Research Book

Creative Property of The University of Virginia

SCHOOL FOR EL PANTANAL

RESEARCH_01 aaron bridgers_allie iaccarino_rachel himes_will haynes_nicole zaceck

Creative Property of The University of Virginia

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PROJECT OVERVIEW GCEC CULTURE CLIMATE AND GEOGRAPHY LOCAL BUILDING PRACTICES

Creative Property of The University of Virginia

SCHOOL FOR EL PANTANAL

RESEARCH_01

Creative Property of The University of Virginia

1 2 3 4 5

PROJECT OVERVIEW GCEC CULTURE CLIMATE AND GEOGRAPHY LOCAL BUILDING PRACTICES

Creative Property of The University of Virginia

SCHOOL FOR EL PANTANAL

RESEARCH_01

Creative Property of The University of Virginia

How can we design a scalable structure that combines the quality of prefabricated components with the sustainable process of on-site construction; respects the local venacular; and develops existing assets of a community?

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PROJECT OVERVIEW

RESEARCH QUESTION

Creative Property of The University of Virginia

JPC

univeristy public service+research progam

reCOVER

initiative through the University of Virginia School of Architecture in the research, design development, and fabrication of transition disaster relief shelters

GCEC

community partner

El Pantanal community south of

Granada, Nicaragua that does not have access to basic education and job training

Creative Property of The University of Virginia

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PROJECT OVERVIEW

CONTEXT

Creative Property of The University of Virginia

lake granada

apoyo lagoon

isletas de granada

mombacho

granada granada

Creative Property of The University of Virginia

1

PROJECT OVERVIEW

CONTEXT

Creative Property of The University of Virginia

lake nicaragua lake nicaragua

Creative Property of The University of Virginia

el pantana

50 acres to dump

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PROJECT OVERVIEW

CONTEXT

Creative Property of The University of Virginia

al

s

to granada

Creative Property of The University of Virginia

PRIMARY SCHOOL SECONDARY SCHOOL SMALL START UP BUSINESSES + TRADE SCHOOL SPORTS FIELDS HOUSING FOR GCEC TEACHERS AGRICULTURE

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PROJECT OVERVIEW

OBJECTIVES

transform lives of spiritual and physical poverty”

to “ Creative Property of The University of Virginia

to change lives

to instill a sense of c o m m u n i t y

equip

to “

young men and women”

to welcome the community at large

to “radiate” to honor to complement

to foster a

hope

local culture

natural beauty

holistic approach to education to w e l c o m e the community at large to build a sense of to

to create a model of healthy,

well-being

emulate a campus

purposeful living

Creative Property of The University of Virginia

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PROJECT OVERVIEW GCEC CULTURE CLIMATE AND GEOGRAPHY LOCAL BUILDING PRACTICES

Creative Property of The University of Virginia

SCHOOL FOR EL PANTANAL

RESEARCH_01

GCEC: Serving Those With The Greatest Since 2006 Our Mission: To transform lives of spiritual and physical poverty, by and for Jesus Christ through quality Christian Education.

Creative Property of The University of Virginia

Nicaragua Base News From El Puente

Charles and Sarah Kaye Newsletter- November 12th 2013

The University of Virginia is looking into an innovative design for the school buildings, and John Grisham has donated plans for a sports complex. We have received commitments for more than half of the funds needed to complete purchase of the property, re-quired by February. A team of 9 business leaders from Charlottesville visited in November to dis-cuss opportunities and experience first-hand the vision for the project. We are beginning to discuss a partnership with a large church in North Carolina on a combination aquacul-ture/hydroponic project which could eventually help in our plan to make the project self sustaining through businesses integrated with the trade school. In short, it has been awesome to watch the pieces fall into place as God reveals the plans He has for Granada.

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GCEC OUR COMMUNITY PARTNER

Creative Property of The University of Virginia

   Population of   230,000

             Percent of Kids Advancing to Seconday School 

 

Nicaragua House of Prayer

Creative Property of The University of Virginia

Created in 2009 by a group of volunteers, the prayer house has a traditional "racho" style hatch rood and rustic hand-made tile floor. The House of Prayer wasinspired by the 24/7 prayer center Kanasa House of Prayer. The spot offers a quiet gathering place for prayer and reflection.

Solo Por Hoy Solo Por Hoy is a group that ministers to addicts and alcoholics. Solo Por Hoy uses the 12 step AA and NA program. Often after completing the Solo Por Hoy program many members join El punete as a missionary.

Barrio Street Outreach Local paters bring refreshments and offer frienship to the particularly troubled areas of Granada including crack houses and drug-dealing corners. Bible study groups have been started in the man barrios of Granada including La Jungla.

