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3b/2020 EWB Challenge Brief_CfAT Cape York-2 x
2020 EWB
Challenge
Design Brief
Centre for
Appropriate
Technology
Cape York
The 2020 EWB Challenge is delivered in partnership
with the Centre for Appropriate Technology (CfAT),
an Aboriginal and Torres-Strait Islander controlled not-for-
profit organisation which ‘exists to support people in regional
and remote Australia in the choices they make in order to
maintain their relationship with Country’
1
. EWB Challenge
project briefs explore appropriate technology which supports
Traditional Owners living and thriving on homelands and
outstations, with a focus on CfAT’s work with communities in
the Cape York region of Far North Queensland.
Engineers Without Borders Australia (EWB) and CfAT have
collaborated on the design and delivery of appropriate,
enabling infrastructure and technology since 2008, beginning
with the delivery of the ‘Bentinck Island Bathroom Blitz’
project. This project involved university-affiliated volunteers
and staff from corporate partner organisations working
alongside community members to design and build an
ablutions block from recycled building material on a remote
island in the gulf of Carpentaria.
Since then, CfAT and EWB have collaborated on several other
community-based design and construction projects, from
ranger bases to water supply infrastructure.
In 2011, EWB and CfAT won a Queensland Reconciliation
Award for the unique community-corporate partnership
model behind these projects.
Delivery of the 2020 EWB Challenge program sits
within a broad, values-aligned partnership between
organisations which brings together a number of EWB
and CfAT program areas and stakeholders. In addition
to supporting CfAT’s current and future projects,
the 2020 EWB Challenge project brief scoping process,
supporting resources developed, and student ideas generated
will inform and support EWB’s work in the Engineering on
Country space more broadly.
Introduction
EWB Challenge Design Brief
2020
1
https://cfat.org.au/who-we-are
As you learn more about EWB and CfAT, you’ll recognise the
importance of a place-based design approach and working
alongside community members through the development
of a project. While students and academics do not engage
face-to-face with community members while working through
EWB Challenge projects, a community-centred, place-based
approach is manifested in the EWB Challenge process through
the following steps:
1.
A Design Brief is developed by the
EWB Challenge team through meaningful
community participation and based
on decades of CfAT’s own community
engagement. The Brief ensures students
design ideas are founded on addressing
community-identified priorities
2.
Within their university course,
students use the resources provided
along with academic literature,
(
publicly available reports, case
studies and other reference material)
to take a human-centred approach to
research, innovation, and the
generation of new insights in response
to a project identified in the EWB
Challenge Design Brief
3.
The ideas, research, and resources
developed through the EWB Challenge
are shared back via EWB and CfAT and
investigated for further development and
future implementation
2020
EWB Challenge Design Brief
After the EWB Challenge in
Universities
The EWB Challenge is an open-ended learning experience.
The breadth and depth of design is left to individual
universities and design teams to scope within the context
of the submission recommendations. Design ideas which
consider links between the individual project areas listed
in the design brief are welcome.
All student submissions provided to EWB Australia through
the EWB Challenge Program will be shared with CfAT to
support their work with communities.
While the focus of this EWB Challenge project brief is
the Cape York region, note CfAT is also interested in
exploring how top ideas might be applied more broadly to
their work with communities across remote areas of
Australia. The design challenge projects in this Design Brief
tend to have broad applicability across remote Indigenous
communities, considering the unique technical challenges
that exist. Workshops and conversations at the end of 2020
will investigate what innovative design ideas might be
most relevant to pursue, as well as the most appropriate
pathway to further development.
EWB Australia acknowledges the Traditional Custodians of Country throughout Australia and recognise their
continuing connection to land, waters, culture and community. We pay our respects to them, their cultures and their
land; to Elders both past & present; and to emerging leaders. We recognise that Aboriginal & Torres Strait Islander
peoples never ceded sovereignty of what we call Australia.
Your role through the EWB
Challenge
The 2020 EWB Challenge projects and supporting resources
were developed through a scoping process which explored,
compiled, then distilled an outline of priority issues and
opportunities as identified by CfAT staff and the communities
they work with. You will be working with the outputs of that
scoping process in your course, which include this Design
Brief and the EWB Challenge website resources.
You are encouraged to dive deep into the context of remote
Indigenous homelands as you develop your design concept.
Utilise the resources available to you to immerse yourself in
the environment and culture in which your project is situated,
and to start to uncover the opportunities and challenges that
will influence your proposal. By taking the time to understand
the broad context that your projects sits within, you will
develop an idea that is not only technically feasible, but
relevant and exciting for your stakeholders!
It is vitally important that you engage appropriately when
working on your EWB Challenge project and respect the time
and privacy of community members in Cape York.
The EWB Challenge team works with partner staff and
communities to develop resources so that you can be
human-centred and place-based in your approach without
having to contact communities directly. Please use these
resources to the best of your ability and ask your academic
team or the EWB Challenge discussion forum for support
if you are looking for more ideas or guidance.
Under no
circumstances are students to contact community
members or project stakeholders in Cape York.
2
2
Contents
EWB’s Approach to Working on Country
5
About the Centre for Appropriate Technology
7
Thinking About Indigenous Homelands & the Cape York Peninsula
10
Design Area 1: Transport & Access
13
Design Area 2: ICT
16
Design Area 3: Structures
18
Design Area 4: Energy
20
Design Area 5: Water Management
22
Design Area 6: Waste & Reuse
24
Design Area 7: Conservation & Land Management
26
Design Considerations
28
Further Resources
30
2020 EWB Challenge Design Brief
4
2020 EWB Challenge Design Brief
4
2020 EWB Challenge Design Brief
4
Engineers Without Borders Australia (EWB) aims to ensure that everyone in Australia has access to the engineering knowledge and resources required to live a life of opportunity, free from poverty.
Our Engineering on Country program works to increase Aboriginal and Torres Strait Islander peoples’ capability to live safely and productively on Country and pursue their community aspirations, through improved access to engineering, technology and infrastructure.
Since 2009, EWB Australia has worked with Aboriginal and Torres Strait Islander communities in Queensland, the Northern Territory, and Western Australia on a range of community-identified projects. These have mostly taken place through long-term partnerships developed directly with communities and, since 2014, through the EWB Connect pro bono program.
EWB takes a community-centred approach to bridge self-identified gaps in access to community health, wellbeing and opportunity.
We work with communities to design and provide access to appropriate and sustainable community infrastructure, which can include water & sanitation facilities, energy systems, housing, and other community infrastructure and services that improve people’s quality of life and their ability to pursue education, employment or income generating opportunities. We also work with communities to help design solutions that enable cultural connection, and the ability for people to live on Country and care for Country.
The focus of the Engineering on Country program is on sustained engagement to build strong relationships and best practice models, strategically deploying people to achieve long-term impact through knowledge sharing and the application of engineering knowledge and resources.
EWB’s approach to
working on Country
We also focus on building the capabilities of the engineering sector, to ensure that more high-quality engineering, infrastructure and technology-based projects are delivered through a community-centred approach, creating the strongest possible social outcomes and community empowerment.
We do this through a variety of mechanisms, including:
· Community visioning: facilitating co-design processes and community visioning to support our community partners to identify their priorities and needs. This ensures communities have a shared vision and agreed roadmap for how they will lead the process.
· Community partnerships: strengthening the capacity of our partner organisations to access or deliver peoplecentred engineering and technology outcomes. This can include professional secondments, capacity building and/or mentoring.
· Pro bono projects: providing and brokering pro bono engineering and professional services to communities. Often, this will support communities at the feasibility or concept design stage of a project, in order to provide the necessary technical resources for the community partner to progress with capital raising, funding applications or contracting for the project implementation.
· Research and Development: creating new knowledge and approaches in engineering innovation and technology to benefit remote communities and develop appropriate technologies.
· Professional skills development: building the skills of the engineering sector to ensure more projects deliver strong social outcomes and community empowerment.
Read more about EWB Australia’s Engineering
On Country strategy in the 2018/2019 EWB Australia
Annual Report
The EWB Australia and CfAT Partnership
EWB has partnered with the Centre for Appropriate Technology in Queensland for over 10 years.
The Centre for Appropriate Technology (CfAT) is an Aboriginal and Torres Strait Islander controlled business that supports people in regional and remote Australia in the choices they make in order to maintain their relationship with Country. CfAT achieve this by providing solutions to infrastructure challenges that people face in maintaining their relationship with Country, primarily: reliable power, water supply, digital connectivity, built infrastructure,
EWB works with CfAT in Cape York to leverage the assets of both organisations to deliver appropriate, sustainable and manageable infrastructure and services to remote Aboriginal and Torres Strait Islander communities in Northern Queensland.
Specific partnership activities include:
· Access to Energy – exploring and developing self- reliant models including community enterprise and impact investing;
· Appropriate Technology development – appropriating technology to make it more suitable for Indigenous communities for sustainable livelihoods on Country;
· Land-use planning – supporting Ranger programs and the Healthy Country Planning process with appropriate enabling infrastructure; and
· Specific community infrastructure support projects.
You can see a video of a previous project undertaken by Bana Yarralji Bubu Corporation, EWB, CfAT and our partners here:
training and skills development.
Shipton’s Flat project
video
.
Given CfAT is a key stakeholder, your EWB Challenge design project will benefit from embedding an understanding of the organisation’s approaches and values. You are encouraged to think about how your proposal, from technical design to proposed implementation mechanisms, might align with CfAT ways of working and the key considerations outlined here.
About the Centre for Appropriate Technology website, ‘Our Story’
Why we exist:
CfAT Ltd exists to support people in regional and remote Australia in the choices they make in order to maintain their relationship with Country. Maintaining a relationship with Country may include a desire to live on Country, visit Country, develop Country for economic benefit or protect Country. We achieve this by providing solutions to infrastructure challenges that people face in maintaining their relationship with Country, primarily: reliable power, water supply, digital connectivity, built infrastructure, training and skills development.
Our vision:
Sustainable and enterprising communities of Aboriginal and Torres Strait Islander People underpinned by appropriate ‘fit for purpose’ technology.
Our mission:
About the Centrefor
AppropriateTechnology
Through their unique knowledge of and engagement with remote people and place CfAT delivers practical, integrated project design, technical innovation, training and infrastructure products and services – supporting livelihoods and growth in economic opportunities across remote areas.
Our history:
CfAT was born from and has been instrumental in the history of the Indigenous Homelands Movement. The Homelands Movement is a product of the Indigenous land rights movement that saw Australian First Nations people exert their rights to self-determination on their own traditional Country. CfAT was launched in 1980 to support this post colonisation movement back to Country, with the appropriate technology to make life comfortable, safer and more sustainable. You can read about CfAT’s long history in the book “Alternative Interventions” complied in 2014.
CfAT is most renown for its ground breaking and multiaward winning work with the Bushlight Renewable energy program designing and building over 130 remote standalone solar power systems in remote indigenous homelands. In 2011 CfAT won the Sir William Hudson Engineering Excellence award for humanitarian engineering for taking the Bushlight program to India.
Ekistica
Building on CfAT’s renewable energy capabilities built by the Bushlight program, in 2007 CfAT’s board established Australia’s first fully Indigenous owner engineering company. Ekistica (formerly CAT Projects) is a highly successful profit for purpose full spectrum Engineering Consultancy specialising in renewable energy. Ekistica is 100% owned by CfAT, returning its profits to support CfAT’s mission. Ekistica provides a professional engineering foundation that often provides technical support CfAT work in Indigenous communities.
Values and approaches to consider
Over decades working with Aboriginal and Torres
Strait Islander communities across Australia, CfAT has developed and consistently demonstrated core values-based ways of working. Diving into CfAT project case studies, newsletters, other publicly available resources will support your understanding of key ways of working you might embed in your proposal.
Co-designed and place-based
CfAT places authentic participatory engagement with community at the core of their work. Community members are the experts on what ‘success’ and many of the solutions look like for projects on Country, as well as what living comfortably on Country means for them.
● Read more about the importance of and CfAT’s approach to community engagement
To Learn More
· Listen: to Peter Renehan, Chairperson for the Centre for Appropriate Technology provide a short background to the organisation and what engineers should consider when working with Indigenous communities
· Read: Centre for Appropriate Technology,
‘Community Planning with the Lama Lama People’
· Explore: Centre for Appropriate Technology
Strategic Plan 2016-21
Community members also have valuable understanding of what will and won’t work when it comes to projects on their land. Healthy Country Planning is an example of an Indigenous community-focused participatory planning process that is based on achieving conservation outcomes. Well-designed, genuine involvement of communities across a project is also rooted in an understanding of different stakeholders along with how and when they need to be included in conversations or decision-making to move a project forward to a meaningful and sustainable outcome.
● Read more about what ‘Community Involvement’ principles and examples in Section A1 of the National Indigenous Infrastructure Guide
Enabling infrastructure and innovation to support self-reliance on Country
Given the remote locations of many communities CfAT works with, it is extremely beneficial when projects can be built, maintained and sustained locally. Many ‘standard’ infrastructure solutions are either unaffordable or require a niche level of technical skill which is challenging to access. CfAT works with communities to innovate infrastructure solutions that provide the same function whilst being more affordable and easier to build, maintain and sustain. This is supplemented by capacity building to transfer the knowledge and skills required to operate and maintain solutions. A critical component of project design is ensuring that technical knowledge is communicated clearly. A ‘technically appropriate’ solution may actually be entirely inappropriate for a community context if it is unnecessarily complex and therefore inaccessible.
Great examples of accessible knowledge sharing are the BushTechs available on the CfAT website.
“Humanitarian engineering is not necessarily just designing or providing a solution but providing information in a clear and concise way, translating it from engineering speak into community speak across cultures and across technical abilities”
Andre Grant, CfAT Queensland Regional Manager
Thinking about
Indigenous
Homelands & the
Cape York Peninsula
This year’s EWB Challenge project briefs explore appropriate technology to support Traditional Owners living and thriving on homelands and outstations, with a focus on CfAT’s work with communities in the Cape York region of Far North Queensland.
The Centre for Appropriate Technology was established from a need to support Traditional Owners returning to Country after land, which was never ceded, began to be formally returned to Indigenous communities by the Australian government. Today, CfAT continues to work with communities across the Cape York Peninsula, as well as other parts of remote Australia, to develop enabling infrastructure which is appropriate to remote contexts.
Land Tenure on Cape York
Through the 1990s and 2000s, via legislation such as the Aboriginal Land Act 1991 and Cape York Peninsula Heritage Act 2007, the process of recognising Traditional Owners and returning land rights across Cape York moved forward. From 2007, the Cape York Tenure Resolution Program set the stage for the current state of land tenure and environmental management on the Cape York Peninsula. The Australian government began purchasing existing pastoral leases and negotiating with Indigenous communities recognised as Traditional Owners to determine how the land might be returned and divided for different uses in line with conservation goals. This program set the stage for land management under Indigenous Land Use Agreements (ILUAs) which addressed key types of land tenure:
· Aboriginal freehold is land which may be used for any purpose provided there is compliance with all relevant laws.
· Jointly-managed National Park known as CYPAL,
‘Cape York Peninsula Aboriginal Land’ unique to Cape
York. This land is managed jointly by Traditional
Owners and government departments through Indigenous Management Agreements (IMAs) to achieve conservation outcomes.
· Nature refuges managed under a Conservation
Agreement associated with the Nature Conservation Act 1992 (Qld) – land which is not national park but has significant conservation value and will be managed as such.
Some government funding is available through Indigenous Management Agreements (IMAs) for National Park maintenance and associated activities such as ranger programs. Follow the links provided at the end of this section to learn more about the background of land transfer and current management on Cape York.
Living on and Managing Country
Many of the remote Indigenous homelands on Cape York are former cattle stations which were purchased by the Australian government and then restored to the Aboriginal communities who are the Traditional Owners of this land. In many cases, before a transfer of ownership the cattle station land would see little to no investment, maintenance, or be stripped of assets. Traditional Owners would be required to address existing infrastructure deficiencies before being able to move back onto and manage Country.
Look around an example of a former cattle station recently returned to Traditional Owners
Decades of cattle farming has also disrupted natural ecosystems and means those moving back onto the land may be challenged to live sustainably on Country as their ancestors did for 10,000’s of years. Many traditional livelihood strategies are no longer viable.
A common vision CfAT staff hear articulated across many Indigenous communities is that of access to Country through basic infrastructure and an ability for some, especially elders, to live on Country. The refurbishment of cattle stations and establishment of ranger bases are also common goals that provide a great foundation for access to Country.
Land management activities which take place on Country can be linked to the concept of ‘ecosystem services’, in that traditional land management tasks support entire ecosystems to thrive and deliver key requirements such as clean air, biodiversity, and healthy forests.
Indigenous Ranger programs across Australia have seen success linking environmental outcomes with both connection to Country and meaningful employment for Aboriginal and Torres Strait Islander people. In Cape York, land management activities revolve around the wet season (see Design Area 1. transport and access) and fire season (see Design Area 7. conservation and land management). October, November, and December be particularly busy (and tricky for community engagement or project work) as rangers are responding to fires or setting up backburns and these activities will take priority over other projects or planning.
Community and Governance
Part of the landmark 1993 Native Title Act, the ‘law passed by the Australian Parliament that recognises the rights and interests of Aboriginal and Torres Strait Islander people in land and waters according to their traditional laws and customs’, outlines the requirement for a Prescribed Body Corporate (PBC) to be established for management, representation, and decision-making purposes. Guided by the Corporations (Aboriginal and Torres Strait Islander Act 2006 (CATSI Act), the group must then be registered with and will receive support from the Office of the Registrar of Indigenous Corporations (ORIC).
The structure and membership of a PBC is usually reflective of traditional clan or family groupings or decision-making structures. The board of directors is often complimented by a council of elders in some form (formally or informally) who provide guidance and oversight in recognition of traditional decision-making protocols.
Consider further research around native title, governance, and management systems as you begin thinking about the context your design proposal sits within.
●
· Reliable power supply
●
· Fans
To Learn More
●
Explore: The State of Queensland and
Commonwealth of Australia, 1995.
‘Cape York
Peninsula Land Use Strategy (CYPLUS)’
,
including the three stage 1 thematic reports on
‘Natural Resources and Ecology’, ‘Land Use and
Economy’, and ‘Society and Culture’.
●
Read: Queensland Government, Parks and
Forests website:
‘Aboriginal freehold land and
jointly managed parks on Cape York Peninsula’
●
Read: Queensland Government, Media
Statement, 25 October 2017:
‘Celebrating 10
years of Cape York’s land legacy’
●
Listen to: Australian Institute of Aboriginal
and Torres Strait Islander Studies (AIATSIS):
Cape York Peninsula Aboriginal freehold and
national parks – Agreements and achievements
2005 – 2014
. Presented AIATSIS Native Title
Conference, Port Douglas, Queensland, 17 June
2015
●
Read:
Ecosystem services: Key concepts and
applications
, Department of the Environment,
Water, Heritage and the Arts, 2010. Occasional
Paper Series No.1
●
Explore:
Stories from Country 2015 – 2017
,
How Indigenous Rangers and Indigenous
Protected Areas are strengthening connections
to Country, culture and community.
