UCL Institute of Archaeology

Who Stole my Milk?

3.6 Web Resource Team
Charmaine Wong and Urka Bohinec

2012

TABLE OF CONTENT

3.6 Web Resource Team Appendix 3.6.1 Meeting Minutes 9 February 2012 Appendix 3.6.2 Meeting Minutes 29 March 2012 Appendix 3.6.3 Blog Schedule Evolution Appendix 3.6.4 Floor plan Drawing Evolution Appendix 3.6.5 Floor plan Brief for Big Picture Inc Appendix 3.6.6 First Draft Floor plan Text & Object Selection Appendix 3.6.7 Second Draft Floor plan Text & Object Selection Appendix 3.6.8 First Draft of Digital Story Script

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APPENDIX 3.6.1 Meeting Title Facilitator Location Attendees

MEETING MINUTES 9 FEBRUARY 2012 Web Resource Meeting Web Resource Team Geffrye Museum Mandy, Urska, Charmaine Date Time Note Taker 9 Feb 2012 11am Charmaine

KEY POINTS DISCUSSED Will be using Blogger for the project Blog; blog will be updated twice a week with relevant content; create a timeline for what will go on the blog and when it will go up Digital Story between 3-4 minutes. Text copy of the script will need to be approved by management (will need minimum 1 week for approval): projected launch date for video: Late April, early May Interactive Floor Plan descriptions of objects will be typified, (i.e. not based on someones personal story of the object, but a have more general interpretation about the type of object it is and the types of emotions, conflicts, etc. associated with it); instead of text description, perhaps the use of voice-overs.

ACTIONS PLAN No 1. Action Item(s) Come up with several options for blog design including a statement of intent of blog; create provisional timeline for blog content Twitter and Facebook Launch Blog Launch Assigned Project Member/s WR Targe t Date 20 Feb 27 Feb 5 Mar

2. 3.

WR WR

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APPENDIX 3.6.2 Meeting Title Facilitator Location Attendees

MEETING MINUTES 29 MARCH 2012 WRT First Draft Update WRT GM Mandy, Urska, Charmaine, Julie Date Time Note Taker 29/03/2012 11:00 Julie

KEY POINTS DISCUSSED

Update on Floor plan: Still have to go over the brief for Big Picture. No drawing at this stage. Should be done next week. First draft done. Common room (kitchen), 2 bedroom, bathroom. Will probably cut one object out, down to 10. 2 audio files. Mandy can show C&U how to mute out sounds. Li is going back to take more photo tonight. Audio would be quite short. 15-30 secs. We have to stick to the Big Picture brief, because any addition would have a cost impact. Drawing styles of objects. David, the director, needs to check stuff, is away for 2 weeks. Need to show him on the 16th April. Get it approved before Big Picture. Final version of floor plan. Get it to Big Picture by then, could get it done in one week. Update on Digital Story: Decided on a topic, how students make a house a home. Going over the general plot today. Mix of video and still images. Can have different people speaking, different voices. Can isolate sound bites. Mandy can isolate quotes. Paraphrasing might work for lower English levels. Put up transcript. YouTube, you can add your own subtitles. Send the first draft by the 2nd April. Can use Windows Media Player for editing; Adobe Premier Elements on Charmaines computer, Urska might get another program from cousin.
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Tools for filming: ask Vanessa & Rachel. Charmaines camera can shoot 720. Can also borrow HD camera from a friend. UCL options just in case. UCL communications. Can we shoot video of the participants without talking? Ask DSHT. Slightly change schedule for Blog Post; pushed each post back a few days, because there was one week where there was nothing. C&U to send blog schedule to Mandy. Facebook, Family Day post, is on the GM website. C & U to do. URL for the space, under the learning section. Coordinate with ART and e-shot. Have WRT draft cover page. Landing page for the project. Get a group shot. Li to take photo.

