www.learningjourneys.edu.sg/uploads/SBS/new_Bus_Jan04.jpg> 24. Figure 11: Mass Rapid Transit Train. SMRT LTD

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