National Indigenous Australians Agency
●
Read: Australian Conservation Foundation,
December 2016:
15
Wuthathi people return to
Shelburne Bay
Key background you can
assume within your EWB
Challenge project proposal
Across nearly 30 years of working with a number of
communities across Cape York, Centre for Appropriate
Technology staff have recognised a common framework of
the requirements to live on Country. You might consider how
these areas interact with your specific project as you develop
your design idea. Living comfortably on Country requires,
broadly:
Clean water supply with a back up system
An appropriately designed dwelling
Large, reliable refrigeration for extended food storage
Year round emergency access
An internet connection or other means of
Inherently linked to these themes are the ‘Design
Considerations’ such as reliability and materials choice
described at the end of this brief.
●
Design Area One
Transport and Access
●
· telecommunication
Distance and remoteness from urban centers or services are aspects of life across much of Cape York. Areas of the region are only accessible in 4-wheel drive vehicles or sometimes most efficiently reached by light aircraft.
The Peninsula Development Road (PDR), the main arterial road which runs generally north to south, is progressively being bituminised through government support. Local and distributor roads across Cape York are primarily gravel or dirt and can vary significantly based on the time of year and traffic patterns. For example, dirt roads which are heavily trafficked by large road trains, like the PDR, will not stay smooth for very long.
Wet season on Cape York
The wet season on Cape York runs from approximately December to April, however rains can impact travel and the accessibility of certain areas anywhere from November to June. Flooding along the Peninsula Development Road means communities north of the town of Laura are regularly inaccessible by vehicles. Critically, however, locations where people remain during the wet season are serviced by airstrips. Airstrips enable access to remote locations and also enable the transport of goods across the year.
Weekly mail planes deliver food and can be available to transport individuals if necessary. Helicopters are sometimes used in emergency situations as short airstrips limit the size of aircraft that can land. Limits on travel often mean that, when it comes to project delivery, the wet season is the time for thinking, planning, designing, and lots of talking. The lead into wet season (September/October/November) is filled with land management tasks which need to be completed before rains and flood make them much more difficult.
Hot temperatures also become challenging from mid- October until the first rains, with regular peaks in the 40’s. Project activities and construction are then picked up again as the dry season approaches mid-year.
Transport Systems and Environmental Impact
Levels of freight and tourist traffic are increasing as roads are bitumised across the Cape, and this growth in vehicle movement is associated with increases in the introduction of invasive weeds across sensitive ecosystems. Weed corridors can develop along main roads which require significant time and money to remove. Rangers managing Indigenous Protected Areas have a significant focus on weed management, especially after wet season when weeds grow most rapidly in areas that are inaccessible until water levels go back down. Gravel is extracted for road construction via large ‘borrow pits’, which require significant land clearing and excavation, leaving scars across the landscape. There are currently limited controls in place to manage the environmental impact of gravel extraction, and moving gravel from borrow pits to be spread across a road network can be a significant mechanism for
Project Opportunitiesweed spread. Heavy rains and flooding during the wet season
Additional
Information
Below are a few resources that you might find helpful
to get started working on these design projects.
Please see the ‘Resources’ section for a full list as you
might find others that help to inform your project.
●
Watch: a snapshot of
traveling around Cape
York
and the movement of people and materials
across a different seasons
●
Explore: Queensland Government, Department
of Agriculture and Fisheries:
Weeds of National
Significance (WONS)
1.1 Road design to reduce environmental impact
Basic gravel roads are very common across Cape York frequently and become washed out by heavy rain and flood during the wet season. With no specific run-off management in place, the soil and gravel from this infrastructure flows into adjacent river systems and causing issues with silting. As bitumensing roads is a slow and expensive process, this project looks at alternative techniques for road construction and run off management to reduce negative environmental impacts. Teams can consider a key stakeholder for this project to be Aboriginal Corporations who are often engaged in the construction of roads on their Country and have experience with road construction or other types of civil contracting work.
1.2 Methods to reduce the spread of weeds
Vehicle washdown facilities are available in some locations across Cape York to reduce the movement of weeds, however these can be very expensive both to install and operate especially due to the associated ongoing energy requirements. This project looks at innovative mechanisms that could be utilised at 2-3 controlled entry points around Indigenous Protected Areas to reduce, or ideally eliminate, the introduction of weeds from vehicles.
can also cause significant runoff from gravel roads which then flows directly into river systems. Indigenous communities are increasingly noticing the silting up of water bodies after wet season potentially linked to washed out roads.
There is limited internet and mobile phone coverage across much of Cape York. Remote Indigenous communities may have telecommunications access through satellite dishes within their community that provides either access to a landline or a limited range of connectivity.
Satellite phones are a requirement when travelling, as standard mobile phone service cannot be relied upon. Some communities have access to a community phone also. This is shared amongst the community members and is a standalone box fixed with screw piles with solar powered satellite dish providing a phone line (with some latency) and wifi with purchasable data packs. Limited connectivity can make remote operations and maintenance of infrastructure and technology challenging. Often the location where someone can get coverage is not the location where a particular pump or piece of equipment is malfunctioning, meaning it can be difficult to talk through how a system is failing and what actions someone on-site might try to fix it.
Design Area Two
ICT
The CAT Hotspot
The CAT mobile phone hotspot is an appropriate technology design which extends existing mobile phone coverage in remote areas struggling with connectivity. The design works by focusing and amplifying a signal and, importantly for remote areas, does not require connection to an energy supply. In production now for approximately 8 years, CAT Hotspots have been installed across remote areas of Australia and not just associated with Indigenous communities.
Project Opportunities
2.1 Visitor management on Indigenous Protected Areas
Where ranger bases create control points to an Indigenous Protected Area, there is an opportunity to support the visitor experience through a downloadable welcome and offline guide accessible on mobile devices while visitors are on Country. The aim of an offline guide would be to provide the information visitors require to enjoy the Country respectfully, comfortably, and with minimum environmental impact. Considerations include maps of the area with a tracking feature, and information such as drinking water access, ecologically sensitive locations, and areas which are restricted due to cultural significance.
2.2 ICT infrastructure to support appropriate tourism
CfAT and community representatives see considerable scope for increased connectivity and the further development of ICT infrastructure to support the management of respectful tourism on Country. Much of Cape York is environmentally and culturally significant land and it is important that tourist activities are respectful of this, however that is not always the case. This project looks at how to best support rangers monitor National Park land and other protected areas to ensure visitor compliance, specifically reduce unpermitted access to sites with visitor restrictions.
2.3 Offline solar-bore diagnostic assistant
Solar-powered bores are very common water supply systems across remote Indigenous communities in Cape York. When these systems encounter some type of failure, it can be challenging to diagnose and address remotely as bores are not located close to a home or site which has phone coverage and so the issue cannot be discussed with a technician in real-time. In this project teams will develop a solution which can be used offline as a diagnostic and troubleshooting guide, also incorporating standard maintenance procedures. Strong consideration should be given to the user interface of the proposed solution. See also ‘remote diagnostics’ in the Design Considerations and design opportunity 2.4 below.
2.4 Remote monitoring & diagnostic system
Many of the remote Indigenous communities CfAT work with have limited mobile phone reception on Country. Many of the installed engineering solutions are located in remote locations that are challenging to access, particularly in the wet season. As such, it is expensive and time consuming for technicians to understand when preventative main tenance is required at one site and how this should be scheduled relative to other sites. In addition, a critical challenge for appropriate design is the sheer cost of mobilising technical expertise to site to resolve system breakdowns in a timely manner. In this project teams will develop an online/ offline remote monitoring and diagnostics tool that can be used to improve the efficiency of operation and maintenance programs for infrastructure like: solar-bore pumps and solar-battery systems.
2.5 Increasing internet access in remote areas
Mobile phone coverage and internet access is limited in Cape York, particularly in remote communities. CfAT have developed a Mobile Phone Hotspot that is a one-user-ata-time facility to extend mobile coverage in fringe areas with poor coverage by concentrating signals from existing communication towers. In this project, teams will develop solutions to improve mobile phone and data coverage in remote communities who have no mobile phone signal and further improve access to coverage in fringe areas.
Additional Information
Below are a few resources that you might find helpful to get started working on these design projects. Please see the ‘Resources’ section for a full list as you might find others that help to inform your project.
· Read: Engineers Australia News, 12 May 2017: Ingenious mobile HotSpot technology connecting remote NT
· Read: ABC Far North, 9 November 2017: No internet, no phones: Roadhouse owners build own mobile tower in desperate bid for reception
Across decades of working with Indigenous communities throughout Cape York, the CfAT has been involved in a number of projects in which the aim was to build fundamental structures which would support people living on and managing Country. Simple shelters can be a key initial starting point to enable access to Country after land has been returned
Design Area Three
Structures
to Traditional Owners.
The impact of design choices
When looking at structures in remote areas across Cape York, it’s clear that clever design thinking around decisions like materials, building layout, and construction techniques can have significant impact on the final outcome. For example, across the Cape York region the primary point of purchase for most materials is Cairns and therefore the cost associated with getting required materials to site can be significant. Utilising locally available materials, such as bush timber, and reducing the need for difficult, labour-intensive materials such a concrete (which must be transported then mixed on site) can reduce the cost associated with a project while also ensuring maintenance can easily occur as required over time.
Given the limited energy access in remote areas, achieving thermal comfort with low energy requirements is also key in the design of structures. Utilising active cooling inside a building, such as a split system air conditioning unit, would drastically increase the energy requirements of a space. These are not commonly in use in the communities CfAT works with so, given the tropical Cape York climate, it is critical that structures are designed to harness shade and air flow so that spaces are as comfortable as possible.
Community involvement in construction
The CfAT approach embeds community involvement in every stage of a project process, including construction itself.
CfAT experience demonstrates that involving community members in construction can not only reduce the cost of a project but also increase the quality and longevity of project outcomes. The cost of bringing in external contractors to work remote areas can be very high – even the base payment to get someone to a project site, before considering payment for their work, can be a significant. In contrast, people who live and/or work in a community often invest additional attention and care to a construction process and while developing skills and understanding which will be locally available in the future when maintenance is required. Wherever possible, structures will be consciously designed to leverage the fundamental construction skills which exist in most communities, rather than relying on niche technical knowledge, skills, or equipment.
Project Opportunities
3.1 Shelter design to enable access to Country
A common statement across the communities CfAT works with is that ‘a home on Country starts with a roof on Country’. Land that has been returned to Traditional Owners frequently has extremely degraded structures, if any remain at all. A simple, modular shelter design utilising locally available materials could support Traditional Owners to access and stay on areas of Country that were previously difficult to visit. Projects in this area should consider how construction might be phased so it can occur as money becomes available (rather than all at once) and the cultural appropriateness of design proposals.
but high-value experiences. A simple, comfortable tourist cabin design which would provide shelter for visitors and could be easily replicated across different locations could enable a positive increase in tourism on land where the community is interested in supporting this activity. Designs should consider local and/or repurposed materials and mechanisms (including raised sleeping areas) to keep the visitors safe from snakes.
3.4 Mobile amenities for campsites
3.2 Keeping places for artifacts on Country
Additional
Information
Below are a few resources that you might find helpful
to get started working on these design projects.
Please see the ‘Resources’ section for a full list as you
might find others that help to inform your project.
●
Walkthrough: an example of a
Ranger Base and
Community Building
to learn about appropriate
building design on Country
●
Watch:
an overview of bush timber availability
and common use
●
Explore: a series of 360 photos demonstrating
the Cape York context, innovative building
design, and the potential for tourism
Some aboriginal communities are getting cultural artifacts which were taken during colonisation returned into their ownership. Communities would like to keep these items on Country, rather than in a museum potentially some distance away, however the fragile nature of the items means they must be kept in controlled environments so they do not quickly degrade. This project aims to develop a climatecontrolled environment with low energy requirements that could serve as a ‘keeping place’ for artifacts such as spears or other wooden items and woven reed dilly bags.
3.3 Simple, replicable visitor shelters
There is a recognition of the tourism potential across Cape York, with a specific focus on supporting the growth of tourism that involves low numbers of visitors
A variety of stakeholders including rangers, small tourist groups, or Indigenous families who don’t permanently live on Country frequently camp on Indigenous land across Cape York. This project explores at simple, mobile amenities to service these campsites with minimal environmental impact. Proposals may investigate toilet facilities, sleeping platforms, cooking areas, or other basic facilities.
Access to energy is a key enabler to living and thriving in remote areas across Cape York. Remote, stand alone energy provision has been a significant area of CfAT’s work over time.’
Availability of refrigeration is essential in remote communities and makes up the majority (estimated up to 70%) of total energy use. In addition to refrigeration for food storage, other common energy uses are for lighting, fans, and charging mobile phones.
Energy is most commonly sourced from solar power systems with back-up diesel generators. Importantly, solar power systems can continue operating when residents aren’t on site, meaning that appliances like freezers and refrigerators will continue to run and food can be stored for periods when community members are away. Solar power systems in these locations require quality inverters given the way freezers are often used – if a large animal is killed, for example, storing the meat in the freezer can create a massive power spike as the solar power system attempts to meet this demand.
Design Area Four
Energy
CfAT and the ‘Bushlight’ system
Between 2002 and 2013 CfAT delivered the Bushlight renewable energy program, installing over 130 renewable energy systems across Queensland, Western Australia, and the Northern Territory. A Bushlight system generally consists of a solar array, battery storage, distributed energy management units (EMUs), and a diesel generator back up.
An important aspect of the Bushlight program is the process of ‘community energy planning’ through which a community energy budget would be calculated. Community energy planning generally involves a series of meetings to determine the energy needs across a community and how this could be allocated to each space, while also consider the total energy a system might supply. The solar power system and distribution would then be built to align with this community agreement to ensure equity of access. Allocations can be revisited and adjusted periodically if required.
4.1 Alternatives and improvements to refrigerators and freezers
Remote Indigenous communities rely on refrigeration and freezers to store large amounts of food over time, ensuring traditional hunting practices can be maintained and people can come and go from Country as needed. This project looks at mechanisms for freezing and storing food beyond the generic available appliances which are dependent on connection to a large, pre-existing solar power supply.
4.2 Mobile solar power supply
Energy requirements across locations on Cape York vary across wet/dry seasons and as people move from place to place (i.e. ranger groups working on Country). While solar power is a proven and accepted technology in use across the Cape, this is often in the form of a complete remote, standalone solar power system in one location and is a significant investment. In this project you are challenged to explore opportunities for mobile solar power supply which are robust enough to be transported between sites. Project teams may assume the availability of a 4-wheel drive trailer and an approximate desired supply of 3-10kwH per day.
4.3 Appropriate energy supply for vehicle washdown facilities
Reliable washdown facilities can be a key mechanism to reduce the introduction of weeds across Cape York (see ‘transport and access’ design area 1). Currently, water pumps at washdown facilities are powered by large (approximately 45 KvA) generators, which can be very expensive to run given the sporadic nature of traffic in these locations, estimated at about 10 vehicles across the course of a day. In this project you are challenged to design an efficient, low cost energy supply for washdown stations which will address the need for short bursts of energy alongside long periods of idling. Projects might investigate opportunities such as the use of cars in the washdown station as energy sources or the use of battery storage and can, if required, explore vehicle washdown methods which are slower or require more steps to complete the process.
4.4 Innovations in energy storage
CfAT is aware that innovations in the area of energy storage are happening quickly, and are interested in ways that new developments in this space might further enable their work. While CfAT currently relies on lead-acid batteries for most uses (these are ‘tried and tested’ in the context), they are interested in research and innovation that looks at alternative energy storage with a particular focus on affordability, effectiveness, and reliability. Design ideas and research in this area might choose to focus on direct links to further enabling CfAT fixed solar power systems or may explore other options, and should consider the common challenge of battery overcycling. Projects should clearly consider and outline the criteria for assessing energy storage options.
Additional Information
Below are a few resources that you might find helpful to get started working on these design projects. Please see the ‘Resources’ section for a full list as you might find others that help to inform your project.
· Read: Off-Grid Guide: Best practice guide to the procurement, deployment and maintenance of remote off-grid solar power systems in the Northern Territory and beyond. Written by
Ekistica, in collaboration with the Intyalheme Centre for Future Energy
· Read: Renewable Energy in Remote Australian Communities (A Market Survey).
Australian Cooperative Research Centre for
Renewable Energy (ACRE) and the Centre for Appropriate Technology (CfAT). The outcomes of this research informed key design criteria for the Bushlight program, including the development of a continuous improvement process across the life of the program
· Explore: the Bushlight Energy Archive
Project Opportunities
Project Opportunities
2020 EWB Challenge Design Brief
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2020 EWB Challenge Design Brief
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2020 EWB Challenge Design Brief
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When considering whether a location might be appropriate a future project, such as the construction of a ranger base, the availability of water is a key consideration.
Initial scoping will look at river access, groundwater availability, existing boreholes, and other features of a site to determine the feasibility of water supply.
Design Area Five
Water Management
The water supply on many remote Indigenous homelands consists of a borehole connected to a solar-powered pump, with rainwater tanks available as a back-up system. The photo gallery in this section provides an example walkthrough of these systems including information on design features. Another case study resource walks through a more recently completed CfAT project which developed a community water supply from a nearby river.
5.1 Water treatment system for saline bores
Access to drinking water in remote communities is often through boreholes drilled to enable groundwater access. However, where boreholes are pumping increasingly saline water, these water points are no longer able to support nearby communities. This project looks at lowcost mechanisms for water purification which would bring currently brackish water up to drinking water standards.
5.2 Mobile solar-powered bore pumps
Solar-powered bores are very common water supply systems across remote Indigenous communities in Cape York, providing water for domestic purposes as well as occasional agricultural uses such as fruit trees or mustered cattle. Many locations where bores are in operation are not required to be consistently operating as people are only on site at certain times of year i.e. the dry season, when specific work in that location must be completed, etc. This project explores options for solar-powered bore pumps (and associated flexible piping required) which can be readily moved from place to place as needed and connected to in-situ, approximately 100m bore holes and pvc-pipe casing. Mobile solar-powered bore pumps would reduce the expense associated with building and maintaining a pump at each water supply location.
5.3 Mobile showers for ranger programs
The land management activities conducted by rangers through Indigenous Ranger Programs often require groups of staff to camp on Country for days or weeks at a time. While these locations can be serviced by basic infrastructure such as toilets and water tank, the availability of an appropriate, environmentally-benign showering system would be of great benefit. In this project teams will explore options for portable shower devices, along with a water management system that ensures run-off from showers does not negatively impact the surrounding environment. Projects should assume limited availability of water on site and use by 5-15 rangers per day.
5.4 Increasing natural disaster resilience of riverbank pump systems
Portable fire-fighting pumps are commonly used to pump water up to an accessible central location from a river as either the primary or back-up water source for a community. Regular, fast-moving flood events are a significant issue for these systems as the pumps can quickly be washed away and need to be replaced.
This project investigates techniques which might enable pumps to withstand flood and cyclone events.
5.5 Grey water management
When groups camp on Country, there is a certain amount of water runoff (from activities such as showering) that is released into the environment. There is interest in possible alternatives to grey water trenches, which are expensive based on the ground conditions at many sites, which will enable the appropriate management of grey water runoff so any negative environmental impacts are avoided or mitigated. Alternative to grey water trench (specifically around the greywater from showers when people are camping)
See also: 2.3 Offline solar bore diagnostic assistant
Additional Information
Below are a few resources that you might find helpful to get started working on these design projects. Please see the ‘Resources’ section for a full list as you might find others that help to inform your project.