ACTIONS PLAN No 1. 2. 3. 4. 5. Action Item(s) Send blog schedule to Mandy Family Day post on Facebook Find out when e-shot going out Organize drafting of website cover page Assigned Project Member/s C&U C&U Julie Julie Target Date 30/03/2 012 31/03/2 012 29/03/2 012 tbd 29/03/2 012

Organize Li to bring camera to panel meeting Julie

NOTES NEXT MEETING Thursday 5th April, Mandy Feedback on First Draft, 10:00

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APPENDIX 3.6.3

BLOG SCHEDULE EVOLUTION

WRT developed an overall blog strategy selecting specific dates and assigning topics to post over the duration of the project. This strategy enabled WRT to develop targets, track their outputs and ensure the blogs overall success. March 5 March 6 March 12 March 15 Inaugural Post Post the Postcard Meet the team What topics are you interested in? What are the stereotypes that come to mind when thinking about student homes? (I.e. dirty) T/F: Students are Dirty. Replies to Students are Dirty Whats in your fridge? Take a picture of your fridge or a dish that reminds you of home. Replies to Whats in your fridge. April Fools? Chopsticks: Food Replies to Food Chopsticks Replies to Chopsticks Objects of sentimental value Replies to objects Conflicts with you and your roommate (anonymous if you want!) Replies to conflicts Bright side of student living (I.e. socializing, potlucks, fun times) Replies to Bright side
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March 21 March 24 March 26 March 30 April 1 April 2 April 6 April 9 April 13 April 23 April 27 April 30 May 4 May 7 May 11

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Sign-off and pictures from private viewing

This strategy was adapted slightly following AAT feedback. WRT changed their overall approach to reflect the projects learning theories; an initial post set the scene and asked relevant questions. The audience was asked to respond and participate. The responses were posted a few days later. For the blog posts, see project outcome appendix 2.6.3. March 5 March 12 March 15 March 21 March 24 March 28 April 1 April 4 April 11 April 13 April 18 April 22 April 25 May 1 May 5 May 11 May 15 (or anytime after) Inaugural Post Meet the team What topics are you interested in? What are the stereotypes that come to mind when thinking about student homes? (I.e. dirty) T/F: Students are Dirty. Replies to Students are Dirty Whats in your fridge? Take a picture of your fridge or a dish that reminds you of home. Replies to Whats in your fridge? Student Cuisine Replies to Student Cuisine Chopsticks Objects of sentimental value Replies to objects Conflicts with you and your roommate Replies to conflicts Bright side of student living (I.e. socializing, potlucks, fun times) Replies to Bright side Sign-off and pictures from opening event (Plugs and converters as backup)
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APPENDIX 3.6.4

FLOOR PLAN DRAWING EVOLUTION

WRT decided early on to create an interactive feature for the GMs permanent website, which could be access via the projects landing page (http://www.geffryemuseum.org.uk/learning/universities-fe-he/who-stole-my-milk/). Initially, in order to represent their overall idea to team members, WRT obtained this generic floor plan design from the Internet.

The survey conducted by AAT revealed that the majority of our primary target audience preferred a 3-D drawing of the floor plan. WRT selected this drawing to illustrate the provisional floor plan that Big Picture Inc designed.

For the final design, see project outcomes appendix 2.6.4.

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APPENDIX 3.6.5

FLOOR PLAN BRIEF FOR BIG PICTURE INC

WRT submitted a brief to Big Picture Inc including the following drawings, instructions, text, and photographs. Updated versions of the text were submitted to Big Picture Inc once approved by GM staff. Big Picture Inc produced a 3-D sketch for WRT & GM approval. Following some modifications and improvements, the final floor plan design was uploaded onto the GMs permanent website. (http://www.geffryemuseum.org.uk/learning/universities-fe-he/who-stole-my-milk/) Summary Our objective is to create an interactive, three-dimensional floor-plan of a student home with 10 interactive objects. Each object, when clicked will open a new pop-up that will include a picture of that object in and text about its history and significance. 2 of the 10 objects will also include an audio clip which can be accessed when the player (also in the pop-up) is activated by the user.

Object List 1. Shower curtain 2. Sink/soap dispensers 3. Projector 4. Refrigerator 5. Rice cooker 6. Wall decorations 7. Jade Buddha 8. Mug 9. Guitar 10. Photo album
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Organization of objects by room: Bathroom Shower curtain Sink/soap dispensers Kitchen/Common Projector Room Refrigerator Rice Cooker Bedroom 1 Wall decorations Jade Buddha Mug Bedroom 2 Guitar Photo album Below is a 3-D version of the above 2-D floor-plan. Note that the objects are missing. The perspective is more-or-less correct. Although this image is in grayscale, our final image will be in black and white in line illustration style (examples below). The interactive objects are to appear in the same illustrated style, but in colour to contrast the surroundings. Please note that on this floor-plan there are no walls or doors. In the final floor plan, we would like very low walls (so that there is no visual obstruction) and either door frames or spaces in the wall to indicate their presence.

