Managing The Waste of Our School

A conducive school environment is indispensable to created the learning process quality. Provision of knowledge and creation of awareness about clean living and healthy behavior is considered very effective when done on students since in primary schools. Expected when outside the school environment, able to apply such a clean and healthy life while at school. The school's cultural environment as one of the containers increased knowledge and skills students have an important role in converting the changes taking place within the family. How to appreciate the clean water, understand the importance of greening, utilizing facilities sanitation appropriately and manage waste into fertilizer is inseparable in its effort increased live clean and healthy behavior. As the smallest component in society changes that occur within the family will give influence on the people.

Processing of school environment can be done through increased knowledge and ability of students in the management of water, garbage, energy and existing pages around the school.

1. Water Management in School

We can imagine if schools lack clean water! Surely the school get dirty because seldom or never cleaned, the bathroom smell unpleasant and uncomfortable or difficulty when we are going to the LAVATORY. As a result the school environment becomes unhealthy that can interfere with the convenience of learning.

The availability of clean water in schools is indispensable in a number of relatively many. It is given the number of citizens school consisting of students, teachers, and employees can reach hundreds of people. The need for clean water would be a lot more. Types of water needs in schools is to drink, clean the floors, cleaning the TOILETS, washing and watering the plant laboratory equipment.

Clean source of water used for the fulfillment of the needs of the citizens of the school can be derived from water TAPS, dig wells, the well pump, or source of water, which flowed to schools located in the mountains. To reduce the limitations of clean water in schools, can be done by saving efforts through the determination of priorities. For example, clean water is used for drinking and fill the bathtub, while for other purposes such as cleaning TOILETS, floor cleaning and watering the plants use the water coming from the bak-bak rain shelter.

So the school needs to provide hot-tub of rainwater catchment, either in the form of ponds and wells resapan. Source of water filling the pond nor the well resapan preferably derived from the rain water that falls from the roof of a school building or a used water from hand-washing and ablution. Then flowed through the pipes leading to the pond or well resapan, so that the water is still clean, not mixed with mud.

Schools in developed countries generally have a waste water management technologies. Making clean water available to meet the needs of the school do not come from the source, but reusing water already used through waste water technology.

Waste water treatment technology used is certainly very expensive price. Our country has not been able to meet it, let alone held in schools of which there are very many. There is a way to actually cheaper to overcome the limitations of clean water in schools can you guys do. The way is to do a water-saving time usage and always close the tap water in the open so that water is not looks wasted.

2. Waste Management in School

Waste management to take place properly and achieve the desired objectives, then any waste management activities must follow the ways that good and right. What is the importance of waste management in schools? In principle the less and the more near trash managed from the source, then management will be easier and better, as well as the environment affected also the less.

Stages of waste management in schools are:

a. Prevention and reduction of waste from its source. This activity began with the sorting or separation of organic and inorganic provides organic and inorganic trash every school district.

b. utilization of returned waste consists of:

1.1 The utilization of organic waste, such as komposting (composting) garbage that rots easily can be converted into compost environment to preserve the function of the school. Based on research results that by composting organic waste activities compositionally to 70% can be reduced up to 25%.

2.2 Utilization of inorganic waste, either directly or indirectly. Utilization of back directly, such as the making of handicrafts made of used goods, or recycled paper. While the utilization of back indirectly, such as selling used items such as paper, plastic, cans, bottles, paper, glass and bottle drinking water in containers.

3.3 Final waste disposal Sites. The rest of the trash that can't be utilized economically as well as komposting activities of the utilization of inorganic waste, the amount reached + 10% should be dumped into landfills (LANDFILL) in all schools.

In addition to creating a condition of healthy schools, schools must meet criteria including cleanliness and ventilation of the room, the cleanliness of the canteen, TOILETS, bathrooms, wash hands, carry out health services, health education, counseling and management role as well as the community.

3. Energy Management in Schools

Energy use in schools is essential to the learning process can be run well. Energy use in schools usually to illuminate rooms, light goods such as computers and media eletronik learning, drain off water pump etc.

Of public facilities such as schools, let us together take responsibility for keeping and saving at the time of use. Many ways in which you can do in order of energy management in schools, for example through the use of sunlight to illuminate study rooms, libraries, school classrooms; laboratories, etc. Save water consumption due to using electricity, piped off lights still burning during the day. Turn off electronic devices such as computers and TV when not in use.