· Walkthrough: an example of a CfAT supported water supply system
· Explore: Queensland. Department of Natural
Resources, Mines and Energy. Water Services, North Region. Water Planning. ‘Cape York water atlas : covering the 15 river catchment regions that make up the Cape York water plan area’
The remote location of many
Indigenous communities in Cape York makes involvement in municipal waste collection services challenging. Generally waste is processed within a community and this involves separation followed by landfill or incineration.
Currently one of the most challenging waste streams to manage is white goods, i.e. refrigerators, washing machines, etc. Relatively inexpensive white goods are purchased in urban areas and when they break, which is generally quite quickly, they are cheaper to replace than they are to repair. In addition to effects on waste management, practices around refrigerator purchase, use, and disposal can have significant implications for the pace of climate change. Current refrigerants in use (HFCs) have ‘1,000 to 9,000 times greater capacity to warm the atmosphere than carbon dioxide’ and ‘refrigerant management’ is ranked at number one in Project Drawdown’s modeling of climate solutions.
Design Area Six
Waste & Reuse
Waste that accumulates along coastlines is an ongoing challenge. Ghost nets, for example, are discarded or lost plastic fishing nets from overseas which wash up in considerable quantities. This dispersed waste is challenging to collect and dispose of, and can have negative impacts on biodiversity.
The CfAT ‘CATFab’
The Alice Springs CfAT location hosts an enterprise workshop known as ‘CATFab’ where creative appropriate technology design, enterprise, and skill development meet. The CATFab workspace contains a variety of different types of machinery which is used to repurpose available materials into creative products. Chip heaters, drum ovens, and the CfAT Hotspot are examples of items constructed in this facility.
6.1 Remote re/upcycling opportunities
The challenges of centralised waste collection and disposal in a remote area open up opportunities to more deeply explore recycling or upcycling the most common forms of waste found on Country. This project explores appropriate repurposing of common waste items, including ghost nets and plastics which commonly wash up on shorelines on the east coast of Cape York.
6.2 CATFab alternatives to electric goods
CfAT are interested in harnessing the creativity and fabrication skills of the CATFab employees to develop simple, sustainable alternatives to currently available generic white goods. Generic white goods in remote bush locations can be difficult to maintain, repair, and appropriately dispose of, so simple alternatives to these products can extend the life of a functional product while also reducing the level of waste that must either be transported to a city or disposed of in the bush. Key activities of interest are clothes washing (i.e. reducing the need for electrical washing machines), refrigeration (see possible links to design project 4.1), white goods in general and communication (i.e. simple mobile phones).
6.3 Appropriate collection and management of plastics
Plastics are a growing waste stream with currently limited management processes. In this project teams will investigate appropriate ways to manage the different types of plastic waste produced in remote indigenous communities and propose mechanisms through which the negative impact of this waste stream might be reduced or mitigated.
Additional Information
Below are a few resources that you might find helpful to get started working on these design projects. Please see the ‘Resources’ section for a full list as you might find others that help to inform your project.
· Read: Northern Australia Environmental
Research Portal. Waste and Marine Debris in Remote Northern Australian Communities. July 2017 Final Report ‘Remote recycling, rubbish and marine debris management in north Australia needs strong helping hands: Summary of Cape York Peninsula community case studies’
· Explore: Queensland Government website,
Queensland’s new waste strategy
Through supporting basic appropriate infrastructure development, CfAT is aiming to enable Traditional Owners to be on Country and take care of Country.
Taking care of Country often involves a variety of traditional land management activities and aligns with the growing presence of Indigenous Ranger Programs across Queensland.
Indigenous Ranger Programs operate in coordination with the Queensland Parks and Wildlife Service on jointly-managed national park land. Land management responsibilities include ‘fencing, cattle management, cultural and natural values protection’ . CfAT has seen success supporting the construction of ranger bases that further enable the work of Indigenous Rangers through controlling visitor access to Country and creating a central point for activities like coastal monitoring.
Fire Management and Carbon Farming
Indigenous communities have traditionally managed landscapes through the use of fire, and this knowledge is being increasingly recognised by others involved in environmental management including government policy makers. Traditional practice involves burning strategic areas of savannah woodland just after the wet season – called ‘cool burning’, these fires are low intensity and reduce the fuel available for fires which might otherwise occur later in the year.
Design Area Seven
Conservation and
Land Management
In addition to reducing the intensity (and resulting damage to biodiversity, property, etc) of fires when they do occur, cool burning on a location releases far less carbon into the atmosphere than would if that location were to be unmanaged and experience a large, hot fire in the dry season. The difference between the baseline carbon released on unmanaged land versus the carbon released on managed land can be calculated through a detailed verification process including live satellite monitoring (See NAFI website link below), and Aboriginal corporations are generating income from the sale of these carbon credits on the open market. ‘Carbon farming’, as this is known, brings the economic benefit of income associated with traditional land management activities alongside the significant environmental benefits of carbon emissions reduction and maintenance of biodiversity.
6.1 Tools to enable remote fire management
The ‘cool burn’ fire management technique involves setting small fires in a mosaic pattern which ensures appropriate areas are burnt and any wildlife present is able to move away from danger through safe corridors. Fires are set and managed by Rangers, who have access to drones and mapping equipment to assist this work. As some areas which would be most appropriate for burning are difficult or impossible for rangers to access (due to vegetation, terrain, creeks, etc), it has been recognised that fire management could be supported through safe tools, which would enable rangers to remotely distribute the small incendiaries from a nearby location. Projects in this area could consider the use of drones and must include comprehensive risk management plans.
6.2 Protection of turtle nests
The east coast of Cape York contains many unique and ecological-sensitive areas. Undisturbed beaches provide important nesting locations for turtles, however feral pigs are having an increasingly negative impact through digging up and eating the eggs. This project investigates mechanisms to protect turtle nests on Cape York coastlines.
See also: 1.2 Methods to reduce the spread of weeds
See also: 2.2 ICT infrastructure to support appropriate tourism
Additional Information
Below are a few resources that you might find helpful to get started working on these design projects. Please see the ‘Resources’ section for a full list as you might find others that help to inform your project.
· Explore: Stories from Country 2015 – 2017, How
Indigenous Rangers and Indigenous Protected Areas are strengthening connections to Country, culture and community. National Indigenous Australians Agency
· View: Anne Davies and Carly Earl in The Guardian, 20 December 2018: ‘Life on the land with the Lama Lama rangers – a picture essay’
· Read: Emilie Ens and Alana Grech in The Conversation, 15 January 2018: ‘Indigenous ranger programs are working in Queensland – they should be expanded’
· Explore: North Australian & Rangelands Fire
Information (NAFI) website
· Watch: ABC Education, Bruce Pascoe: Aboriginal agriculture, technology and ingenuity, Chapter
13, Fire
· Watch: Indigenous rangers in West Arnhem Land, Northern Territory have offset more than one million tonnes of C02e through strategic early dry-season burning to prevent devastating uncontrolled bushfires later in the year.
See more here
Design
Considerations
Below are listed a few considerations we recommend you factor into your EWB Challenge design idea to ensure it is appropriate to the context. You might ask yourself these questions a few times throughout the design process – it’s okay if you don’t have all the answers in week one!
Sustainability – Consider the long-term sustainability of your project proposal. What measures could be put in place to ensure the successful continuation into the future?
Impacts on community – What impact will your design have on members of the community? Who are your key stakeholders? Is there anyone you haven’t included?
Impacts on environment – What impact, both positive and negative, will your design have on the local environment? What measures can you put in place to mitigate any negative impacts?
Cultural and social factors – Does your design align with or celebrate the cultural and social practices of people who live and work on Country?
Community engagement – How would you propose that EWB and CfAT engage and consult the community throughout the project? Think about the initial design right through to implementation. What avenues are there for community members to become involved? What form(s) of community engagement might be required for your particular design response?
Cost and economic benefits – What is the estimated cost of the project? Think about the ‘Capital Expenditure’ (initial cost to start) and Operational Expenditure (ongoing costs over time), which might include material costs, implementation, operation/program delivery costs, and maintenance costs. Consider if there are any potential economic benefits to the community which could result from the project.
Effective technical design – Is the technical design the most appropriate and effective for this context? Take the time to show what alternatives were considered and why you are proposing your design as the most appropriate. Previous EWB Challenges show that the most successful designs are often ones that are simple in design and can be implemented / prototyped (tested) rapidly.
Materials – Have you considered the use of locally available materials that are culturally acceptable and environmentally friendly wherever possible. Transportation of project materials and availability of materials which might be required for future maintenance are a significant consideration for projects in remote locations. Where might your proposed materials be sourced from?
Delivery and ongoing management – Who might construct and/or implement the project? Is the design response one that considers local capacity for ongoing management, repair, and maintenance? As much as possible, does your design or system proposal align with locally available expertise?
You are encouraged to include a response to each of the above in the design proposal submitted for the EWB Challenge.
2020 EWB Challenge Design Brief
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2020 EWB Challenge Design Brief
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2020 EWB Challenge Design Brief
4
Additional Considerations for the CfAT and Cape York context:
Remote diagnostics – Many of the remote Indigenous communities CfAT work with have limited mobile phone reception on Country. When considering options for ongoing maintenance, you may explore opportunities for remote diagnostics. In other words, how can you make it easy as possible to figure out and address an issue if a key element of your design proposal breaks? How might you better engage key community members or users in assisting the process of remote problem identification and troubleshooting to avoid (as much as possible) the requirement for external support to be brought in, or make this as efficient as possible Seasonality – A number of remote homelands become inaccessible in the rainy season, which is typically from December to April but can stretch from November – June (or even later in some more remote areas). How might your project plan work around the varying levels of site access associated with the wet season?
Disaster resilience – A number of remote homelands are subject to extreme weather conditions. For example much of Cape York is classified as Australia wind region C (cyclonic) and may be upgraded to D (severe cyclonic) as the number of severity of cyclones increases with the change in climate. Are there design decisions which might increase the cyclone or flood resilience of your proposal?
when required? A critical challenge for appropriate design is the sheer cost of mobilising technical expertise to site to resolve system breakdowns.
Simplicity and Aesthetics – Two criteria specifically identified but often not considered in the design and development of engineering solutions are simplicity and aesthetics. ‘Simplicity’ of design was interpreted as how a project would be both built and maintained – ‘there’s no need to complicate things!’. Aesthetics are how your design solution looks and feels – the most cost effective solution does not have to be ugly!
The EWB Challenge Design Brief
students can begin developing design ideas to address the priority areas identified by our 2020 EWB Challenge partner organisation and the communities they work with.
Further resources to support students with exploring the context of remote indigenous homelands on Cape York Peninsula and the development of a feasible, viable, innovative design solutions are available on the EWB Challenge website, including:
· Baseline data including community demographics, material costs, etc
Further Resources
is the foundation from which
●
Background on the Centre for Appropriate Technology
approach and project examples
· Photos and videos to build contextual understanding
· A student discussion forum moderated by EWB Australia staff
And more generally
· EWB ‘Key Development Concepts’ focused on the principles behind sustainable development projects
· Links to previous EWB Challenge award-winning student reports
· A downloadable ‘reviewer assessment criteria’, used by our external team to evaluate the top submissions to be invited to the annual Finalists’ Showcase Event
3b/2020 EWB Challenge Brief_CfAT Cape York-2
2020 EWB
Challenge
Design Brief
Centre for
Appropriate
Technology
Cape York
2 2020 EWB Challenge Design Brief
The 2020 EWB Challenge is delivered in partnership
with the Centre for Appropriate Technology (CfAT),
an Aboriginal and Torres-Strait Islander controlled not-for-
profit organisation which ‘exists to support people in regional
and remote Australia in the choices they make in order to
maintain their relationship with Country’ 1. EWB Challenge
project briefs explore appropriate technology which supports
Traditional Owners living and thriving on homelands and
outstations, with a focus on CfAT’s work with communities in
the Cape York region of Far North Queensland.
Engineers Without Borders Australia (EWB) and CfAT have
collaborated on the design and delivery of appropriate,
enabling infrastructure and technology since 2008, beginning
with the delivery of the ‘Bentinck Island Bathroom Blitz’
project. This project involved university-affiliated volunteers
and staff from corporate partner organisations working
alongside community members to design and build an
ablutions block from recycled building material on a remote
island in the gulf of Carpentaria.
Since then, CfAT and EWB have collaborated on several other
community-based design and construction projects, from
ranger bases to water supply infrastructure.
In 2011, EWB and CfAT won a Queensland Reconciliation
Award for the unique community-corporate partnership
model behind these projects.
Delivery of the 2020 EWB Challenge program sits
within a broad, values-aligned partnership between
organisations which brings together a number of EWB
and CfAT program areas and stakeholders. In addition
to supporting CfAT’s current and future projects,
the 2020 EWB Challenge project brief scoping process,
supporting resources developed, and student ideas generated
will inform and support EWB’s work in the Engineering on
Country space more broadly.
Introduction
2 2020 EWB Challenge Design Brief
1 https://cfat.org.au/who-we-are
As you learn more about EWB and CfAT, you’ll recognise the
importance of a place-based design approach and working
alongside community members through the development
of a project. While students and academics do not engage
face-to-face with community members while working through
EWB Challenge projects, a community-centred, place-based
approach is manifested in the EWB Challenge process through
the following steps:
1. A Design Brief is developed by the
EWB Challenge team through meaningful
community participation and based
on decades of CfAT’s own community
engagement. The Brief ensures students
design ideas are founded on addressing
community-identified priorities
2. Within their university course,
students use the resources provided
(along with academic literature,
publicly available reports, case
studies and other reference material)
to take a human-centred approach to
research, innovation, and the
generation of new insights in response
to a project identified in the EWB
Challenge Design Brief
3. The ideas, research, and resources
developed through the EWB Challenge
are shared back via EWB and CfAT and
investigated for further development and
future implementation
3 2020 EWB Challenge Design Brief
After the EWB Challenge in
Universities
The EWB Challenge is an open-ended learning experience.
The breadth and depth of design is left to individual
universities and design teams to scope within the context
of the submission recommendations. Design ideas which
consider links between the individual project areas listed
in the design brief are welcome.
All student submissions provided to EWB Australia through
the EWB Challenge Program will be shared with CfAT to
support their work with communities.
While the focus of this EWB Challenge project brief is
the Cape York region, note CfAT is also interested in
exploring how top ideas might be applied more broadly to
their work with communities across remote areas of
Australia. The design challenge projects in this Design Brief
tend to have broad applicability across remote Indigenous
communities, considering the unique technical challenges
that exist. Workshops and conversations at the end of 2020
will investigate what innovative design ideas might be
most relevant to pursue, as well as the most appropriate
pathway to further development.
EWB Australia acknowledges the Traditional Custodians of Country throughout Australia and recognise their
continuing connection to land, waters, culture and community. We pay our respects to them, their cultures and their
land; to Elders both past & present; and to emerging leaders. We recognise that Aboriginal & Torres Strait Islander
peoples never ceded sovereignty of what we call Australia.
Your role through the EWB
Challenge
The 2020 EWB Challenge projects and supporting resources
were developed through a scoping process which explored,
compiled, then distilled an outline of priority issues and
opportunities as identified by CfAT staff and the communities
they work with. You will be working with the outputs of that
scoping process in your course, which include this Design
Brief and the EWB Challenge website resources.
You are encouraged to dive deep into the context of remote
Indigenous homelands as you develop your design concept.
Utilise the resources available to you to immerse yourself in
the environment and culture in which your project is situated,
and to start to uncover the opportunities and challenges that
will influence your proposal. By taking the time to understand
the broad context that your projects sits within, you will
develop an idea that is not only technically feasible, but
relevant and exciting for your stakeholders!
It is vitally important that you engage appropriately when
working on your EWB Challenge project and respect the time
and privacy of community members in Cape York.
The EWB Challenge team works with partner staff and
communities to develop resources so that you can be
human-centred and place-based in your approach without
having to contact communities directly. Please use these
resources to the best of your ability and ask your academic
team or the EWB Challenge discussion forum for support
if you are looking for more ideas or guidance. Under no
circumstances are students to contact community
members or project stakeholders in Cape York.
4 2020 EWB Challenge Design Brief
EWB’s Approach to Working on Country 5
About the Centre for Appropriate Technology 7
Thinking About Indigenous Homelands & the Cape York Peninsula 10
Design Area 1: Transport & Access 13
Design Area 2: ICT 16
Design Area 3: Structures 18
Design Area 4: Energy 20
Design Area 5: Water Management 22
Design Area 6: Waste & Reuse 24
Design Area 7: Conservation & Land Management 26
Design Considerations 28
Further Resources 30
Contents
5 2020 EWB Challenge Design Brief
EWB’s approach to
working on Country
Engineers Without Borders Australia (EWB) aims to
ensure that everyone in Australia has access to the
engineering knowledge and resources required to live
a life of opportunity, free from poverty.
Our Engineering on Country program works to increase
Aboriginal and Torres Strait Islander peoples’ capability
to live safely and productively on Country and pursue
their community aspirations, through improved access
to engineering, technology and infrastructure.
Since 2009, EWB Australia has worked with Aboriginal
and Torres Strait Islander communities in Queensland,
the Northern Territory, and Western Australia on a range
of community-identified projects. These have mostly taken
place through long-term partnerships developed directly
with communities and, since 2014, through the EWB
Connect pro bono program.
EWB takes a community-centred approach to
bridge self-identified gaps in access to community
health, wellbeing and opportunity.
We work with communities to design and provide access to
appropriate and sustainable community infrastructure, which
can include water & sanitation facilities, energy systems,
housing, and other community infrastructure and services
that improve people’s quality of life and their ability to pursue
education, employment or income generating opportunities.
We also work with communities to help design solutions that
enable cultural connection, and the ability for people to live
on Country and care for Country.
The focus of the Engineering on Country program is on
sustained engagement to build strong relationships and
best practice models, strategically deploying people to
achieve long-term impact through knowledge sharing and
the application of engineering knowledge and resources.
We also focus on building the capabilities of the engineering
sector, to ensure that more high-quality engineering,
infrastructure and technology-based projects are delivered
through a community-centred approach, creating the
strongest possible social outcomes and community
empowerment.
We do this through a variety of mechanisms, including:
● Community visioning: facilitating co-design processes
and community visioning to support our community
partners to identify their priorities and needs. This
ensures communities have a shared vision and agreed
roadmap for how they will lead the process.
● Community partnerships: strengthening the capacity of
our partner organisations to access or deliver people-
centred engineering and technology outcomes. This can
include professional secondments, capacity building
and/or mentoring.
● Pro bono projects: providing and brokering pro bono
engineering and professional services to communities.
Often, this will support communities at the feasibility or
concept design stage of a project, in order to provide the
necessary technical resources for the community partner
to progress with capital raising, funding applications or
contracting for the project implementation.
6 2020 EWB Challenge Design Brief
● Research and Development: creating new knowledge
and approaches in engineering innovation and
technology to benefit remote communities and develop
appropriate technologies.
● Professional skills development: building the skills of the
engineering sector to ensure more projects deliver strong
social outcomes and community empowerment.