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APPENDIX 3.6.6

FIRST DRAFT FLOOR PLAN TEXT & OBJECT SELECTION

WRT produced text describing each object selected for the floor plan and implementing the projects learning theories. The text introduced the history of the object, and proceeded to ask the audience relevant questions in order to entice them to reflect and reminisce about student homes. The text terminated with the objects personal story, its owner, and its meaning. WRT initially included two audio files taken from data collected by DSHT. These were later removed as interfering noises were impossible to remove.
ROOM 1

Jade Buddha Pendant This beautiful, light green pendant is made from jade. In China, jade has a long and interesting history. As early as 7000 BC (Neolithic Age), people made symbolic weapons, ornaments, and ritual objects from jade because it held earthly and spiritual powers. Today, however, its function has changed. Can you think of why a student would bring this pendant away with them to school? Students often bring small, portable objects with them as a symbol of their identity and to remind them of their family home. This particular pendant was a gift from Echos mother. Echo brought it with her from China to ease her mothers worries. It will bring her luck and inner peace.
[AUDIO INCLUDED]

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ROOM 1

Ceramic Mugs This beautifully decorated mug is made from ceramic. Many scholars believe that the earliest ceramics in the world date to Jmon period in Japan (circa 12,000 BC). However, many areas later developed the technology independently. Archaeologists often study ceramics to track changing social, economic, and artistic traditions. Little has changed in terms of its practical function, however today, ceramics are still used to serve food and drinks. Do you think that students only think of their mugs as a way to serve drinks? Many students have personal mugs that they bring to their student homes. These portable objects are easy ways that students can convey their artistic, intellectual, musical, and even political interests. Jamie received this particular mug as a gift. He brings it everywhere as it holds much sentimental value.
ROOM 1

Wall Decorations Unlike these modern images of Marilyn Monroe, the first posters created in the 15th century were largely text-based. They were used for public and governmental notices, as well as private and commercial announcements. However, the invention of lithography in the 19th century allowed for the development of the colourful and image-based modern posters that we are
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familiar with today. Why are posters so popular among students? It is common to find wall decorations in student homes. Many students find it important to decorate their living space to make it their own. Sometimes their arrangements are aesthetic, with posters of things that they are interested in, while, other times, decorations can be of sentimental value postcards that remind them of the places that they have visited, pictures of family and friends, gifts from other people. It is interesting that some students enjoy putting up decorations to make their house a home, while others decide against it, as they know that their stay is temporary.
[AUDIO INCLUDED] ROOM 2

Guitars This is a modern, acoustic classical guitar. Similar plucked-string instruments go as far back as Ancient Egypt. But scholars are unsure where guitars like this one come from is it from the Middle East or did they originate from Europe? During the 15th century, guitars begin to look more like the ones we know today. They become very popular in places like France, England, Italy, and Spain. Are guitars popular amongst students? Students bring their guitars to university for various reasons: it speaks of their musical taste and it is a nice way to decorate their room. More importantly, playing guitar brings people together and can create strong friendships.

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ROOM 2

Photo albums Photography has captured the imagination since its inception in 1826. Joseph NicphoreNipce, a Frenchman, is responsible for the very first photograph. The process has come a long way since then. Recently, it has been completely revolutionized with the advent of digital photography. With the ease that digital photography brings, why would a student carry a photo album with him? Photo albums are personal objects that many students have sentimental attachments towards because of the important objects that they contain. Although photographs are important vestiges of identity, not all students choose to bring photographs or albums with them when they go away for school. Instead, because of the rise of digital photography many people are able to reminisce and capture the same nostalgic feeling through viewing photographs on their computers or online.

KITCHEN / COMMON SPACE

Refrigerators The refrigerator is a relatively modern invention among kitchen appliances. The first practical refrigerating machine was built by Jacob Perkins in 1834.
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At first, they were considered luxury items. But this changed at the end of World War II because of new technological advances in gas and electric refrigeration. Today, most Western households own a refrigerator. Why is the refrigerator so important in student homes? The answer is simple shared space. Students do not always share their food; did you notice the three packs of butter and the two loaves of bread? When items mysteriously disappear, or roommates borrow milk and forget to replace it, tensions rise. Learning to compromise by sharing refrigerator space and respecting others is an important part of student life.