CHE & The Community In 2009 volunteers used two open acres of space at the Bidge to construct raised garden beds and raising vegetables using organic gardening principles. In addition we have planted and are maintaining multiple fruit trees. CHE (Community Health Evangelism) is a ministry that integrates evangelism and discipleship.

Library and Literacy Center Located in the main building of El Puente, the library and literacy center provides reading programs for the youth who live in nearby barrios. The center is run by volunteers, and is also used for retrats and workshops for neighboorhood churches lacking sufficient meeting spaces.

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GCEC EL PUENTE Ministries

El Jicaro Project The Jicaro Project offers training, employment and community to the youth and single mothers of Granada's poorest barrios. Specializing in the design and production of quality artisanal handcrafts. Proceeds from sales help to support these struggling families and youth.

Creative Property of The University of Virginia

City Dump Ministry The City Dump ministry provides hot meals, felowship through singing and sharing he Bible and bringing medical help to those who rummage through the trash around Granada, often barefoot.

El Pantanal Outreach The Bridge offers weekly outreaches of Discipleship class, sport ministry, and Bible Club for Kids at El Pantanal. Second Staruday, a program under CHE brings the Pantanal Community together in a health-conscious manner such as planting trees and trash clean up.

Vida Joven In 2008 theBridge helped to bring the first Vida Joven (Young Life) club to Granada. Club meets at theBridge every Thursday evening, hosting as many as 100 young people from the surrounding barrios. Additional Club activities such as bible study, and prayer meetings.

Outside Ministries The Bridge often assists unaffiliated initiatives throughout Granada, and often send volunteers who may be visiting their base through short term mission trips. Ministries include: El Fortin & Cana Castilla Barrio Feeding Program Program, Los Pipitos, Hogar de Ninas: Girl's Orphanage, Luz Del Mundo Church.

Creative Property of The University of Virginia

 









 





     

 il ts 

 



 



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GCEC SITES Granada to El Pantanal



             



City Dump







Barrio

Creative Property of The University of Virginia

El Pantanal San Ignacio

5O Acre Lot

N

San Agustin

PHASE ONE

2010

Buy and prepare ~50 acres of land in Pantanal

San Ignacio

Creative Property of The University of Virginia

2012

Build a pavilion on property to begin, Vida Joven Club, Bible and ESL and other classes while the school is being

Clear sports fields

PHASE TWO

2013

Saber Trees Hire and train teachers in Bible and educational process Provide enrolling students with ESL and Bible classes

Trade School Do

rm

itor

y

Begin sports ministry

2014

Build at least one building with 9 classrooms Begin technical skills training

2015

Begin secondary school with 7th grade

Begin elementary school for K and 1st grade

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GCEC INITAL PROJECT PHASING

Tam ar

ind T

Creative Property of The University of Virginia

Pavillion

Tree O

rchar

d

Boundary

Francis Umana de Blando

Schoo l

Sports Fields

Granada Road

l

Creative Property of The University of Virginia















Dimensions Pavillion: 40'x 78' Eucalyptus columns: 10" diameter Trusses: 8" diameter Overhang: 3' Ground to Bottom of Low Roof: 8' Ground to the Bottom of the High Roof: 12' Ground to Ridge of High Roof: 25'

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GCEC THE PAVILLION Construction



Creative Property of The University of Virginia

View From Site

The Pavillion during Sunrise

Roof Construction

Talent Show in The Pavillion

Finished Well

Well Construction

Creative Property of The University of Virginia

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PROJECT OVERVIEW GCEC CULTURE CLIMATE AND GEOGRAPHY LOCAL BUILDING PRACTICES

Creative Property of The University of Virginia

SCHOOL FOR EL PANTANAL

RESEARCH_01

Creative Property of The University of Virginia

Creative Property of The University of Virginia

Creative Property of The University of Virginia

Spanish Colonialization

Spanish Colonization in Granada

1400s

Indigenous population inhabited along Lake Nicaragua

1524

Hernandez de Cordoba founds Spanish settlements GRANADA along Lake Nicaragua and LEON located left of Lake Managua

1821

Nicaragua gains Independence from Spain

1850s

Political Rivalry between LIBERAL ELITE OF LEON and CONSERVATIVE ELITE OF NICARAGUA; Managua established as capital

1893

Liberal power established for decades by Jose Santos Zeyla

1912

American Occupation of Nicaragua

1936

SOMOZA DYNASTY National Guard Commander Anastasio Somoza Garcia takes over presidency; 43 years of Somoza Dyansty beset by corruption follows