4. The Management of The School

The school as a place of learning needs to have a clean and healthy environment that created an atmosphere of learning. We can imagine in our schools is dirty and unhealthy, certainly very troubling teaching and learning activities. Make sure you have clean classrooms from garbage, dust and smell unpleasant. Even you can add scent and plant life in a pot.

The school environment clean and healthy is not only in the classroom but also outside the classroom, such as on the page. In addition to the school page of its beauty, will also need to pay attention to health requirements. Unhealthy school page can cause a variety of diseases that cause discomfort to all residents of the school.

Traditional Architecture of Indonesia

Indonesia is a country with vast natural beauty stretching from Sabang to Merauke, diversity of culture and tourism combined with the unique characteristics of each local community. One of sample of the cultural heritage of Indonesia is Architecture Traditional. The unique from Architecture Traditional of Indonesia because Indonesia has 33 provinces, each of Indonesia's ethnic groups has its own distinctive form of the traditional vernacular architecture of Indonesia, known as rumah adat.  

Rumah adat or Custom House are at the centre of a web of customs, social relations, traditional laws, taboos, myths and religions that bind the villagers together. The house provides the main focus for the family and its community, and is the point of departure for many activities of its residents. Traditional Indonesian homes are not architect designed, rather villagers build their own homes, or a community will pool their resources for a structure built under the direction of a master builder and/or a carpenter.

With few exceptions, the peoples of the Indonesian archipelago share a common Austronesian ancestry (originating in Taiwan, c. 6,000 years ago), and traditional homes of Indonesia share a number of characteristics such as timber construction, varied and elaborate roof structures. The earliest Austronesian structures were communal longhouses on stilts, with steep sloping roofs and heavy gables, as seen in the Rumah Adat Batak and the Torajan Tongkonan. Variations on the communal longhouse principle are found among the Dayak people of Borneo, as well as the Mentawai people in Nias Island.

Nias House : Longhouse and stilts

The norm is for a post, beam and lintel structural system that take load straight to the ground with either wooden or bamboo walls that are non-load bearing. Traditionally, rather than nails, mortis and tenon joints and wooden pegs are used. Natural materials - timber, bamboo, thatch and fibre - make up rumah adat. Hardwood is generally used for piles and a combination of soft and hard wood is used for the house's upper non-load bearing walls, and are often made of lighter wood or thatch. The thatch material can be coconut and sugar palm leaves, alang alang grass and rice straw.

Toraja Village

Traditional dwellings have developed torespond to natural environmental conditions, particularly Indonesia's hot and wet monsoon climate. As is common throughout South East Asia and the South West Pacific, most rumah adat are built on stilts, with the exception of Java and Bali. Building houses off the ground on stilts serve a number of purposes: it allows breezes to moderate the hot tropical temperatures; it elevates the dwelling above stormwater runoff and mud; it allows houses to be built on rivers and wetland margins; it keeps people, goods and food from dampness and moisture; lifts living quarters above malaria-carrying mosquitos; and reduces the risk of dry rot and termites.

Padang Traditional House : Window details and decorative

The sharply inclined roof allows the heavy tropical rain to quickly sheet off, and large overhanging eaveskeep water out of the house and provide shade in the heat. In hot and humid low-lying coastal regions, homes can have many windows providing good cross-ventilation, whereas in cooler mountainous interior areas, homes often have a vast roof and few windows.

Western Style Architecture

Historical Western Style Architecture

Japan was eager to establish a new European style empire and become the dominant power in Asia after the Meiji Restoration. When Taiwan become her first oversea colonial power. The administrative vacuum was filled by military and the society was in a period of chaos before adopting a policy of assimilation.

With an aim to give her first colony pride and efficiency after the chaotic environment came to a end, many material constructions started. In spite of being the foundation for Taiwan's modernization in the 20th century was executed with a goal to create an inseparable colony of Japan, many physical constructions had completed.

The styles of traditional Taiwanese settlements were simple before Japanese transformation Japanese colonialists had imported new organizations with different functions in modern cities and towns. Japanese professionals treated Taiwan as an experimental frontier at that time. After the Meiji Restoration took place in 1868, the historical style become popular.

Western style architectures provide people in Taiwan a brand-new visual experience in urban environment. The England brick buildings, the mansard style of European Continent origin and English Victorian architecture started to appear in Taiwan. The most common formal element in the Japanese Days was the central tower, the dome, the colonnade, the symmetrically arranged facade and the grand porch. The best examples are Tainan Public Hall (1911), Tainan Prefecture Hall, Tainan District Court house (1912).