KITCHEN / COMMON SPACE

Electric Rice Cookers This is an electric rice cooker from China. These kitchen appliances were first produced in Japan during the mid-1950s. Because they can cook many different types of rice in a number of ways, their exportation outside of Japan occurred very rapidly. So rapidly, in fact, that they are now found in most Asian households today. Do international students really bring rice cookers all the way from home? Although rice-cookers are readily available from a variety of retailers in London, students often choose to bring their own rice cookers. Some students are very attached to these practical objects that allow them to cook food that remind them of home.

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KITCHEN / COMMON SPACE

Portable Projectors A portable projector is not a common object to find inside a home these days. After the development of the motion picture, however, they became increasingly popular. From 1896 through to the 1950s, projectors came in many different models and were used to entertain guests. When television was invented, this new technology slowly replaced portable projectors. How does the projector bring the students together? Nowadays, technology is a very important part of student life. A portable projector can allow students to share their common interests by watching films and television series together. The students in Barnet House have bonded over this piece of technology; they have formed long-lasting friendships and turned their house into a home.
BATHROOM

Soap dispensers Every household bathroom has a soap dispenser; this one has three. Although soap was invented around 2800 BC, it was first used to clean textile. Soaps used in personal hygiene were introduced much later in history. They were made from different oils and animal fats. Nowadays, much soap is chemically based.
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How can such a simple object as a soap dispenser cause so many complications? Bathrooms in student homes are normally shared spaces. Students do not always share necessities. This includes soap dispensers. In order to avoid conflict, many students choose to purchase their own.
BATHROOM

Shower Curtains Showers as we know them today came into use in the late 18 th century. The first shower curtains were invented to afford the bather privacy. They were made of cloth and therefore not coated to be water-resistant. At that time, showers were contained in a separate unit outside the main house which was not a problem. When they moved into the main house, the first waterresistant shower curtains were introduced. Apart from ensuring the privacy of the bather they got new practical function to prevent water from spraying or flooding into the bathroom. What subject do you think this student studies? Objects as shower curtains are usually included in equipment of the houses, but in some cases student have to provide them by themselves. In those cases objects overgrew their primarily practical value. In attempts to make their permanent house a home students usually chose objects that resembles their identities and interests what gives them sentimental value.

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APPENDIX 3.6.7 ROOM 1

SECOND DRAFT FLOOR PLAN TEXT & OBJECT SELECTION

Jade Buddha Pendant Chosen by Echo, a masters student from southwest China. This beautiful, light green pendant is made from jade. In China, jade has a long and interesting history. As early as 7000 BC (Neolithic Age), people made symbolic weapons, ornaments, and ritual objects from jade because it was believed to hold earthly and spiritual powers. What is so special about this pendant that Echo would bring it all the way from China? Students often bring small, portable objects with them that show where they are from and to remind them of their family home. This pendant was a gift from Echos mother who believes that it will bring her daughter luck and inner peace. As this was the first time that Echo left home, her mother was very worried. Although Echo does not share these beliefs, she still considers the pendant to be comforting and reassuring. ROOM 1

Ceramic Mugs Chosen by Jamie, a PhD student from Middlesbrough, England. This beautifully decorated mug is made from ceramic. Scholars believe that the earliest ceramics in the world date to the Jmon period in Japan (circa
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12,000 BC). Archaeologists often study ceramics to track changing social, economic, and artistic traditions. Little has changed in terms of its practical function, however, as today ceramics are still used to serve food and drinks. Are all mugs one and the same? Many students have personal mugs that they bring to their student homes. These portable objects provide an easy way for students to convey their artistic, intellectual, musical, and even political interests. Jamie received this mug as a gift from a friend when he lived in the United States. It depicts his favourite American writers. Although it is in poor condition, he still brings it everywhere as it holds a lot of sentimental value for him. ROOM 1

Wall Decorations Chosen by Sebastian, a masters student originally from Germany whose family resides in Oxford, England. The first posters created in the fifteenth century were largely text-based. The invention of lithography, a type of colour printing, in the nineteenth century allowed for the development of the colourful and image-based modern posters that we are familiar with today. Why are posters so popular among students? It is common to find wall decorations in student homes. Many students feel it is important to decorate their living space in order to make it their own. They create beautiful arrangements with attractive or meaningful images like photos of friends and ticket stubs. The poster on the right reminds Sebastian of the year he spent abroad in Philadelphia while the world map on the left reflects Sebastians interest in travel. Areas on the map can be scratched off, revealing the places that he has visited. Unlike Sebastian, other students choose not to decorate their rooms as they believe that their time
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spent in London is short-lived. ROOM 2