Read more about EWB Australia’s Engineering
On Country strategy in the 2018/2019 EWB Australia
Annual Report
The EWB Australia and CfAT
Partnership
EWB has partnered with the Centre for Appropriate
Technology in Queensland for over 10 years.
The Centre for Appropriate Technology (CfAT) is an
Aboriginal and Torres Strait Islander controlled business
that supports people in regional and remote Australia in
the choices they make in order to maintain their relationship
with Country. CfAT achieve this by providing solutions to
infrastructure challenges that people face in maintaining
their relationship with Country, primarily: reliable power,
water supply, digital connectivity, built infrastructure,
training and skills development.
EWB works with CfAT in Cape York to leverage the
assets of both organisations to deliver appropriate,
sustainable and manageable infrastructure and services
to remote Aboriginal and Torres Strait Islander
communities in Northern Queensland.
Specific partnership activities include:
● Access to Energy – exploring and developing self-
reliant models including community enterprise
and impact investing;
● Appropriate Technology development – appropriating
technology to make it more suitable for Indigenous
communities for sustainable livelihoods on Country;
● Land-use planning – supporting Ranger programs and
the Healthy Country Planning process with appropriate
enabling infrastructure; and
● Specific community infrastructure support projects.
You can see a video of a previous project undertaken by Bana
Yarralji Bubu Corporation, EWB, CfAT and our partners here:
Shipton’s Flat project video.
7 2020 EWB Challenge Design Brief
Given CfAT is a key stakeholder, your EWB Challenge design
project will benefit from embedding an understanding of the
organisation’s approaches and values. You are encouraged
to think about how your proposal, from technical design to
proposed implementation mechanisms, might align with CfAT
ways of working and the key considerations outlined here.
About the Centre for Appropriate
Technology website, ‘Our Story’
About the Centre for
AppropriateTechnology
Why we exist:
CfAT Ltd exists to support people in regional and remote
Australia in the choices they make in order to maintain their
relationship with Country. Maintaining a relationship with
Country may include a desire to live on Country,
visit Country, develop Country for economic benefit
or protect Country. We achieve this by providing
solutions to infrastructure challenges that people face in
maintaining their relationship with Country, primarily:
reliable power, water supply, digital connectivity, built
infrastructure, training and skills development.
Our vision:
Sustainable and enterprising communities of Aboriginal
and Torres Strait Islander People underpinned
by appropriate ‘fit for purpose’ technology.
Our mission:
Through their unique knowledge of and engagement
with remote people and place CfAT delivers
practical, integrated project design, technical
innovation, training and infrastructure products
and services – supporting livelihoods and growth
in economic opportunities across remote areas.
Our history:
CfAT was born from and has been instrumental in the
history of the Indigenous Homelands Movement.
The Homelands Movement is a product of the Indigenous
land rights movement that saw Australian First Nations
people exert their rights to self-determination on their own
traditional Country. CfAT was launched in 1980 to support
this post colonisation movement back to Country, with the
appropriate technology to make life comfortable, safer and
more sustainable. You can read about CfAT’s long history
in the book “Alternative Interventions” complied in 2014.
CfAT is most renown for its ground breaking and multi-
award winning work with the Bushlight Renewable
energy program designing and building over 130 remote
standalone solar power systems in remote indigenous
homelands. In 2011 CfAT won the Sir William Hudson
Engineering Excellence award for humanitarian
engineering for taking the Bushlight program to India.
8 2020 EWB Challenge Design Brief
Ekistica
Building on CfAT’s renewable energy capabilities built by
the Bushlight program, in 2007 CfAT’s board established
Australia’s first fully Indigenous owner engineering
company. Ekistica (formerly CAT Projects) is a highly
successful profit for purpose full spectrum Engineering
Consultancy specialising in renewable energy. Ekistica
is 100% owned by CfAT, returning its profits to support
CfAT’s mission. Ekistica provides a professional
engineering foundation that often provides technical
support CfAT work in Indigenous communities.
Values and approaches to consider
Over decades working with Aboriginal and Torres
Strait Islander communities across Australia, CfAT
has developed and consistently demonstrated core
values-based ways of working. Diving into CfAT project
case studies, newsletters, other publicly available
resources will support your understanding of key ways
of working you might embed in your proposal.
Co-designed and place-based
CfAT places authentic participatory engagement with
community at the core of their work. Community
members are the experts on what ‘success’ and many of
the solutions look like for projects on Country, as well as
what living comfortably on Country means for them.
● Read more about the importance of and CfAT’s
approach to community engagement
Community members also have valuable understanding
of what will and won’t work when it comes to projects on
their land. Healthy Country Planning is an example of an
Indigenous community-focused participatory planning
process that is based on achieving conservation outcomes.
Well-designed, genuine involvement of communities across
a project is also rooted in an understanding of different
stakeholders along with how and when they need to be
included in conversations or decision-making to move a
project forward to a meaningful and sustainable outcome.
● Read more about what ‘Community Involvement’
principles and examples in Section A1 of the National
Indigenous Infrastructure Guide
“Humanitarian engineering is
not necessarily just designing
or providing a solution but
providing information in a clear
and concise way, translating
it from engineering speak into
community speak
across cultures and across
technical abilities”
Andre Grant, CfAT Queensland Regional Manager
To Learn More
● Listen: to Peter Renehan, Chairperson for the
Centre for Appropriate Technology provide a short
background to the organisation and what engineers
should consider when working with Indigenous
communities
● Read: Centre for Appropriate Technology,
‘Community Planning with the Lama Lama People’
● Explore: Centre for Appropriate Technology
Strategic Plan 2016-21
Enabling infrastructure and
innovation to support self-reliance
on Country
Given the remote locations of many communities CfAT
works with, it is extremely beneficial when projects can be
built, maintained and sustained locally. Many ‘standard’
infrastructure solutions are either unaffordable or require a
niche level of technical skill which is challenging to access.
CfAT works with communities to innovate infrastructure
solutions that provide the same function whilst being more
affordable and easier to build, maintain and sustain.
This is supplemented by capacity building to transfer the
knowledge and skills required to operate and maintain
solutions. A critical component of project design is ensuring
that technical knowledge is communicated clearly.
A ‘technically appropriate’ solution may actually be entirely
inappropriate for a community context if it is unnecessarily
complex and therefore inaccessible.
Great examples of accessible knowledge sharing are the
BushTechs available on the CfAT website.
9 2020 EWB Challenge Design Brief
Thinking about
Indigenous
Homelands & the
Cape York Peninsula
This year’s EWB Challenge project briefs explore
appropriate technology to support Traditional Owners
living and thriving on homelands and outstations,
with a focus on CfAT’s work with communities in the Cape
York region of Far North Queensland.
The Centre for Appropriate Technology was established
from a need to support Traditional Owners returning
to Country after land, which was never ceded, began to
be formally returned to Indigenous communities by the
Australian government. Today, CfAT continues to work
with communities across the Cape York Peninsula, as well
as other parts of remote Australia, to develop enabling
infrastructure which is appropriate to remote contexts.
Land Tenure on Cape York
Through the 1990s and 2000s, via legislation such as
the Aboriginal Land Act 1991 and Cape York Peninsula
Heritage Act 2007, the process of recognising Traditional
Owners and returning land rights across Cape York
moved forward. From 2007, the Cape York Tenure
Resolution Program set the stage for the current state
of land tenure and environmental management on the
Cape York Peninsula. The Australian government began
purchasing existing pastoral leases and negotiating with
Indigenous communities recognised as Traditional Owners
to determine how the land might be returned and divided for
different uses in line with conservation goals. This program
set the stage for land management under Indigenous Land
Use Agreements (ILUAs) which addressed key types of land
tenure:
● Aboriginal freehold is land which may be used for
any purpose provided there is compliance with all
relevant laws.
● Jointly-managed National Park known as CYPAL,
‘Cape York Peninsula Aboriginal Land’ unique to Cape
York. This land is managed jointly by Traditional
Owners and government departments through
Indigenous Management Agreements (IMAs) to achieve
conservation outcomes.
● Nature refuges managed under a Conservation
Agreement associated with the Nature Conservation
Act 1992 (Qld) – land which is not national park
but has significant conservation value and will be
managed as such.
10 2020 EWB Challenge Design Brief
Some government funding is available through Indigenous
Management Agreements (IMAs) for National Park
maintenance and associated activities such as ranger
programs. Follow the links provided at the end of this section
to learn more about the background of land transfer and
current management on Cape York.
Living on and Managing Country
Many of the remote Indigenous homelands on Cape York are
former cattle stations which were purchased by the Australian
government and then restored to the Aboriginal communities
who are the Traditional Owners of this land. In many cases,
before a transfer of ownership the cattle station land would
see little to no investment, maintenance, or be stripped of
assets. Traditional Owners would be required to address
existing infrastructure deficiencies before being able to move
back onto and manage Country.
Look around an example of a former cattle station recently
returned to Traditional Owners
Decades of cattle farming has also disrupted natural
ecosystems and means those moving back onto the land
may be challenged to live sustainably on Country as their
ancestors did for 10,000’s of years. Many traditional
livelihood strategies are no longer viable.
A common vision CfAT staff hear articulated across many
Indigenous communities is that of access to Country through
basic infrastructure and an ability for some, especially elders,
to live on Country. The refurbishment of cattle stations and
establishment of ranger bases are also common goals that
provide a great foundation for access to Country.
Land management activities which take place on Country
can be linked to the concept of ‘ecosystem services’, in that
traditional land management tasks support entire ecosystems
to thrive and deliver key requirements such as clean air,
biodiversity, and healthy forests.
Indigenous Ranger programs across Australia have
seen success linking environmental outcomes with both
connection to Country and meaningful employment for
Aboriginal and Torres Strait Islander people.
In Cape York, land management activities revolve around
the wet season (see Design Area 1. transport and access)
and fire season (see Design Area 7. conservation and land
management). October, November, and December be
particularly busy (and tricky for community engagement
or project work) as rangers are responding to fires or
setting up backburns and these activities will take priority
over other projects or planning.
Community and Governance
Part of the landmark 1993 Native Title Act, the ‘law passed
by the Australian Parliament that recognises the rights and
interests of Aboriginal and Torres Strait Islander people
in land and waters according to their traditional laws
and customs’, outlines the requirement for a Prescribed
Body Corporate (PBC) to be established for management,
representation, and decision-making purposes.
Guided by the Corporations (Aboriginal and Torres Strait
Islander Act 2006 (CATSI Act), the group must then be
registered with and will receive support from the Office of
the Registrar of Indigenous Corporations (ORIC).
The structure and membership of a PBC is usually reflective
of traditional clan or family groupings or decision-making
structures. The board of directors is often complimented by
a council of elders in some form (formally or informally) who
provide guidance and oversight in recognition of traditional
decision-making protocols.
Consider further research around native title, governance,
and management systems as you begin thinking about the
context your design proposal sits within.
11 2020 EWB Challenge Design Brief
To Learn More
● Explore: The State of Queensland and
Commonwealth of Australia, 1995. ‘Cape York
Peninsula Land Use Strategy (CYPLUS)’,
including the three stage 1 thematic reports on
‘Natural Resources and Ecology’, ‘Land Use and
Economy’, and ‘Society and Culture’.
● Read: Queensland Government, Parks and
Forests website: ‘Aboriginal freehold land and
jointly managed parks on Cape York Peninsula’
● Read: Queensland Government, Media
Statement, 25 October 2017: ‘Celebrating 10
years of Cape York’s land legacy’
● Listen to: Australian Institute of Aboriginal
and Torres Strait Islander Studies (AIATSIS):
Cape York Peninsula Aboriginal freehold and
national parks – Agreements and achievements
2005 – 2014. Presented AIATSIS Native Title
Conference, Port Douglas, Queensland, 17 June
2015
● Read: Ecosystem services: Key concepts and
applications, Department of the Environment,
Water, Heritage and the Arts, 2010. Occasional
Paper Series No.1
● Explore: Stories from Country 2015 – 2017,
How Indigenous Rangers and Indigenous
Protected Areas are strengthening connections
to Country, culture and community.
National Indigenous Australians Agency
● Read: Australian Conservation Foundation,
15 December 2016: Wuthathi people return to
Shelburne Bay
Key background you can
assume within your EWB
Challenge project proposal
Across nearly 30 years of working with a number of
communities across Cape York, Centre for Appropriate
Technology staff have recognised a common framework of
the requirements to live on Country. You might consider how
these areas interact with your specific project as you develop
your design idea. Living comfortably on Country requires,
broadly:
● Clean water supply with a back up system
● Reliable power supply
● An appropriately designed dwelling
● Fans
● Large, reliable refrigeration for extended food storage
● Year round emergency access
● An internet connection or other means of
telecommunication
Inherently linked to these themes are the ‘Design
Considerations’ such as reliability and materials choice
described at the end of this brief.
12 2020 EWB Challenge Design Brief
Distance and remoteness from
urban centers or services are
aspects of life across much of Cape
York. Areas of the region are only
accessible in 4-wheel drive vehicles
or sometimes most efficiently
reached by light aircraft.
The Peninsula Development Road (PDR), the main arterial
road which runs generally north to south, is progressively
being bituminised through government support.
Local and distributor roads across Cape York are primarily
gravel or dirt and can vary significantly based on the time of
year and traffic patterns. For example, dirt roads which are
heavily trafficked by large road trains, like the PDR,
will not stay smooth for very long.
Wet season on Cape York
The wet season on Cape York runs from approximately
December to April, however rains can impact travel and
the accessibility of certain areas anywhere from November
to June. Flooding along the Peninsula Development Road
means communities north of the town of Laura are regularly
inaccessible by vehicles. Critically, however, locations where
people remain during the wet season are serviced by airstrips.
Airstrips enable access to remote locations and also enable
the transport of goods across the year.
Design Area One
Transport and Access
13 2020 EWB Challenge Design Brief
Weekly mail planes deliver food and can be available to
transport individuals if necessary. Helicopters are sometimes
used in emergency situations as short airstrips limit the size of
aircraft that can land. Limits on travel often mean that, when
it comes to project delivery, the wet season is the time for
thinking, planning, designing, and lots of talking. The lead into
wet season (September/October/November) is filled with land
management tasks which need to be completed before
rains and flood make them much more difficult.
Hot temperatures also become challenging from mid-
October until the first rains, with regular peaks in the 40’s.
Project activities and construction are then picked up again
as the dry season approaches mid-year.
Transport Systems and
Environmental Impact
Levels of freight and tourist traffic are increasing as roads
are bitumised across the Cape, and this growth in vehicle
movement is associated with increases in the introduction of
invasive weeds across sensitive ecosystems. Weed corridors can
develop along main roads which require significant time and
money to remove. Rangers managing Indigenous Protected
Areas have a significant focus on weed management,
especially after wet season when weeds grow most rapidly in
areas that are inaccessible until water levels go back down.
Gravel is extracted for road construction via large ‘borrow pits’,
which require significant land clearing and excavation,
leaving scars across the landscape. There are currently limited
controls in place to manage the environmental impact of gravel
extraction, and moving gravel from borrow pits to be spread
across a road network can be a significant mechanism for
weed spread. Heavy rains and flooding during the wet season
can also cause significant runoff from gravel roads which then
flows directly into river systems. Indigenous communities are
increasingly noticing the silting up of water bodies after wet
season potentially linked to washed out roads.
Project Opportunities
1.1 Road design to reduce
environmental impact
Basic gravel roads are very common across Cape York
frequently and become washed out by heavy rain and
flood during the wet season. With no specific run-off
management in place, the soil and gravel from this
infrastructure flows into adjacent river systems and
causing issues with silting. As bitumensing roads is a slow
and expensive process, this project looks at alternative
techniques for road construction and run off management
to reduce negative environmental impacts. Teams can
consider a key stakeholder for this project to be Aboriginal
Corporations who are often engaged in the construction
of roads on their Country and have experience with road
construction or other types of civil contracting work.
1.2 Methods to reduce the spread
of weeds
Vehicle washdown facilities are available in some locations
across Cape York to reduce the movement of weeds,
however these can be very expensive both to install and
operate especially due to the associated ongoing energy
requirements. This project looks at innovative mechanisms
that could be utilised at 2-3 controlled entry points
around Indigenous Protected Areas to reduce, or ideally
eliminate, the introduction of weeds from vehicles.
Additional
Information
Below are a few resources that you might find helpful
to get started working on these design projects.
Please see the ‘Resources’ section for a full list as you
might find others that help to inform your project.
● Watch: a snapshot of traveling around Cape
York and the movement of people and materials
across a different seasons
● Explore: Queensland Government, Department
of Agriculture and Fisheries: Weeds of National
Significance (WONS)
14 2020 EWB Challenge Design Brief
There is limited internet and mobile phone coverage across much of Cape
York. Remote Indigenous communities may have telecommunications
access through satellite dishes within their community that provides either
access to a landline or a limited range of connectivity.
Satellite phones are a requirement when travelling, as standard
mobile phone service cannot be relied upon. Some communities
have access to a community phone also. This is shared amongst
the community members and is a standalone box fixed with
screw piles with solar powered satellite dish providing a
phone line (with some latency) and wifi with purchasable data
packs. Limited connectivity can make remote operations and
maintenance of infrastructure and technology challenging.
Often the location where someone can get coverage is not
the location where a particular pump or piece of equipment is
malfunctioning, meaning it can be difficult to talk through
how a system is failing and what actions someone on-site
might try to fix it.
The CAT Hotspot
The CAT mobile phone hotspot is an appropriate technology
design which extends existing mobile phone coverage in remote
areas struggling with connectivity. The design works by focusing
and amplifying a signal and, importantly for remote areas, does
not require connection to an energy supply. In production now
for approximately 8 years, CAT Hotspots have been installed
across remote areas of Australia and not just associated with
Indigenous communities.
Design Area Two
ICT
15 2020 EWB Challenge Design Brief
Project Opportunities
2.1 Visitor management on
Indigenous Protected Areas
Where ranger bases create control points to an Indigenous
Protected Area, there is an opportunity to support the
visitor experience through a downloadable welcome and
offline guide accessible on mobile devices while visitors
are on Country. The aim of an offline guide would be
to provide the information visitors require to enjoy the
Country respectfully, comfortably, and with minimum
environmental impact. Considerations include maps of
the area with a tracking feature, and information such as
drinking water access, ecologically sensitive locations, and
areas which are restricted due to cultural significance.
2.2 ICT infrastructure to
support appropriate tourism
CfAT and community representatives see considerable scope
for increased connectivity and the further development of
ICT infrastructure to support the management of respectful
tourism on Country. Much of Cape York is environmentally
and culturally significant land and it is important that
tourist activities are respectful of this, however that is not
always the case. This project looks at how to best support
rangers monitor National Park land and other protected
areas to ensure visitor compliance, specifically reduce
unpermitted access to sites with visitor restrictions.
2.3 Offline solar-bore
diagnostic assistant
Solar-powered bores are very common water supply systems
across remote Indigenous communities in Cape York. When
these systems encounter some type of failure, it can be
challenging to diagnose and address remotely as bores are
not located close to a home or site which has phone coverage
and so the issue cannot be discussed with a technician in
real-time. In this project teams will develop a solution which
can be used offline as a diagnostic and troubleshooting
guide, also incorporating standard maintenance procedures.
Strong consideration should be given to the user interface of
the proposed solution. See also ‘remote diagnostics’ in the
Design Considerations and design opportunity 2.4 below.
2.4 Remote monitoring &
diagnostic system
Many of the remote Indigenous communities CfAT work with
have limited mobile phone reception on Country. Many of the
installed engineering solutions are located in remote locations
that are challenging to access, particularly in the wet season.
As such, it is expensive and time consuming for technicians
to understand when preventative main tenance is required
at one site and how this should be scheduled relative to other
sites. In addition, a critical challenge for appropriate design
is the sheer cost of mobilising technical expertise to site to
resolve system breakdowns in a timely manner. In this project
teams will develop an online/ offline remote monitoring and
diagnostics tool that can be used to improve the efficiency
of operation and maintenance programs for infrastructure
like: solar-bore pumps and solar-battery systems.
2.5 Increasing internet access in
remote areas
Mobile phone coverage and internet access is limited in
Cape York, particularly in remote communities. CfAT have
developed a Mobile Phone Hotspot that is a one-user-at-
a-time facility to extend mobile coverage in fringe areas
with poor coverage by concentrating signals from existing
communication towers. In this project, teams will develop
solutions to improve mobile phone and data coverage in
remote communities who have no mobile phone signal
and further improve access to coverage in fringe areas.
Additional
Information
Below are a few resources that you might find helpful
to get started working on these design projects.
Please see the ‘Resources’ section for a full list as you
might find others that help to inform your project.
● Read: Engineers Australia News, 12 May
2017: Ingenious mobile HotSpot technology
connecting remote NT
● Read: ABC Far North, 9 November 2017:
No internet, no phones: Roadhouse owners build
own mobile tower in desperate bid for reception
16 2020 EWB Challenge Design Brief
Across decades of working with Indigenous communities throughout
Cape York, the CfAT has been involved in a number of projects in which
the aim was to build fundamental structures which would support people
living on and managing Country. Simple shelters can be a key initial
starting point to enable access to Country after land has been returned
to Traditional Owners.
The impact of design choices
When looking at structures in remote areas across Cape York,
it’s clear that clever design thinking around decisions like
materials, building layout, and construction techniques can
have significant impact on the final outcome. For example,
across the Cape York region the primary point of purchase
for most materials is Cairns and therefore the cost associated
with getting required materials to site can be significant.
Utilising locally available materials, such as bush timber,
and reducing the need for difficult, labour-intensive materials
such a concrete (which must be transported then mixed on
site) can reduce the cost associated with a project while also
ensuring maintenance can easily occur as required over time.
Given the limited energy access in remote areas, achieving
thermal comfort with low energy requirements is also key
in the design of structures. Utilising active cooling inside a
building, such as a split system air conditioning unit,
would drastically increase the energy requirements of a
space. These are not commonly in use in the communities
CfAT works with so, given the tropical Cape York climate,
it is critical that structures are designed to harness shade
and air flow so that spaces are as comfortable as possible.
Community involvement in
construction
The CfAT approach embeds community involvement in every
stage of a project process, including construction itself.
CfAT experience demonstrates that involving community
members in construction can not only reduce the cost of a
project but also increase the quality and longevity of project
outcomes. The cost of bringing in external contractors to
work remote areas can be very high – even the base payment
to get someone to a project site, before considering payment
for their work, can be a significant. In contrast, people who
live and/or work in a community often invest additional
attention and care to a construction process and while
developing skills and understanding which will be locally
available in the future when maintenance is required.
Wherever possible, structures will be consciously designed
to leverage the fundamental construction skills which exist
in most communities, rather than relying on niche technical
knowledge, skills, or equipment.
Design Area Three
Structures
17 2020 EWB Challenge Design Brief
Project
Opportunities
3.1 Shelter design to enable
access to Country
A common statement across the communities CfAT
works with is that ‘a home on Country starts with a roof
on Country’. Land that has been returned to Traditional
Owners frequently has extremely degraded structures, if
any remain at all. A simple, modular shelter design utilising
locally available materials could support Traditional
Owners to access and stay on areas of Country that were
previously difficult to visit. Projects in this area should
consider how construction might be phased so it can occur
as money becomes available (rather than all at once)
and the cultural appropriateness of design proposals.
3.2 Keeping places for artifacts
on Country
Some aboriginal communities are getting cultural artifacts
which were taken during colonisation returned into their
ownership. Communities would like to keep these items on
Country, rather than in a museum potentially some distance
away, however the fragile nature of the items means they
must be kept in controlled environments so they do not
quickly degrade. This project aims to develop a climate-
controlled environment with low energy requirements
that could serve as a ‘keeping place’ for artifacts such as
spears or other wooden items and woven reed dilly bags.
3.3 Simple, replicable
visitor shelters
There is a recognition of the tourism potential across
Cape York, with a specific focus on supporting the
growth of tourism that involves low numbers of visitors
but high-value experiences. A simple, comfortable
tourist cabin design which would provide shelter for
visitors and could be easily replicated across different
locations could enable a positive increase in tourism on
land where the community is interested in supporting
this activity. Designs should consider local and/or
repurposed materials and mechanisms (including raised
sleeping areas) to keep the visitors safe from snakes.
3.4 Mobile amenities for campsites
A variety of stakeholders including rangers, small tourist
groups, or Indigenous families who don’t permanently live
on Country frequently camp on Indigenous land across Cape
York. This project explores at simple, mobile amenities to
service these campsites with minimal environmental
impact. Proposals may investigate toilet facilities,
sleeping platforms, cooking areas, or other basic facilities.
Additional
Information
Below are a few resources that you might find helpful
to get started working on these design projects.
Please see the ‘Resources’ section for a full list as you
might find others that help to inform your project.
● Walkthrough: an example of a Ranger Base and
Community Building to learn about appropriate
building design on Country
● Watch: an overview of bush timber availability
and common use
● Explore: a series of 360 photos demonstrating
the Cape York context, innovative building
design, and the potential for tourism
18 2020 EWB Challenge Design Brief
Access to energy is a key enabler
to living and thriving in remote
areas across Cape York. Remote,
stand alone energy provision has
been a significant area of CfAT’s
work over time.’
Availability of refrigeration is essential in remote
communities and makes up the majority (estimated up to
70%) of total energy use. In addition to refrigeration for food
storage, other common energy uses are for lighting, fans,
and charging mobile phones.
Energy is most commonly sourced from solar power systems
with back-up diesel generators. Importantly, solar power
systems can continue operating when residents aren’t on
site, meaning that appliances like freezers and refrigerators
will continue to run and food can be stored for periods when
community members are away. Solar power systems in these
locations require quality inverters given the way freezers are
often used – if a large animal is killed, for example, storing the
meat in the freezer can create a massive power spike as the
solar power system attempts to meet this demand.
CfAT and the ‘Bushlight’ system
Between 2002 and 2013 CfAT delivered the Bushlight
renewable energy program, installing over 130 renewable
energy systems across Queensland, Western Australia,
and the Northern Territory. A Bushlight system generally
consists of a solar array, battery storage, distributed energy
management units (EMUs), and a diesel generator back up.
An important aspect of the Bushlight program is the process
of ‘community energy planning’ through which a community
energy budget would be calculated. Community energy
planning generally involves a series of meetings to determine
the energy needs across a community and how this could be
allocated to each space, while also consider the total energy a
system might supply. The solar power system and distribution
would then be built to align with this community agreement
to ensure equity of access. Allocations can be revisited and
adjusted periodically if required.
Design Area Four
Energy
19 2020 EWB Challenge Design Brief
Project Opportunities
4.1 Alternatives and improvements
to refrigerators and freezers
Remote Indigenous communities rely on refrigeration and
freezers to store large amounts of food over time, ensuring
traditional hunting practices can be maintained and people
can come and go from Country as needed. This project
looks at mechanisms for freezing and storing food beyond
the generic available appliances which are dependent on
connection to a large, pre-existing solar power supply.
4.2 Mobile solar power supply
Energy requirements across locations on Cape York vary
across wet/dry seasons and as people move from place to
place (i.e. ranger groups working on Country). While solar
power is a proven and accepted technology in use across
the Cape, this is often in the form of a complete remote,
standalone solar power system in one location and is a
significant investment. In this project you are challenged to
explore opportunities for mobile solar power supply which
are robust enough to be transported between sites. Project
teams may assume the availability of a 4-wheel drive trailer
and an approximate desired supply of 3-10kwH per day.
4.3 Appropriate energy supply
for vehicle washdown facilities
Reliable washdown facilities can be a key mechanism to
reduce the introduction of weeds across Cape York (see
‘transport and access’ design area 1). Currently, water
pumps at washdown facilities are powered by large
(approximately 45 KvA) generators, which can be very
expensive to run given the sporadic nature of traffic in
these locations, estimated at about 10 vehicles across the
course of a day. In this project you are challenged to design
an efficient, low cost energy supply for washdown stations
which will address the need for short bursts of energy
alongside long periods of idling. Projects might investigate
opportunities such as the use of cars in the washdown
station as energy sources or the use of battery storage and
can, if required, explore vehicle washdown methods which
are slower or require more steps to complete the process.
4.4 Innovations in energy storage
CfAT is aware that innovations in the area of energy storage
are happening quickly, and are interested in ways that new
developments in this space might further enable their work.
While CfAT currently relies on lead-acid batteries for most
uses (these are ‘tried and tested’ in the context), they are
interested in research and innovation that looks at alternative
energy storage with a particular focus on affordability,
effectiveness, and reliability. Design ideas and research in
this area might choose to focus on direct links to further
enabling CfAT fixed solar power systems or may explore
other options, and should consider the common challenge
of battery overcycling. Projects should clearly consider and
outline the criteria for assessing energy storage options.
Additional
Information
Below are a few resources that you might find helpful
to get started working on these design projects.
Please see the ‘Resources’ section for a full list as you
might find others that help to inform your project.
● Read: Off-Grid Guide: Best practice guide to
the procurement, deployment and maintenance
of remote off-grid solar power systems in the
Northern Territory and beyond. Written by
Ekistica, in collaboration with the Intyalheme
Centre for Future Energy
● Read: Renewable Energy in Remote Australian
Communities (A Market Survey).
Australian Cooperative Research Centre for
Renewable Energy (ACRE) and the Centre for
Appropriate Technology (CfAT). The outcomes
of this research informed key design criteria
for the Bushlight program, including the
development of a continuous improvement
process across the life of the program
● Explore: the Bushlight Energy Archive
20 2020 EWB Challenge Design Brief
When considering whether a location might be appropriate a future
project, such as the construction of a ranger base, the availability of
water is a key consideration.
Initial scoping will look at river access, groundwater
availability, existing boreholes, and other features of a site to
determine the feasibility of water supply.
The water supply on many remote Indigenous homelands
consists of a borehole connected to a solar-powered pump,
with rainwater tanks available as a back-up system.
The photo gallery in this section provides an example
walkthrough of these systems including information on
design features. Another case study resource walks through
a more recently completed CfAT project which developed a
community water supply from a nearby river.
Design Area Five
Water Management
21 2020 EWB Challenge Design Brief
Project Opportunities
5.1 Water treatment system
for saline bores
Access to drinking water in remote communities is often
through boreholes drilled to enable groundwater access.
However, where boreholes are pumping increasingly
saline water, these water points are no longer able to
support nearby communities. This project looks at low-
cost mechanisms for water purification which would bring
currently brackish water up to drinking water standards.
5.2 Mobile solar-powered
bore pumps
Solar-powered bores are very common water supply
systems across remote Indigenous communities in Cape York,
providing water for domestic purposes as well as occasional
agricultural uses such as fruit trees or mustered cattle.
Many locations where bores are in operation are not
required to be consistently operating as people are only
on site at certain times of year i.e. the dry season, when
specific work in that location must be completed, etc.
This project explores options for solar-powered bore
pumps (and associated flexible piping required) which
can be readily moved from place to place as needed and
connected to in-situ, approximately 100m bore holes
and pvc-pipe casing. Mobile solar-powered bore pumps
would reduce the expense associated with building and
maintaining a pump at each water supply location.
5.3 Mobile showers for
ranger programs
The land management activities conducted by rangers
through Indigenous Ranger Programs often require groups
of staff to camp on Country for days or weeks at a time.
While these locations can be serviced by basic infrastructure
such as toilets and water tank, the availability of an
appropriate, environmentally-benign showering system
would be of great benefit. In this project teams will
explore options for portable shower devices, along with
a water management system that ensures run-off from
showers does not negatively impact the surrounding
environment. Projects should assume limited availability
of water on site and use by 5-15 rangers per day.
5.4 Increasing natural
disaster resilience of
riverbank pump systems
Portable fire-fighting pumps are commonly used to pump
water up to an accessible central location from a river as
either the primary or back-up water source for a community.
Regular, fast-moving flood events are a significant issue for
these systems as the pumps can quickly be washed away and
need to be replaced.
This project investigates techniques which might enable
pumps to withstand flood and cyclone events.
5.5 Grey water management
When groups camp on Country, there is a certain amount
of water runoff (from activities such as showering) that is
released into the environment. There is interest in possible
alternatives to grey water trenches, which are expensive based
on the ground conditions at many sites, which will enable the
appropriate management of grey water runoff so any negative
environmental impacts are avoided or mitigated.
Alternative to grey water trench (specifically around the
greywater from showers when people are camping)
See also: 2.3 Offline solar
bore diagnostic assistant
Additional
Information
Below are a few resources that you might find helpful
to get started working on these design projects.
Please see the ‘Resources’ section for a full list as you
might find others that help to inform your project.
● Walkthrough: an example of a CfAT supported
water supply system
● Explore: Queensland. Department of Natural
Resources, Mines and Energy. Water Services,
North Region. Water Planning. ‘Cape York water
atlas : covering the 15 river catchment regions
that make up the Cape York water plan area’
22 2020 EWB Challenge Design Brief
The remote location of many
Indigenous communities in Cape
York makes involvement in
municipal waste collection services
challenging. Generally waste is
processed within a community and
this involves separation followed
by landfill or incineration.
Currently one of the most challenging waste streams to
manage is white goods, i.e. refrigerators, washing machines,
etc. Relatively inexpensive white goods are purchased in
urban areas and when they break, which is generally quite
quickly, they are cheaper to replace than they are to repair.
In addition to effects on waste management, practices around
refrigerator purchase, use, and disposal can have significant
implications for the pace of climate change. Current
refrigerants in use (HFCs) have ‘1,000 to 9,000 times greater
capacity to warm the atmosphere than carbon dioxide’ and
‘refrigerant management’ is ranked at number one in Project
Drawdown’s modeling of climate solutions.
Waste that accumulates along coastlines is an ongoing
challenge. Ghost nets, for example, are discarded or
lost plastic fishing nets from overseas which wash up in
considerable quantities. This dispersed waste is challenging
to collect and dispose of, and can have negative impacts on
biodiversity.
The CfAT ‘CATFab’
The Alice Springs CfAT location hosts an enterprise
workshop known as ‘CATFab’ where creative appropriate
technology design, enterprise, and skill development meet.
The CATFab workspace contains a variety of different types of
machinery which is used to repurpose available materials into
creative products. Chip heaters, drum ovens, and the CfAT
Hotspot are examples of items constructed in this facility.
Design Area Six
Waste & Reuse
23 2020 EWB Challenge Design Brief
Project Opportunities
6.1 Remote re/upcycling
opportunities
The challenges of centralised waste collection and
disposal in a remote area open up opportunities to
more deeply explore recycling or upcycling the most
common forms of waste found on Country. This project
explores appropriate repurposing of common waste
items, including ghost nets and plastics which commonly
wash up on shorelines on the east coast of Cape York.
6.2 CATFab alternatives
to electric goods
CfAT are interested in harnessing the creativity and
fabrication skills of the CATFab employees to develop simple,
sustainable alternatives to currently available generic white
goods. Generic white goods in remote bush locations can be
difficult to maintain, repair, and appropriately dispose of, so
simple alternatives to these products can extend the life of a
functional product while also reducing the level of waste that
must either be transported to a city or disposed of in the bush.
Key activities of interest are clothes washing (i.e. reducing
the need for electrical washing machines), refrigeration
(see possible links to design project 4.1), white goods in
general and communication (i.e. simple mobile phones).
6.3 Appropriate collection and
management of plastics
Plastics are a growing waste stream with currently limited
management processes. In this project teams will investigate
appropriate ways to manage the different types of plastic
waste produced in remote indigenous communities and
propose mechanisms through which the negative impact
of this waste stream might be reduced or mitigated.
Additional
Information
Below are a few resources that you might find helpful
to get started working on these design projects.
Please see the ‘Resources’ section for a full list as you
might find others that help to inform your project.
● Read: Northern Australia Environmental
Research Portal. Waste and Marine Debris in
Remote Northern Australian Communities.
July 2017 Final Report ‘Remote recycling,
rubbish and marine debris management in
north Australia needs strong helping hands:
Summary of Cape York Peninsula community
case studies’
● Explore: Queensland Government website,
Queensland’s new waste strategy
24 2020 EWB Challenge Design Brief
Through supporting basic
appropriate infrastructure
development, CfAT is aiming to
enable Traditional Owners to be on
Country and take care of Country.
Taking care of Country often involves a variety of traditional
land management activities and aligns with the growing
presence of Indigenous Ranger Programs across Queensland.
Indigenous Ranger Programs operate in coordination
with the Queensland Parks and Wildlife Service on
jointly-managed national park land. Land management
responsibilities include ‘fencing, cattle management, cultural
and natural values protection’ . CfAT has seen success
supporting the construction of ranger bases that further
enable the work of Indigenous Rangers through controlling
visitor access to Country and creating a central point for
activities like coastal monitoring.
Fire Management and Carbon Farming
Indigenous communities have traditionally managed
landscapes through the use of fire, and this knowledge
is being increasingly recognised by others involved in
environmental management including government policy
makers. Traditional practice involves burning strategic
areas of savannah woodland just after the wet season –
called ‘cool burning’, these fires are low intensity and
reduce the fuel available for fires which might otherwise
occur later in the year.
In addition to reducing the intensity (and resulting
damage to biodiversity, property, etc) of fires when they do
occur, cool burning on a location releases far less carbon
into the atmosphere than would if that location were
to be unmanaged and experience a large, hot fire in the
dry season. The difference between the baseline carbon
released on unmanaged land versus the carbon released
on managed land can be calculated through a detailed
verification process including live satellite monitoring (See
NAFI website link below), and Aboriginal corporations are
generating income from the sale of these carbon credits on
the open market. ‘Carbon farming’, as this is known, brings
the economic benefit of income associated with traditional
land management activities alongside the significant
environmental benefits of carbon emissions reduction and
maintenance of biodiversity.
Design Area Seven
Conservation and
Land Management
25 2020 EWB Challenge Design Brief
Project Opportunities
6.1 Tools to enable remote
fire management
The ‘cool burn’ fire management technique involves setting
small fires in a mosaic pattern which ensures appropriate
areas are burnt and any wildlife present is able to move
away from danger through safe corridors. Fires are set and
managed by Rangers, who have access to drones and mapping
equipment to assist this work. As some areas which would
be most appropriate for burning are difficult or impossible
for rangers to access (due to vegetation, terrain, creeks,
etc), it has been recognised that fire management could be
supported through safe tools, which would enable rangers
to remotely distribute the small incendiaries from a nearby
location. Projects in this area could consider the use of drones
and must include comprehensive risk management plans.