Guitars Chosen by Sebastian, a masters student originally from Germany but whose family lives in Oxford, England This is a modern, acoustic classical guitar. Similar plucked-string instruments go as far back as Ancient Egypt. During the fifteenth century, guitars began to look more like the ones we know today. They became very popular in places like France, England, Italy, and Spain. Why are guitars popular amongst students today? Students bring their guitars to university for various reasons: it speaks of their musical taste and it is also a nice way to decorate their room. More importantly, playing guitar brings people together. In this particular house Sebastian shares his guitar with his flat-mates Ted, Jack and Sophie. Playing music as a group has created a strong friendship. ROOM 2

Photo album Chosen by Jack, a masters student from France

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Photography has captured the imagination since its inception in 1826. Joseph Nicphore Nipce, a Frenchman, was responsible for the very first photograph. Recently, the photographic process has been completely revolutionized with the advent of digital photography. With the ease of digital photography, why would a student ever carry a photo album with him? Many students have a sentimental attachment to their photographs. But not all students choose to bring photographs or albums with them when they go away to university. Instead, the rise of digital photography allows many to capture the same nostalgic feeling when viewing photographs on their computers or online. Jacks photo album contains pictures of his childhood and people from his past. He sees his home as anywhere he puts his head down at night, and his photo album is the only object that he consciously brings from place to place.

KITCHEN / COMMON SPACE

Refrigerators Shared by postgraduate students Sebastian, Ted, Sophie and Jack in a flat in Tower Hamlet The first practical refrigerating machine was built in1834. At first, they were considered luxury items, but this changed at the end of World War II because of new technological advances in gas and electric refrigeration. Today, most Western households own a refrigerator. Why is the refrigerator so important in student homes? The answer is simple shared space. In the Tower Hamlet flat, the students
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do not only share fridge-space, but the milk as well. See the large milk jug and how it dominates the entire shelf? It is Teds skimmed milk. He buys it regularly, but none of his flat-mates like it. The amount of space that the jug takes up is a source of annoyance for Teds flat-mates. Students do not always share their food. When items mysteriously disappear, or roommates borrow milk and forget to replace it, tensions rise. Learning to compromise by sharing refrigerator space and respecting others is an important part of student life. KITCHEN / COMMON SPACE

Electric Rice-cookers Chosen by Allen, a masters student from southwest China This is an electric rice-cooker from China. These kitchen appliances were first produced in Japan during the mid-1950s. Because they can cook many different types of rice in a number of ways, their exportation outside of Japan spread very rapidly. So rapidly, in fact, that they are now found in most Asian households today. Do international students really bring rice-cookers all the way from home? Although rice-cookers are readily available from a variety of retailers in London, students often choose to bring their own rice cookers. Some students are very attached to these practical objects that allow them to cook food that reminds them of home. In the flat we visited in Islington, three of the four Chinese students had each brought their own rice-cooker with them. Nothing cooks rice better than your own rice-cooker.

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KITCHEN / COMMON SPACE

Portable Projectors Used by postgraduate students Sebastian, Ted, Sophie and Jack living in a flat in Tower Hamlet A portable projector is not a common object to find inside a home these days. From 1896 and the invention of the motion picture through to the 1950s, projectors came in many different models and were used to entertain guests at home. When television was invented, this new technology slowly replaced portable projectors. If projectors are so uncommon in student homes, why was this one so important to the flat-mates at Tower Hamlet? The students at Tower Hamlet inherited this portable projector from one of their former flat-mates. The projector allows them not only to spend their spare time together, but also to share their common interests by watching films and television series they enjoy. They all felt that the presence of this projector strengthened their friendship; it helped turn their house into a home. BATHROOM

Soap dispensers Bathroom shared by three couples of which two couples are masters
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students in a flat in Euston Soap was invented around 2800 BC and was first used to clean textiles. Soaps for personal hygiene were introduced much later in history. They were made from different oils and animal fats. Nowadays, many soaps are chemically based and are cheap and easy to obtain. How can such a simple object as a soap dispenser cause so many complications? Every household bathroom has a soap dispenser: this one has three. Bathrooms in student homes are normally shared spaces. In this Euston flat the room is shared by three couples. In the morning, they compromise taking turns using the bathroom. The flat-mates have to agree on cleaning schedules and share essentials. But students do not always share necessities, such as soap dispensers. In order to avoid conflict, many students choose to purchase their own, according to their own needs and budget. BATHROOM