6.2 Protection of turtle nests
The east coast of Cape York contains many unique and
ecological-sensitive areas. Undisturbed beaches provide
important nesting locations for turtles, however feral
pigs are having an increasingly negative impact through
digging up and eating the eggs. This project investigates
mechanisms to protect turtle nests on Cape York coastlines.
See also: 1.2 Methods to reduce the
spread of weeds
See also: 2.2 ICT infrastructure to
support appropriate tourism
Additional
Information
Below are a few resources that you might find helpful
to get started working on these design projects. Please
see the ‘Resources’ section for a full list as you might
find others that help to inform your project.
● Explore: Stories from Country 2015 – 2017, How
Indigenous Rangers and Indigenous Protected
Areas are strengthening connections to Country,
culture and community. National Indigenous
Australians Agency
● View: Anne Davies and Carly Earl in The
Guardian, 20 December 2018: ‘Life on the land
with the Lama Lama rangers – a picture essay’
● Read: Emilie Ens and Alana Grech in The
Conversation, 15 January 2018: ‘Indigenous
ranger programs are working in Queensland –
they should be expanded’
● Explore: North Australian & Rangelands Fire
Information (NAFI) website
● Watch: ABC Education, Bruce Pascoe: Aboriginal
agriculture, technology and ingenuity, Chapter
13, Fire
● Watch: Indigenous rangers in West Arnhem
Land, Northern Territory have offset more than
one million tonnes of C02e through strategic
early dry-season burning to prevent devastating
uncontrolled bushfires later in the year.
See more here
26 2020 EWB Challenge Design Brief
Below are listed a few considerations we recommend you factor into your
EWB Challenge design idea to ensure it is appropriate to the context. You
might ask yourself these questions a few times throughout the design
process – it’s okay if you don’t have all the answers in week one!
implementation, operation/program delivery costs, and
maintenance costs. Consider if there are any potential
economic benefits to the community which could result from
the project.
Effective technical design – Is the technical design the
most appropriate and effective for this context? Take the
time to show what alternatives were considered and why you
are proposing your design as the most appropriate. Previous
EWB Challenges show that the most successful designs are
often ones that are simple in design and can be implemented
/ prototyped (tested) rapidly.
Materials – Have you considered the use of locally
available materials that are culturally acceptable and
environmentally friendly wherever possible. Transportation
of project materials and availability of materials which
might be required for future maintenance are a significant
consideration for projects in remote locations. Where might
your proposed materials be sourced from?
Delivery and ongoing management – Who might construct
and/or implement the project? Is the design response one
that considers local capacity for ongoing management, repair,
and maintenance? As much as possible, does your design or
system proposal align with locally available expertise?
Sustainability – Consider the long-term sustainability of
your project proposal. What measures could be put in place to
ensure the successful continuation into the future?
Impacts on community – What impact will your design
have on members of the community? Who are your key
stakeholders? Is there anyone you haven’t included?
Impacts on environment – What impact, both positive and
negative, will your design have on the local environment?
What measures can you put in place to mitigate any negative
impacts?
Cultural and social factors – Does your design align with or
celebrate the cultural and social practices of people who live
and work on Country?
Community engagement – How would you propose
that EWB and CfAT engage and consult the community
throughout the project? Think about the initial design right
through to implementation. What avenues are there for
community members to become involved? What form(s) of
community engagement might be required for your particular
design response?
Cost and economic benefits – What is the estimated
cost of the project? Think about the ‘Capital Expenditure’
(initial cost to start) and Operational Expenditure (ongoing
costs over time), which might include material costs,
Design
Considerations
27 2020 EWB Challenge Design Brief
You are encouraged to include a response to each of the above in the
design proposal submitted for the EWB Challenge.
Additional Considerations for the
CfAT and Cape York context:
Remote diagnostics – Many of the remote Indigenous
communities CfAT work with have limited mobile phone
reception on Country. When considering options for ongoing
maintenance, you may explore opportunities for remote
diagnostics. In other words, how can you make it easy as
possible to figure out and address an issue if a key element
of your design proposal breaks? How might you better engage
key community members or users in assisting the process
of remote problem identification and troubleshooting to
avoid (as much as possible) the requirement for external
support to be brought in, or make this as efficient as possible
when required? A critical challenge for appropriate design is
the sheer cost of mobilising technical expertise to site
to resolve system breakdowns.
Simplicity and Aesthetics – Two criteria specifically
identified but often not considered in the design and
development of engineering solutions are simplicity and
aesthetics. ‘Simplicity’ of design was interpreted as how a
project would be both built and maintained – ‘there’s no
need to complicate things!’. Aesthetics are how your
design solution looks and feels – the most cost effective
solution does not have to be ugly!
Seasonality – A number of remote homelands become
inaccessible in the rainy season, which is typically from
December to April but can stretch from November – June
(or even later in some more remote areas). How might your
project plan work around the varying levels of site access
associated with the wet season?
Disaster resilience – A number of remote homelands are
subject to extreme weather conditions. For example much of
Cape York is classified as Australia wind region C (cyclonic)
and may be upgraded to D (severe cyclonic) as the number of
severity of cyclones increases with the change in climate.
Are there design decisions which might increase the cyclone
or flood resilience of your proposal?
28 2020 EWB Challenge Design Brief
Further Resources
The EWB Challenge Design Brief
is the foundation from which
students can begin developing
design ideas to address the
priority areas identified by our
2020 EWB Challenge partner
organisation and the communities
they work with.
Further resources to support students with exploring
the context of remote indigenous homelands on Cape
York Peninsula and the development of a feasible, viable,
innovative design solutions are available on the
EWB Challenge website, including:
● Background on the Centre for Appropriate Technology
approach and project examples
● Baseline data including community demographics,
material costs, etc
● Photos and videos to build contextual
understanding
● A student discussion forum moderated by EWB
Australia staff
And more generally
● EWB ‘Key Development Concepts’ focused on the
principles behind sustainable development projects
● Links to previous EWB Challenge award-winning
student reports
● A downloadable ‘reviewer assessment criteria’, used by
our external team to evaluate the top submissions to be
invited to the annual Finalists’ Showcase Event
29 2020 EWB Challenge Design Brief
3b/cheat_sheet_1_narrating_powerpoints
Cheat Sheet Narrating A Powerpoint 1 | P a g e
CHEAT SHEET 1
Narrating PowerPoints
Before you start to add audio to your PowerPoint ensure you have finalised the design and
compressed all images (see Cheat sheet Compressing PowerPoints)
Menu – Image 1
STEP 1: Start recording
Go to the slide you wish your audio to start.
On the menu go to “slide show” and select “record slide show”, “start recording”
STEP 2:
As you record your slides the narration will follow
each slide as you click though them.
Once you have completed your recording “select
the “X” on the recording panel. This will end the
recording. (See image 3)
STEP 3: Trimming you audios
You will notice that there will now be an audio icon on each recorded slide (see Image 4)
If you need to trim your audio “right click on the speaker icon” and a panel will appear (see Image
5) PowerPoint will allow you to trim your audio by selecting and dragging the green slide to the left
or dragging the red slide to the right. (see Image 6) this is very basic editoring only.
Slideshow- Image2
Audio icons Image 4
Recording panel- Image 3
Cheat Sheet Narrating A Powerpoint 2 | P a g e
STEP 4 – Re-recording a slide
If you need to re-record a slide, delete the audio icon on the selected slide.
Go to the menu and select insert, Audio,record audio, ( Image 7) start recording by selecting the
red button, (Image 8)this will allow you to just record an individual slide.
Once complete select ok.
Step 5 – Compressing your file
You can make your PowerPoint
presentation smaller and improve playback
performance by compressing your media
files.
Under the file menu select compress
media. (Image 9)
Trim Audios- Image 5 Audio editor – Image 6
Audios editor – Image 7
Record – Image 8
Compress – Image 9
Cheat Sheet Narrating A Powerpoint 3 | P a g e
To specify the quality of the media, which in turn, determines the size of the file, select one of the
following:
Presentation Quality-Save space while maintaining overall audio and video quality.
Internet Quality-Quality will be similar to the above which is streamed over the Internet.
Low Quality -Use when space is limited, such as when you are sending presentations via e-mail
STEP 6 – Saving your powerpoint
There are a number of formats you can save your file too.
Here is a couple of suggestions (Image 10)
PowerPoint presentation, is what is use as my default setting.
PowerPoint show is a good format as it opens in full screen
and plays automatically. This will saves it as the same size as a
presentation file.
Now if you are wanting to load your presentation to say YouTube or share stream you can save it as a
Windows media file (wmv), this is a larger format then the other two. There are pros and cons with
saving it as a movie file or (wmv) Pros are you can place it on YouTube and it plays like a movie
However there are some cons you need to consider Students
cannot interact with a movie file.
And it may need a third party software to save it as a MP4 such as HandBrake or Online convert which
are free softwares. http://handbrake.fr/downloads.php. http://www.online-convert.com./
Save – Image10
http://handbrake.fr/downloads.php
http://handbrake.fr/downloads.php
http://handbrake.fr/downloads.php
http://www.online-convert.com./
http://www.online-convert.com./
3b/CUC106 – 2020 Sem 1 – Assign 3b rubric(1) x
Design and Innovation Project and Prototype Presentation
Coordinator name:
Total mark:
/100
Researcher name:
Total mark:
/100
Designer name:
Total mark:
/100
Comments:
Mark %
Project coordinator:
/50
Researcher:
/50
Prototype designer:
/50
Team component/
Design Solution
/50
High Distinction
(85-100)
Introduction and conclusion provide an excellent comprehensive context and overview of the chosen project and prototype design, including remaining constraints/issues
Overall slide design highly consistent and professional.
Layout & design of each slide strongly complements talk and stimulates interest
Always clear speech, excellent eye contact, highly engaging manner
50
49
48
47
46
45
44
43
Excellent and comprehensive explanation of why the prototype design is suitable, in terms of cultural, environmental, economic and technical points of view;
Excellent and comprehensive explanation of how the design might be implemented
Layout & design of each slide strongly complements talk and stimulates interest
Always clear speech, excellent eye contact, highly engaging manner
50
49
48
47
46
45
44
43
Excellent and clear description of the design and its function
The physical presentation of the model and the level of workmanship is excellent
Layout & design of each slide strongly complements talk and stimulates interest
Always clear speech, excellent eye contact, highly engaging manner
50
49
48
47
46
45
44
43
Team cohesion highly visible in a well-coordinated presentation and well-developed design.
Presentation is logically structured with excellent flow.
The design is highly original & innovative
The design is technically highly appropriate for the context and the brief
Physical representation of design idea (3D Model) is highly appropriate
50
49
48
47
46
45
44
43.
Distinction
(75-84)
Introduction and conclusion provide a very good context and overview of the chosen project and prototype design, including remaining constraints/issues
Overall slide design consistent and professional.
Layout & design of each slide complements talk and stimulates interest
Mostly clear speech, good eye contact, engaging manner
42
41
40
39
38
Very good explanation of why the prototype design is suitable, in terms of cultural, environmental, economic and technical points of view;
Very good explanation of how the design might be implemented
Layout & design of each slide complements talk and stimulates interest
Mostly clear speech, good eye contact, engaging manner
42
41
40
39
38
Very good clear description of the design and its function
The presentation of the model and the level of workmanship is very good
Layout & design of each slide complements talk and stimulates interest
Mostly clear speech, good eye contact, engaging manner
42
41
40
39
38
Team works well together in delivering a well-coordinated presentation and design
Presentation is logically structured with very good flow between speakers
There are strong components of originality & innovation in the design
The design is technically appropriate for the context and the brief
Physical representation of design idea (3D Model) is very appropriate
42
41
40
39
38
Credit
(65-74)
Introduction and conclusion provide generally informative context and overview of the chosen project and prototype design, including remaining constraints/issues
Overall slide design generally consistent and professional.
Layout & design of each slide somewhat complements talk and stimulates interest
Generally clear speech, good eye contact, somewhat engaging manner
37
36
35
34
33
Generally informative explanation of why the prototype design is suitable, in terms of cultural, environmental, economic and technical points of view;
Generally informative explanation of how the design might be implemented
Layout & design of each slide somewhat complements talk and stimulates interest
Generally clear speech, good eye contact, somewhat engaging manner
37
36
35
34
33
Generally good description of the design and its function
The presentation of the model and the level of workmanship is neat and tidy
Layout & design of each slide somewhat complements talk and stimulates interest
Generally clear speech, good eye contact, somewhat engaging manner
37
36
35
34
33
Teamwork is generally apparent in delivering a co-ordinated presentation and design.
Presentation is mostly logically structured with good flow between speakers
Some evidence of originality & innovation in design
The design is, on the whole, technically appropriate for the context and the brief
Physical representation of design idea (3D Model) is satisfactory
37
36
35
34
33
Pass
(50-64)
Introduction and conclusion provide some context and overview of the chosen project and prototype design, including remaining constraints/issues, but more information would be useful
Overall slide design reasonably consistent
Layout & design of each slide barely complements talk and stimulates interest
Acceptably clear speech, some eye contact, steady but unengaging manner
32
31
30
29
28
27
26
25
Some explanation of why the prototype design is suitable, in terms of cultural, environmental, economic and technical points of view; but more information required.
Some explanation of how the design might be implemented, but detail lacking
Layout & design of each slide barely complements talk and stimulates interest (suggest dot points and more images)
Acceptably clear speech, some eye contact, steady but unengaging manner
32
31
30
29
28
27
26
25
Adequate description of the design and its function but some detail lacking.
The presentation of the model and the level of workmanship is acceptable
Layout & design of each slide barely complements talk and stimulates interest
Acceptably clear speech, some eye contact, steady but unengaging manner
32
31
30
29
28
27
26
25
There is some evidence of teamwork with no major contradictions between speakers.
Presentation is generally logically structured with a basic sense of flow.
Design shows minimal evidence of originality or innovation.
The design is in some respects appropriate for the context and the brief
Physical representation of design idea (3D Model) is a poor choice
32
31
30
29
28
27
26
25
Fail
(0-49)
Introduction and conclusion do not provide a sufficient context and/or overview of the chosen project and prototype design, and remaining constraints/issues are not addressed
Overall slide design inconsistent and unprofessional.
Layout & design of most slides detracts from talk and/or deters interest
Unclear speech, very little eye contact, disinterested/inappropriate manner
24
20
15
10
5
Insufficient explanation of why the prototype design is suitable, in terms of cultural, environmental, economic and technical points of view;
Insufficient explanation of how the design might be implemented
Layout & design of most slides detracts from talk and/or deters interest
Unclear speech, very little eye contact, disinterested/inappropriate manner
24
20
15
10
5
Poor description of the design and its function
The presentation of the model and the level of workmanship is not satisfactory
Layout & design of most slides detracts from talk and/or deters interest
Unclear speech, very little eye contact, disinterested/inappropriate manner
24
20
15
10
5
Teamwork lacking with little or no cohesion between speakers and/or major contradictions in material.
Presentation structure and flow is poor making presentation very difficult to follow
Design shows no evidence of originality or innovation.
The design is inappropriate for the context and the brief
Physical representation of design idea (3D Model) is non-existent
24
20
15
10
5
Comments:
3b/Intro to Assigment 3b.ppt
Click on Insert > new slide to choose your cover, then delete this page.
CUC106
Design & Innovation:
Communicating Technology
Intro to Assignment 3b
V2, S118
NOTE: Make sure you can see the ‘Notes’ beneath each slide! (The notes in this one say “Welcome!”
*
Welcome!
Click on Insert > new slide to choose your cover, then delete this page.
Unit recap – Project & Assessment
Research
an issue
Plan
with your team
Communicate
your design
Assignment 3b+c
Presentation
Final Report
working in teams
individually
Assignment 2
Project Proposal
Develop
a solution
Assignment 3a
Project Plan
*
INTRO TO ASSIGNMENT 3
The slide above is useful in reminding you of how Assignment 3 fits in with your project and the Unit as a whole.
Note that ‘Design’ doesn’t finish with Assignment 2 – you need to develop the design to communicate in Assignment 3.
Click on Insert > new slide to choose your cover, then delete this page.
Assignment 3
Part B:
Project and Prototype Presentation
Part C: Final Report
Today we will focus on Part B
*
Click on Insert > new slide to choose your cover, then delete this page.
Assignment 3b: Presentation
Download task & criteria from Learnline
Read through task & criteria
View at least one sample presentation for example/s of prototype (from Learnline 8.2)
Give students 5 min to download & read the assignment & criteria individually. Focus on drawing out the model requirements – next week we will look at presentation skills.
There are three sample presentations from 2012 students including one which won the national EWB challenge (Tippertap).
*
Click on Insert > new slide to choose your cover, then delete this page.
Assignment 3b
In your Project Teams, discuss:
What is this assessment asking you to do? Why?
How much time do you think it will take you?
What output is required?
Look at the criteria – how will your work be judged?
What result do you want to get?
Give students 5 min to discuss the questions above, in tables.
*
Click on Insert > new slide to choose your cover, then delete this page.
Assignment 3b
Project Presentation that explains the background, the issue, the solution and the suitability of your project
Physical 3D Model that clearly conveys your design concept
Due in Week 11
Any questions?
Spend 5 minutes emphasising the key points below, and answering any questions.
This assessment is a Group assessment, so they only create 1 per Group.
The emphasis is on clearly conveying the design.
*
Examples of past models…
This one was a Solar Cooker (the inside of the black conical shape was reflective).
Examples of past models…
Examples of past models…
*
Examples of past models…
The following slides give you an idea of the kinds of projects & models that have been done in the past.
Examples of past models…
*
Examples of past models…
*
Examples of past models…
*
*
Welcome!
*
INTRO TO ASSIGNMENT 3
The slide above is useful in reminding you of how Assignment 3 fits in with your project and the Unit as a whole.
Note that ‘Design’ doesn’t finish with Assignment 2 – you need to develop the design to communicate in Assignment 3.
*
Give students 5 min to download & read the assignment & criteria individually. Focus on drawing out the model requirements – next week we will look at presentation skills.
There are three sample presentations from 2012 students including one which won the national EWB challenge (Tippertap).
*
Give students 5 min to discuss the questions above, in tables.
*
Spend 5 minutes emphasising the key points below, and answering any questions.
This assessment is a Group assessment, so they only create 1 per Group.
The emphasis is on clearly conveying the design.
*
This one was a Solar Cooker (the inside of the black conical shape was reflective).
*
The following slides give you an idea of the kinds of projects & models that have been done in the past.
*
*
*
3b/Must Read assessment 3b x
Our design criteria is selected from EWB Design Brief. And our design area is “Transport and access” among them
Please do make the power point presentation on that. Make a design that can be a solution to Cape York Community. A lot of designs are in internet , please take one of them and relate it to our design brief (EWB Design Brief, Transport and and Road Access)
Make the presentation as sample.
3b/power point 3b
Tips for creating and converting PowerPoint files …
• Information about getting started with PowerPoint is on this Microsoft page:
https://support.office.com/en-us/article/get-started-with-powerpoint-83824a76-a05e-4d9a-8775-
c7434b15b797
• Basic skills for PowerPoint presentations are described on this Microsoft page:
https://support.office.com/en-us/article/basic-tasks-for-creating-a-powerpoint-presentation-efbbc1cd-
c5f1-4264-b48e-c8a7b0334e36
• A more detailed, 30-minute YouTube video, describing basic to advanced PowerPoint skills, is available
here: https://www.youtube.com/watch?v=q1CMxb90g7c
This includes “Inserting Video”, which begins at 14 minutes & 25 seconds, and “Inserting Audio”,
which begins at 17 minutes. (If inserting any video, be sure to select the option for “Video on My PC” –
not “Online Video”.)
• This Microsoft Support page has guidance about recording and embedding audio in PowerPoint slides:
https://support.office.com/en-us/article/video-add-and-record-audio-eeac1757-5f20-4379-95f2-0d0cd151d5b8
• You must include “timing” when recording audio, so that the PowerPoint file can later be converted
into a video file. Different versions are possible, but this Microsoft page offers guidance:
https://support.office.com/en-us/article/record-a-slide-show-with-narration-and-slide-timings-0b9502c6-5f6c-
40ae-b1e7-e47d8741161c
Make sure that your microphone is set up for good sound quality.
• When your PowerPoint file is complete, compress it to help make it small enough for submitting to
Learnline. Click on File; then Info; then Compress Media; and select the ‘Standard’ size option.
• To convert PowerPoint files with “timed narration” into video files, see this Microsoft page:
https://support.office.com/en-us/article/turn-your-presentation-into-a-video-c140551f-cb37-4818-b5d4-
3e30815c3e83
Be sure to select the option for “Use Recorded Timings and Narrations”. Also, when choosing the
video quality, select the option that minimises the file-size for submitting your presentation to
Learnline.
3b/Record Narration External to PowerPoint
Record Narration External to PowerPoint
Using this method, you should first create an audio file with your voice narration using some
recording software, such as Audacity or AudioNotes, or a recording device such as a Dictaphone or
digital voice recorder. Then you’ll insert the audio file in the PowerPoint slide and publish the
PowerPoint as a video file.
Pros
– Easier to edit
– Can record anywhere (with the right tools)
– Better result
Cons
– New bit of software or tools
– May take more time
Needs
– Audio recording program (such as Audacity or AudioNotes) or device
– Microphone
– PowerPoint
Steps:
1. Find a quiet space to record the voice narration and record the audio using either the
recording software or audio device.
a. Digital Voice Recorders are often used for research so you may have one already
b. AudioNotes is included software on iPhones
c. Audacity is available through the CDU Software Centre
2. Once you are satisfied with the recording, export the audio as .wav or .mp3 file. Save onto
your computer.
3. Open the PowerPoint presentation.
4. Save the PowerPoint presentation as a PPTX file – this is the most current file format and
enables media features.
5. Select the slide into which you would like to insert audio. Go to the Insert Tab > Audio >
Audio from File…
6. Select the relevant file and select Insert.
7. The inserted audio file will appear like this:
8. The audio icon will be visible during the video and must be removed. This can be done by:
a. Dragging the icon off the slide area where it cannot be seen, or
b. Going into Audio Tools (visible while inserted audio is selected), selecting Playback
and then ticking Hide During Show
9. Once all audio files are inserted onto the relevant slides, it is time to save the video.
a. Save the PowerPoint presentation (in case of error)
b. Go to the File tab and select Save & Send from the list.
c. Select Create a Video and view the options. Computers & HD Displays allows for the
best possible quality video to be exported.
d. Select the Create Video button, choose a destination for your file and a name for it.
The video will be exported as a Windows Media Video or WMV file.
A progress bar is visible at the bottom of the PowerPoint window.
10. Once the video is saved, PowerPoint may be closed and the video uploaded to a hosting
service such as YouTube, Vimeo or ShareStream.
SEE: UPLOADING VIDEOS TO YOTUBE
UPLOADING VIDEO TO VIMEO
UPLOADING VIDEO TO SHARESTREAM
EMBEDDING VIDEOS INTO LEARNLINE
Pros
Cons
Needs
Steps:
3b/Record Narration Within PowerPoint
Record Narration Slide-by-slide Within PowerPoint
Using this method, you speak to the slide as it appears on screen and play it back. If you are satisfied,
you can continue on but if not, you can delete and re-record the audio for that one slide. The audio is
recorded directly onto the PowerPoint and does not require any additional software.
Pros
– If mistakes, delete and do again
– Record at your desktop
– Good quick result
Cons
– Sound quality not the best
– Can be frustrating if small errors
– Prone to pick-up office noise (air-con, phone, etc)
Needs
– Microphone
– PowerPoint
Steps:
1. Prepare your PowerPoint presentation and save it as a PPTX file – this is the most current file
format and enables media features.
2. Minimise office noise in order to record audio.
a. Shut off fans, mute telephones and choose days when student interruptions will be
less likely.
b. Ensure your microphone is attached and recognised by the computer. If a
microphone is not detected, the Record Audio option will be greyed out and not
available.
3. Select the slide into which you would like to insert audio. Go to the Insert Tab > Audio >
Record Audio
4. Give the imminent recording a name (most likely that of the slide) and record.
5. If not satisfied with the audio, press Cancel and repeat the process.
6. Once satisfied with the audio press OK and the file will be inserted into the PowerPoint.
7. The inserted audio file will appear like this:
8. The audio icon will be visible during the video and must be removed. This can be done by:
a. Dragging the icon off the slide area where it cannot be seen, or
b. Going into Audio Tools (visible while inserted audio is selected), selecting Playback
and then ticking Hide During Show
9. Once all audio files are inserted onto the relevant slides, it is time to save the video.
a. Save the PowerPoint presentation (in case of error)
b. Go to the File tab and select Save & Send from the list.
c. Select Create a Video and view the options. Computers & HD Displays allows for the
best possible quality video to be exported.
d. Select the Create Video button, choose a destination for your file and a name for it.
The video will be exported as a Windows Media Video or WMV file.
A progress bar is visible at the bottom of the PowerPoint window.
10. Once the video is saved, PowerPoint may be closed and the video uploaded to a hosting
service such as YouTube, Vimeo or ShareStream.
SEE ALSO: UPLOADING VIDEOS TO YOTUBE
UPLOADING VIDEO TO VIMEO
UPLOADING VIDEO TO SHARESTREAM
EMBEDDING VIDEOS INTO LEARNLINE
Pros
Cons
Needs
Steps:
SEE ALSO: UPLOADING VIDEOS TO YOTUBE
UPLOADING VIDEO TO VIMEO
UPLOADING VIDEO TO SHARESTREAM
EMBEDDING VIDEOS INTO LEARNLINE
3b/sample presentation 3b.html
00:00
3b/sample presentation 3b_files/cast_sender.js.download
(function() {var e=function(a){return!!document.currentScript&&(-1!=document.currentScript.src.indexOf(“?”+a)||-1!=document.currentScript.src.indexOf(“&”+a))},f=e(“loadGamesSDK”)?”/cast_game_sender.js”:”/cast_sender.js”,g=e(“loadCastFramework”)||e(“loadCastApplicationFramework”),h=function(){return”function”==typeof window.__onGCastApiAvailable?window.__onGCastApiAvailable:null},k=[“pkedcjkdefgpdelpbcmbmeomcjbeemfm”,”enhhojjnijigcajfphajepfemndkmdlo”],m=function(a){a.length?l(a.shift(),function(){m(a)}):n()},
p=function(a){return”chrome-extension://”+a+f},l=function(a,c,b){var d=document.createElement(“script”);d.onerror=c;b&&(d.onload=b);d.src=a;(document.head||document umentElement).appendChild(d)},n=function(){var a=h();a&&a(!1,”No cast extension found”)},q=function(){if(g){var a=2,c=h(),b=function(){a–;0==a&&c&&c(!0)};window.__onGCastApiAvailable=b;l(“//www.gstatic.com/cast/sdk/libs/sender/1.0/cast_framework.js”,n,b)}};if(0<=window.navigator.userAgent.indexOf("Android")&&0<=window.navigator.userAgent.indexOf("Chrome/")&&window.navigator.presentation){q();var r=window.navigator.userAgent.match(/Chrome\/([0-9]+)/);m(["//www.gstatic.com/eureka/clank/"+(r?parseInt(r[1],10):0)+f,"//www.gstatic.com/eureka/clank"+f])}else!window.chrome||!window.navigator.presentation||0<=window.navigator.userAgent.indexOf("Edge")?n():(q(),m(k.map(p)));})();
3b/sample presentation 3b_files/class.js.download
/* Simple JavaScript Inheritance
* By John Resig http://ejohn.org/
* MIT Licensed.
*/
// Inspired by base2 and Prototype
(function(){
var initializing = false, fnTest = /xyz/.test(function(){xyz;}) ? /\b_super\b/ : /.*/;
// The base Class implementation (does nothing)
this.Class = function(){};
// Create a new Class that inherits from this class
Class.extend = function(prop) {
var _super = this.prototype;
// Instantiate a base class (but only create the instance,
// don't run the init constructor)
initializing = true;
var prototype = new this();
initializing = false;
// Copy the properties over onto the new prototype
for (var name in prop) {
// Check if we're overwriting an existing function
prototype[name] = typeof prop[name] == "function" &&
typeof _super[name] == "function" && fnTest.test(prop[name]) ?
(function(name, fn){
return function() {
var tmp = this._super;
// Add a new ._super() method that is the same method
// but on the super-class
this._super = _super[name];
// The method only need to be bound temporarily, so we
// remove it when we're done executing
var ret = fn.apply(this, arguments);
this._super = tmp;
return ret;
};
})(name, prop[name]) :
prop[name];
}
// The dummy class constructor
function Class() {
// All construction is actually done in the init method
if ( !initializing && this.init )
this.init.apply(this, arguments);
}
// Populate our constructed prototype object
Class.prototype = prototype;
// Enforce the constructor to be what we expect
Class.prototype.constructor = Class;
// And make this class extendable
Class.extend = arguments.callee;
return Class;
};
})();
3b/sample presentation 3b_files/flowplayer.audio.css
/*
* Flowplayer HTML5 audio plugin
*
* Copyright (c) 2016, Flowplayer Drive Oy
*
* Released under the MIT License:
* http://www.opensource.org/licenses/mit-license.php
*
* revision: v1.0.0-14-gc95d970
*/
.is-audio.flowplayer .fp-engine {
top: -99999em;
}
.is-audio.flowplayer .fp-player {
background-size: contain;
background-repeat: no-repeat;
background-position: center;
}
.is-audio.flowplayer.is-poster .fp-player {
background-size: 0;
}
.is-audio.flowplayer.is-ad-visible .fp-engine {
top: 0;
}
.is-audio-only.flowplayer .fp-engine,
.is-audio-only.flowplayer >a {
top: -99999em;
}
.is-audio-only.flowplayer .fp-brand,
.is-audio-only.flowplayer .fp-controls,
.is-audio-only.flowplayer .fp-time {
display: block !important;
}
.is-audio-only.flowplayer .fp-header,
.is-audio-only.flowplayer .fp-title {
display: none !important;
}
.is-audio-only.flowplayer.is-audio-only-7x {
background-color: rgba(0,0,0,0) !important;
}
.is-audio-only.flowplayer.is-audio-only-7x .fp-ui {
cursor: default;
}
.is-audio-only.flowplayer.is-audio-only-7x .fp-controls,
.is-audio-only.flowplayer.is-audio-only-7x .fp-timeline {
display: -ms-flexbox !important;
display: -webkit-flex !important;
display: flex !important;
cursor: pointer;
}
.is-audio-only.flowplayer.is-audio-only-7x .fp-timeline {
width: 100% !important;
}
.is-audio-only.flowplayer.is-audio-only-7x.is-loading .fp-controls {
opacity: 1;
}
.is-audio-only.flowplayer.is-splash .fp-duration,
.is-audio-only.flowplayer.is-splash .fp-timeline,
.is-audio-only.flowplayer.is-splash .fp-timeline-tooltip,
.is-audio-only.flowplayer.is-splash .fp-timestamp {
display: none;
cursor: default;
}
.is-audio-only.flowplayer.is-splash .fp-buffer,
.is-audio-only.flowplayer.is-splash .fp-progress,
.is-audio-only.flowplayer.is-splash .fp-volumelevel {
width: 0 !important;
}
/* SS Custom Styles */
.is-audio-only.flowplayer {
border-radius: 0;
}
.is-audio-only.flowplayer .fp-timestamp,
.is-audio-only.flowplayer .fp-speed {
display: none !important;
}
.is-audio-only.flowplayer .fp-controls {
background-color: #fff;
}
.is-audio-only.flowplayer .fp-timeline {
background-color: #eee;
}
.is-audio-only.flowplayer .fp-color {
background-color: #000;
}
.is-audio-only.flowplayer .fp-grey {
background-color: #eee !important;
}
.is-audio-only.flowplayer .fp-ui {
color: #000 !important;
}
3b/sample presentation 3b_files/flowplayer.audio.min.js.download
/*!
Audio plugin for Flowplayer HTML5
Copyright (c) 2016-2017, Flowplayer Drive Oy
Released under the MIT License:
http://www.opensource.org/licenses/mit-license.php
Requires Flowplayer HTML5 version 6.x or greater
v1.0.0-14-gc95d970
*/
!function(){“use strict”;var o=function(o){o(function(e,n){var i=o.extend(e.conf,e.conf.clip),s=o.common;if(i.audioOnly||s.hasClass(n,”is-audio-only”)){var a=o.bean,f=0===o.version.indexOf(“6.”),c=s.find(“.fp-controls”,n)[0],t=s.find(“.fp-timeline”,n)[0],d=”background-color”,l=f?[“fp-embed”,”fp-fullscreen”,”fp-title”]:[“fp-pause”,”fp-play”,”fp-speed-flash”],u=[“is-audio-only-7x”,”is-audio-only”,”is-mouseover”];f&&(u=u.slice(1).concat([“fixed-controls”,”play-button”])),l.concat([“fp-ratio”,”fp-help”,”fp-speed”,”fp-waiting”]).forEach(function(o){s.find(“.”+o,n).forEach(s.removeNode)}),a.off(n,”mouseenter”),a.off(n,”mouseleave”),o.extend(e.conf,{fullscreen:!1,ratio:!1,tooltip:!1}),u.forEach(function(o){s.addClass(n,o)}),s.removeClass(n,”is-mouseout”),f?s.css(n,”margin-bottom”,s.css(c,”height”)):(/^(transparent|rgba\(0,\ 0,\ 0,\ 0\))$/.test(s.css(c,d))&&s.css(c,d,”#bbb”),s.css(n,”height”,s.height(c)+30+”px”),s.css(n,”margin-top”,”-30px”)),f||(a.on(s.find(“.fp-ui”,n)[0],”click”,function(o){s.hasClass(o.target,”fp-ui”)&&o.stopPropagation()}),e.on(“load.audioonly”,function(){s.css(t,d,””)})),e.on(“unload.audioonly”,function(){s.find(“.fp-elapsed”,n)[0].innerHTML=”00:00″,f||s.css(t,d,s.css(c,d))})}else{var r=s.find(“.fp-player”,n)[0],p=function(){s.removeClass(n,”is-audio”),s.css(r,”background-image”,””)};e.on(“ready.audio”,function(o,e,a){if(a.audio||!a.index&&i.audio){var f=a&&a.coverImage||!a.index&&i.coverImage;s.addClass(n,”is-audio”),f&&s.css(r,”background-image”,”url(“+f+”)”)}else p()}).on(“unload.audio”,p)}})};”object”==typeof module&&module.exports?module.exports=o:window.flowplayer&&o(window.flowplayer)}();
3b/sample presentation 3b_files/flowplayer.min.js.download
/*!