Shower Curtains Chosen by Gabriele, a PhD student from Italy Domestic showers as we know them today came into use in the late eighteenth century. At that time, showers were contained in a separate unit outside the main house and shower curtains were invented to afford the bather privacy. When showers moved into the main house, the first waterresistant shower curtains were introduced. Apart from ensuring the privacy of the bather they now had a new practical function which was to prevent water from spraying or flooding into the bathroom. How does something as functional as a shower curtain show traces of student personality?
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Shower curtains are usually provided by the landlord, but in some cases students have to purchase them themselves. This is the perfect opportunity for them to choose a design that reflects their own personality and interests. This particular shower curtain shows the science background of Gabriele and the people sharing the flat. These small, individual touches have transformed this space into cosy place to live.

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APPENDIX 3.6.8

FIRST DRAFT OF DIGITAL STORY SCRIPT

WRT produced a script for the digital story. After minor changes, the GM approved the script and WRT began filming and narrating the storyline. The results were later edited and uploaded onto Youtube. A link was added to the GMs permanent website (http://www.geffrye-museum.org.uk/learning/universities-fe-he/who-stole-my-milk/). For the final version of the digital story, see project outcomes appendix 2.6.6. London Living: a Students Tale Scene 1: Imagine this: You are a student who has just arrived in London. It does not matter where you are from it could be as far as China or Canada, or as close as Stratford or Scarborough what matters is that youre here in London now in 2012. Having arrived, you become painfully aware of how crowded, noisy, fast-paced, impersonal, and frantic the city is. This cosmopolitan melting pot might feel strange and alarming to you. As someone new to the city, it is easy to become overwhelmed. How do you feel? How do you cope? How do you find your place in this vast city? This is the story of how students create their homes in London. Scene 2: Upon arrival, students must deal with a variety of challenges. Many experience culture shock and become stressed when trying to find a place to live: [Quotes: Natasha rat race, Hua homesick, Alessandra lack of vegetables] Sometimes it feels like a rat race. You get up in the morning, you get onto the tube, everyones pushing each other and you get to work, get out of work, youre running back home to kind of tick the box, eat, cook, shower, study, sleep, you know its a tick-box system Natasha (0:15) In the south of Italy we like to cook vegetables, and very rustic dishes, so I try to, you know, repeat them here although I cannot find everything, like some kinds of vegetables, its impossible to find them in London. Thats what I miss most from my home town, is like, the people that sell on the streets these vegetables which are very, very tasty. (0:25) Scene 3: Students often live with complete strangers which also poses a unique set of problems. Different lifestyles, personalities and habits can cause conflict. Stealing each others milk,
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taking too much space in the fridge, or being noisy or messy can make student life difficult at times. Scene 4: Students can either let this conflict bring them down, or they can learn to compromise. In addition to learning how to share things and space, students learn the importance of good communication. The impact, on my personality, I would say would be that I have become a little bit more diplomatic and less direct. Natasha (0:09) Scene 5: Leaving your family behind might add to the stress as well, and students attempt to find ways to combat homesickness. In addition to keeping in touch with their families, some students may find comfort in the things they are familiar with. Jackie Chan songs. I always listen his songs to make me feel more comfortable. Wijia (0:07) While other students bring small tokens of encouragement from friends and families Usually when I come back down my mum will pack up, sometimes shell bake something like banana loaf, but usually its kind of just supplies - kind of chocolate bars, just things to keep me going. Jamie (0:12) Scene 6: Not all students make their student house into a home, but many attempt to do so through various means, such as through the use of decorations including photos, postcards, and posters to make their physical surroundings more personal. Others bring personal objects from their previous home which have sentimental value, giving them comfort. And still others try to create a home around cooking and eating food that their mothers or grandmothers made. I miss home so I chose to buy a lot of rice and Chinese food from China Town Qin (0:08) Scene 7: But, ultimately, the most important factor in transforming a student house into a home is the friendships that are formed. Having someone support you through challenges and adversity, the ups and downs, the shock of living in a new city, uncertainty, and all other
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problems that students may face, as well as having someone to spend your spare time with, laugh with, cry with, and eat with , is what makes a student house a home. In the words of one student: Weve created a nice warm home here. (0:02)

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