Flowplayer Unlimited v7.2.7 (2018-08-13) | flowplayer.com/license
*/
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o(function(e,t){function r(e){return a.find(“.fp-“+e,t)[0]}function M(e){a.css(T,”padding-top”,100*e+”%”),D.inlineBlock||a.height(a.find(“object”,t)[0],a.height(t))}function C(e){e?(a.addClass(t,”is-mouseover”),a.removeClass(t,”is-mouseout”)):(a.addClass(t,”is-mouseout”),a.removeClass(t,”is-mouseover”))}a.find(“.fp-filters”).forEach(a.removeNode);try{var A;document.body.appendChild(A=a.createElement(“div”,{},n(“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”,”base64″))),a.css(A,{width:0,height:0,overflow:”hidden”,position:”absolute”,margin:0,padding:0})}catch(S){}var E,j=e.conf,D=o.support;a.find(“.fp-ratio,.fp-ui”,t).forEach(a.removeNode),a.addClass(t,”flowplayer”),t.appendChild(a.createElement(“div”,{className:”fp-ratio”}));var N=a.createElement(“div”,{className:”fp-ui”},’
‘.replace(“{{ PAUSE_ROUNDED_FILL }}”,g).replace(“{{ PAUSE_ROUNDED_OUTLINE }}”,h).replace(“{{ PAUSE_SHARP_FILL }}”,m).replace(“{{ PAUSE_SHARP_OUTLINE }}”,v).replace(“{{ PLAY_SHARP_OUTLINE }}”,p).replace(“{{ PLAY_SHARP_FILL }}”,d).replace(“{{ PLAY_ROUNDED_OUTLINE }}”,c).replace(“{{ PLAY_ROUNDED_FILL }}”,f).replace(“{{ LOADING_ROUNDED_OUTLINE }}”,y).replace(“{{ LOADING_ROUNDED_FILL }}”,w).replace(“{{ LOADING_SHARP_FILL }}”,b).replace(“{{ LOADING_SHARP_OUTLINE }}”,I).replace(/url\(#/g,”url(“+window.location.href.replace(window.location.hash,””).replace(/\#$/g,””)+”#”));t.appendChild(N);var x=r(“waiting”),L=r(“elapsed”),T=r(“ratio”),Z=r(“speed-flash”),P=r(“duration”),k=r(“remaining”),Y=r(“timestamp”),z=a.css(T,”padding-top”),O=r(“play”),G=r(“pause”),R=r(“timeline”),W=l(R,e.rtl),U=r(“fullscreen”),J=r(“volumebar”),B=u(J,{rtl:e.rtl}),F=a.hasClass(t,”no-toggle”);W.disableAnimation(a.hasClass(t,”is-touch”)),e.sliders=e.sliders||{},e.sliders.timeline=W,e.sliders.volume=B;var H=[];D.svg||a.html(x,”
loading …
“),j.ratio&&M(j.ratio);try{j.fullscreen||a.removeNode(U)}catch(S){a.removeNode(U)}e.on(“dvrwindow”,function(){W.disable(!1)}),e.on(“ready”,function(e,n,r){var o=n.video.duration;W.disable(n.disabled||!o),j.adaptiveRatio&&!isNaN(r.height/r.width)&&M(r.height/r.width,!0),a.html([P,k],n.live?”Live”:i(o)),a.toggleClass(t,”is-long”,o>=3600),B.slide(n.volumeLevel),”flash”===n.engine.engineName?W.disableAnimation(!0,!0):W.disableAnimation(!1),a.find(“.fp-title”,N).forEach(a.removeNode),r.title&&a.prepend(N,a.createElement(“div”,{className:”fp-message fp-title”},r.title)),a.toggleClass(t,”has-title”,!!r.title)}).on(“unload”,function(){z||j.splash||a.css(T,”paddingTop”,””),W.slide(0),a.addClass(O,”fp-visible”)}).on(“buffer”,function(e,t,n){var r=t.video,i=r.buffer/r.duration;!r.seekable&&D.seekable&&W.max(t.conf.live?1/0:i),n&&”number”!=typeof n||(n=[{start:0,end:r.buffer}]);var o=a.find(“.fp-buffer”,R);o.length!==n.length&&(o.forEach(a.removeNode),o=[]),n.forEach(function(e,t){var n=o[t]||a.createElement(“div”,{className:”fp-buffer”});a.css(n,{left:100*e.start/r.duration+”%”,width:100*(e.end-e.start)/r.duration+”%”}),a.prepend(R,n)})}).on(“speed”,function(e,t,n){t.video.time&&(a.text(Z,n+”x”),a.addClass(Z,”fp-shown”),H=H.filter(function(e){return clearTimeout(e),!1}),H.push(setTimeout(function(){a.addClass(Z,”fp-hilite”),H.push(setTimeout(function(){a.removeClass(Z,”fp-hilite”),H.push(setTimeout(function(){a.removeClass(Z,”fp-shown”)},300))},1e3))})))}).on(“buffered”,function(){W.max(1)}).on(“progress seek”,function(n,r,o){var s=e.video.duration,l=e.video.seekOffset||0;o=o||e.video.time;var u=(o-l)/(s-l);W.dragging||W.slide(u,e.seeking?0:250),a.toggleClass(t,”is-live-position”,s-o
for(n=0;n
if(this instanceof r){var e=w.call(n,this,m.call(o,d.call(arguments)));return i(e)===e?e:this}return w.call(n,t,m.call(o,d.call(arguments)))},l=b(0,n.length-o.length),u=[],c=0;l>c;c++)h.call(u,”$”+c);return r=a(“binder”,”return function (“+v.call(u,”,”)+”){ return binder.apply(this, arguments); }”)(s),n.prototype&&(U.prototype=n.prototype,r.prototype=new U,U.prototype=null),r}});var J=y.bind(o.hasOwnProperty),B=y.bind(o.toString),F=y.bind(d),H=w.bind(d);if(“object”==typeof document&&document&&document umentElement)try{F(document umentElement.childNodes)}catch(V){var X=F,_=H;F=function(e){for(var t=[],n=e.length;n–>0;)t[n]=e[n];return _(t,X(arguments,1))},H=function(e,t){return _(F(e),t)}}var K=y.bind(u.slice),Q=y.bind(u.split),q=y.bind(u.indexOf),$=y.bind(h),ee=y.bind(o.propertyIsEnumerable),te=y.bind(r.sort),ne=n.isArray||function(e){return”[object Array]”===B(e)},re=1!==[].unshift(0);O(r,{unshift:function(){return g.apply(this,arguments),this.length}},re),O(n,{isArray:ne});var ie=i(“a”),oe=”a”!==ie[0]||!(0 in ie),ae=function(e){var t=!0,n=!0,r=!1;if(e)try{e.call(“foo”,function(e,n,r){“object”!=typeof r&&(t=!1)}),e.call([1],function(){“use strict”;n=”string”==typeof this},”x”)}catch(i){r=!0}return!!e&&!r&&t&&n};O(r,{forEach:function(t){var n,r=W.ToObject(this),i=oe&&Z(this)?Q(this,””):r,o=-1,a=W.ToUint32(i.length);if(arguments.length>1&&(n=arguments[1]),!e(t))throw new TypeError(“Array.prototype.forEach callback must be a function”);for(;++o
3b/sample presentation 3b_files/flowplayer.speed-menu.min.js.download
/*!
Speed menu plugin for Flowplayer HTML5
Copyright (c) 2017, Flowplayer Drive Oy
Released under the MIT License:
http://www.opensource.org/licenses/mit-license.php
Requires Flowplayer HTML5 version 7.x or greater
v1.0.0-5-g42981dd
*/
!function(){var e=function(e){e(function(n,t){function o(){a.find(“.fp-speed-menu”,t).forEach(a.removeNode),a.find(“.fp-speed”,t).forEach(a.removeNode)}function d(e){return Math.round(100*e)/100}function p(){c.appendChild(a.createElement(“strong”,{className:”fp-speed”},n.currentSpeed+”x”));var e=a.createElement(“div”,{className:”fp-menu fp-speed-menu”,css:{width:”auto”}},”Speed”);l.forEach(function(n){var t=a.createElement(“a”,{“data-speed”:d(n)},d(n)+”x”);e.appendChild(t)}),s.appendChild(e),f(n.currentSpeed)}function f(e){a.find(“.fp-speed”,t)[0].innerHTML=e+”x”,a.find(“.fp-speed-menu a”,t).forEach(function(n){a.toggleClass(n,”fp-selected”,n.getAttribute(“data-speed”)==e),a.toggleClass(n,”fp-color”,n.getAttribute(“data-speed”)==e)})}var r=e.support;if(r.video&&r.inlineVideo){var a=e.common,i=e.bean,s=a.find(“.fp-ui”,t)[0],c=a.find(“.fp-controls”,s)[0],u=1,l=n.conf.speeds;i.on(t,”click”,”.fp-speed”,function(){var e=a.find(“.fp-speed-menu”,t)[0];a.hasClass(e,”fp-active”)?n.hideMenu():n.showMenu(e)}),i.on(t,”click”,”.fp-speed-menu a”,function(e){var t=e.target.getAttribute(“data-speed”);n.speed(t)}),n.on(“speed”,function(e,n,t){l.length>1&&f(t)}).on(“ready”,function(e,n){o(),l=n.conf.speeds,l.length>1&&p()}).on(“beforeresume”,function(e,n){u=n.currentSpeed}).on(“resume”,function(e,n){n.currentSpeed!==u&&n.speed(u)})}})};”object”==typeof module&&module.exports?module.exports=e:”function”==typeof window.flowplayer&&e(window.flowplayer)}();
3b/sample presentation 3b_files/hls.light.min.js.download ‘).append(this); // post-conversion callback, passes original element, new div element and fully populated options // detection script for FF WMP plugin (http://www.therossman.org/experiments/wmp_play.html) // crank html5 style data attributes
“undefined”!=typeof window&&function(e,t){“object”==typeof exports&&”object”==typeof module?module.exports=t():”function”==typeof define&&define.amd?define([],t):”object”==typeof exports?exports.Hls=t():e.Hls=t()}(this,function(){return function(e){var t={};function r(i){if(t[i])return t[i].exports;var a=t[i]={i:i,l:!1,exports:{}};return e[i].call(a.exports,a,a.exports,r),a.l=!0,a.exports}return r.m=e,r.c=t,r.d=function(e,t,i){r.o(e,t)||Object.defineProperty(e,t,{enumerable:!0,get:i})},r.r=function(e){“undefined”!=typeof Symbol&&Symbol.toStringTag&&Object.defineProperty(e,Symbol.toStringTag,{value:”Module”}),Object.defineProperty(e,”__esModule”,{value:!0})},r.t=function(e,t){if(1&t&&(e=r(e)),8&t)return e;if(4&t&&”object”==typeof e&&e&&e.__esModule)return e;var i=Object.create(null);if(r.r(i),Object.defineProperty(i,”default”,{enumerable:!0,value:e}),2&t&&”string”!=typeof e)for(var a in e)r.d(i,a,function(t){return e[t]}.bind(null,a));return i},r.n=function(e){var t=e&&e.__esModule?function(){return e.default}:function(){return e};return r.d(t,”a”,t),t},r.o=function(e,t){return Object.prototype.hasOwnProperty.call(e,t)},r.p=”/dist/”,r(r.s=24)}([function(e,t,r){“use strict”;Object.defineProperty(t,”__esModule”,{value:!0});var i=r(6);function a(){}var n={trace:a,debug:a,log:a,warn:a,info:a,error:a},o=n;var s=i.getSelfScope();function l(e){for(var t=[],r=1;r
$div.data(‘media.origHTML’, $temp.html()); // store original markup
}
if (typeof f2 == ‘function’) f2(this, $div[0], o, player.name);
break;
}
});
};
/**
* Non-chainable method for adding or changing file format / player mapping
* @name mapFormat
* @param String format File format extension (ie: mov, wav, mp3)
* @param String player Player name to use for the format (one of: flash, quicktime, realplayer, winmedia, silverlight or iframe
*/
$.fn.media.mapFormat = function(format, player) {
if (!format || !player || !$.fn.media.defaults.players[player]) return; // invalid
format = format.toLowerCase();
if (isDigit(format[0])) format = ‘fn’ + format;
$.fn.media[format] = $.fn.media[player];
$.fn.media[format+’_player’] = $.fn.media.defaults.players[player];
};
// global defautls; override as needed
$.fn.media.defaults = {
standards: true, // use object tags only (no embeds for non-IE browsers)
canUndo: true, // tells plugin to store the original markup so it can be reverted via: $(sel).mediaUndo()
width: 400,
height: 400,
autoplay: 0, // normalized cross-player setting
bgColor: ‘#ffffff’, // background color
params: { wmode: ‘transparent’}, // added to object element as param elements; added to embed element as attrs
attrs: {}, // added to object and embed elements as attrs
flvKeyName: ‘file’, // key used for object src param (thanks to Andrea Ercolino)
flashvars: {}, // added to flash content as flashvars param/attr
flashVersion: ‘7’, // required flash version
expressInstaller: null, // src for express installer
// default flash video and mp3 player (@see: http://jeroenwijering.com/?item=Flash_Media_Player)
flvPlayer: ‘mediaplayer.swf’,
mp3Player: ‘mediaplayer.swf’,
// @see http://msdn2.microsoft.com/en-us/library/bb412401.aspx
silverlight: {
inplaceInstallPrompt: ‘true’, // display in-place install prompt?
isWindowless: ‘true’, // windowless mode (false for wrapping markup)
framerate: ’24’, // maximum framerate
version: ‘0.9’, // Silverlight version
onError: null, // onError callback
onLoad: null, // onLoad callback
initParams: null, // object init params
userContext: null // callback arg passed to the load callback
}
};
// Media Players; think twice before overriding
$.fn.media.defaults.players = {
flash: {
name: ‘flash’,
title: ‘Flash’,
types: ‘flv,mp3,swf’,
mimetype: ‘application/x-shockwave-flash’,
pluginspage: ‘http://www.adobe.com/go/getflashplayer’,
ieAttrs: {
classid: ‘clsid:d27cdb6e-ae6d-11cf-96b8-444553540000’,
type: ‘application/x-oleobject’,
codebase: ‘http://fpdownload.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=’ + $.fn.media.defaults.flashVersion
}
},
quicktime: {
name: ‘quicktime’,
title: ‘QuickTime’,
mimetype: ‘video/quicktime’,
pluginspage: ‘http://www.apple.com/quicktime/download/’,
types: ‘aif,aiff,aac,au,bmp,gsm,mov,mid,midi,mpg,mpeg,mp4,m4a,psd,qt,qtif,qif,qti,snd,tif,tiff,wav,3g2,3gp’,
ieAttrs: {
classid: ‘clsid:02BF25D5-8C17-4B23-BC80-D3488ABDDC6B’,
codebase: ‘http://www.apple.com/qtactivex/qtplugin.cab’
}
},
realplayer: {
name: ‘real’,
title: ‘RealPlayer’,
types: ‘ra,ram,rm,rpm,rv,smi,smil’,
mimetype: ‘audio/x-pn-realaudio-plugin’,
pluginspage: ‘http://www.real.com/player/’,
autoplayAttr: ‘autostart’,
ieAttrs: {
classid: ‘clsid:CFCDAA03-8BE4-11cf-B84B-0020AFBBCCFA’
}
},
winmedia: {
name: ‘winmedia’,
title: ‘Windows Media’,
types: ‘asx,asf,avi,wma,wmv’,
mimetype: $.browser.mozilla && isFirefoxWMPPluginInstalled() ? ‘application/x-ms-wmp’ : ‘application/x-mplayer2’,
pluginspage: ‘http://www.microsoft.com/Windows/MediaPlayer/’,
autoplayAttr: ‘autostart’,
oUrl: ‘url’,
ieAttrs: {
classid: ‘clsid:6BF52A52-394A-11d3-B153-00C04F79FAA6’,
type: ‘application/x-oleobject’
}
},
// special cases
img: {
name: ‘img’,
title: ‘Image’,
types: ‘gif,png,jpg’
},
iframe: {
name: ‘iframe’,
types: ‘html,pdf’
},
silverlight: {
name: ‘silverlight’,
types: ‘xaml’
}
};
//
// everything below here is private
//
// (hat tip to Mark Ross for this script)
function isFirefoxWMPPluginInstalled() {
var plugs = navigator.plugins;
for (var i = 0; i < plugs.length; i++) {
var plugin = plugs[i];
if (plugin['filename'] == 'np-mswmp.dll')
return true;
}
return false;
}
var counter = 1;
for (var player in $.fn.media.defaults.players) {
var types = $.fn.media.defaults.players[player].types;
$.each(types.split(','), function(i,o) {
if (isDigit(o[0])) o = 'fn' + o;
$.fn.media[o] = $.fn.media[player] = getGenerator(player);
$.fn.media[o+'_player'] = $.fn.media.defaults.players[player];
});
};
function getTypesRegExp() {
var types = '';
for (var player in $.fn.media.defaults.players) {
if (types.length) types += ',';
types += $.fn.media.defaults.players[player].types;
};
return new RegExp('\\.(' + types.replace(/,/ig,'|') + ')\\b');
};
function getGenerator(player) {
return function(el, options) {
return generate(el, options, player);
};
};
function isDigit(c) {
return '0123456789'.indexOf(c) > -1;
};
// flatten all possible options: global defaults, meta, option obj
function getSettings(el, options) {
options = options || {};
var $el = $(el);
var cls = el.className || ”;
// support metadata plugin (v1.0 and v2.0)
var meta = $.metadata ? $el.metadata() : $.meta ? $el.data() : {};
meta = meta || {};
var w = meta.width || parseInt(((cls.match(/\bw:(\d+)/)||[])[1]||0)) || parseInt(((cls.match(/\bwidth:(\d+)/)||[])[1]||0));
var h = meta.height || parseInt(((cls.match(/\bh:(\d+)/)||[])[1]||0)) || parseInt(((cls.match(/\bheight:(\d+)/)||[])[1]||0))
if (w) meta.width = w;
if (h) meta.height = h;
if (cls) meta.cls = cls;
var dataName = ‘data-‘;
for (var i=0; i < el.attributes.length; i++) {
var a = el.attributes[i], n = $.trim(a.name);
var index = n.indexOf(dataName);
if (index === 0) {
n = n.substring(dataName.length);
meta[n] = a.value;
}
}
var a = $.fn.media.defaults;
var b = options;
var c = meta;
var p = { params: { bgColor: options.bgColor || $.fn.media.defaults.bgColor } };
var opts = $.extend({}, a, b, c);
$.each(['attrs','params','flashvars','silverlight'], function(i,o) {
opts[o] = $.extend({}, p[o] || {}, a[o] || {}, b[o] || {}, c[o] || {});
});
if (typeof opts.caption == 'undefined') opts.caption = $el.text();
// make sure we have a source!
opts.src = opts.src || $el.attr('href') || $el.attr('src') || 'unknown';
return opts;
};
//
// Flash Player
//
// generate flash using SWFObject library if possible
$.fn.media.swf = function(el, opts) {
if (!window.SWFObject && !window.swfobject) {
// roll our own
if (opts.flashvars) {
var a = [];
for (var f in opts.flashvars)
a.push(f + '=' + opts.flashvars[f]);
if (!opts.params) opts.params = {};
opts.params.flashvars = a.join('&');
}
return generate(el, opts, 'flash');
}
var id = el.id ? (' id="'+el.id+'"') : '';
var cls = opts.cls ? (' class="' + opts.cls + '"') : '';
var $div = $('
// swfobject v2+
if (window.swfobject) {
$(el).after($div).appendTo($div);
if (!el.id) el.id = ‘movie_player_’ + counter++;
// replace el with swfobject content
swfobject.embedSWF(opts.src, el.id, opts.width, opts.height, opts.flashVersion,
opts.expressInstaller, opts.flashvars, opts.params, opts.attrs);
}
// swfobject < v2
else {
$(el).after($div).remove();
var so = new SWFObject(opts.src, 'movie_player_' + counter++, opts.width, opts.height, opts.flashVersion, opts.bgColor);
if (opts.expressInstaller) so.useExpressInstall(opts.expressInstaller);
for (var p in opts.params)
if (p != 'bgColor') so.addParam(p, opts.params[p]);
for (var f in opts.flashvars)
so.addVariable(f, opts.flashvars[f]);
so.write($div[0]);
}
if (opts.caption) $('
return $div;
};
// map flv and mp3 files to the swf player by default
$.fn.media.flv = $.fn.media.mp3 = function(el, opts) {
var src = opts.src;
var player = /\.mp3\b/i.test(src) ? $.fn.media.defaults.mp3Player : $.fn.media.defaults.flvPlayer;
var key = opts.flvKeyName;
src = encodeURIComponent(src);
opts.src = player;
opts.src = opts.src + ‘?’+key+’=’ + (src);
var srcObj = {};
srcObj[key] = src;
opts.flashvars = $.extend({}, srcObj, opts.flashvars );
return $.fn.media.swf(el, opts);
};
//
// Silverlight
//
$.fn.media.xaml = function(el, opts) {
if (!window.Sys || !window.Sys.Silverlight) {
if ($.fn.media.xaml.warning) return;
$.fn.media.xaml.warning = 1;
alert(‘You must include the Silverlight.js script.’);
return;
}
var props = {
width: opts.width,
height: opts.height,
background: opts.bgColor,
inplaceInstallPrompt: opts.silverlight.inplaceInstallPrompt,
isWindowless: opts.silverlight.isWindowless,
framerate: opts.silverlight.framerate,
version: opts.silverlight.version
};
var events = {
onError: opts.silverlight.onError,
onLoad: opts.silverlight.onLoad
};
var id1 = el.id ? (‘ id=”‘+el.id+'”‘) : ”;
var id2 = opts.id || ‘AG’ + counter++;
// convert element to div
var cls = opts.cls ? (‘ class=”‘ + opts.cls + ‘”‘) : ”;
var $div = $(‘
$(el).after($div).remove();
Sys.Silverlight.createObjectEx({
source: opts.src,
initParams: opts.silverlight.initParams,
userContext: opts.silverlight.userContext,
id: id2,
parentElement: $div[0],
properties: props,
events: events
});
if (opts.caption) $(‘
return $div;
};
//
// generate object/embed markup
//
function generate(el, opts, player) {
var $el = $(el);
var o = $.fn.media.defaults.players[player];
if (player == ‘iframe’) {
o = $(‘
o.attr(‘src’, opts.src);
o.css(‘backgroundColor’, o.bgColor);
}
else if (player == ‘img’) {
o = $(‘‘);
o.attr(‘src’, opts.src);
opts.width && o.attr(‘width’, opts.width);
opts.height && o.attr(‘height’, opts.height);
o.css(‘backgroundColor’, o.bgColor);
}
else if (lameIE) {
var a = [‘