1960

Sandinista National Liberation Front (FSLN) launch low-scale guerilla warfare against Somoza regime

1972

Nicaragua Earthquake

1979

FSLN takes power and etablishes authoritarian dictatorshop under Daniel Ortega

Literacy Campaign Program (1990)

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The Nicaraguan Revolution

Dictator Anastasio somoza Garcia with sons

Somoza Dynasty

American Occupation of Granada

CULTURE HISTORY

1979

Contra War: FSLN Leftist Party versus Contras Rightest counter-revolutionaries; Continues until 1989

1989

Signing of Tel a Accord First Nationwide Elections: National Opposition Union Candidate Violeta Barrios de Chamorrow is eleceted

1997

First transfer of power from one demcoratically-elected president to another

2006-present

FSLN Ortega reclaims presidency-- legitimacy of which under major suspiscion

1979 Revolution

Creative Property of The University of Virginia

1972 Earthquake Destruction.

Contras War: Opposition along

Honduras Border and remote Mosquito Region along Carribean

1.2 million living abroad after 1980s Civil War

Leon

Managua Granada

US Occuation of Nicaragua.

600,000 Homeless

150,000 Refugees

1980 Literacy Campaign

53% to 12% decline in illiteracy rate

1985 Agrarian Reform

235,000 acres redistributed to displaced peasants legislative

Government Today: Constitutional Democracy

executive judiciarcy

Daniel Ortega

DEMOGRAPHICS Population

Ethnography

Creative Property of The University of Virginia

5,900,000

Nicaragua

City of Granada

239 ,017

Language

69 %

Mestizos

17%

White

9%

Black

5%

Amerindian

Additional National Demographics

95%

95%

Spanish (Nicanol)

3%

Miskito

1%

English

1%

Creole

.2%

Other

57.8% Urban

:

42.2% Rural

97.8 Males

:

2.2 Females

Urban Population Growth Rate (2010-2015) Rural Population Growth Rate

FAMILY

ECONOMIC INDICATIORS

44.7% 7.4%

Compadrazgo

below poverty line

unemployment rate

GDP by sector 6-8 Avergage Family $

Household

56.2% Services 25.8% Industry 17.5% Agriculture

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CULTURE

DEMOGRAPHICS

1.9% 0.7%

Creative Property of The University of Virginia

Creative Property of The University of Virginia

Republica de Nicaragua

Executive

Legislative Judicial Electoral Council

President National JosĂŠ Daniel Ortega Assembly Vice President Jaime Morales Carazo 5-year term

Supreme Court 15 judges

Supreme Electoral Council

15-year term

Political Parties

Alliance for the Republic (APRE) Conservative Party (PC) Independent Liberal Party (PL) Liberal Constituional Party (PLC)

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CULTURE POLITICS

Nicarguan Liberal Alliance (ALN) Sandinista National Liberation Front (FSLN) Sandinista Renovationa Movement (MRS)

Creative Property of The University of Virginia

Creative Property of The University of Virginia

January February

18: Fiestas El Sauce

58.5%

March April

May

Holy Week Semana Santa 19-21: Fiestas San Lorgé 1: Fiestas Jinotega

June

16: Virgen del Carmen July August September

15-25: Fiestas Somoto

26: St. Ana Granada

1-10: Santo Domingo Managua 15: The Assumption

October November December

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CULTURE

2: All Saint’s Day

7: La Griteria 8: La Purisma 25: Navidad

DAILY LIFE

RELIGION

58.5%

Roman Catholic

21.6%

Evangelical

15.7%

Irreligious

1.6 %

Moravian

1.6 %

Other

0.9 %

Jehovah’s Witnesses

Creative Property of The University of Virginia

Holy Saints Day, Granada

El Gueuenese, Satirical Drama, Granada

Fiesta Patronale, Granada

All Saints' Day, Managua

Creative Property of The University of Virginia

BREAKFAST gallo pinto eggs tortilla plantains

gallo pinto

nacatamal

LUNCH rice and beans cabbage salad chicken dish

DINNER

vigoron

plantains

gallo pinto chicken/pork/seafood corn, rice, and/or beans Platains

indio viejo

DESSERT tres leches

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CULTURE

DAILY LIFE

CUISINE

tres leche

Creative Property of The University of Virginia

Local Merchant, Central Market, Granada

Massaya Craft Market

Granada Street Market Stall

WHO ARE WE DESIGNING FOR? 800 SECONDARY SCHOOL AGE STUDENTS

Creative Property of The University of Virginia

WITHOUT ACCESS TO EDUCATION

SECONDARY EDUCATION A BATTLE FOR SIXTH GRADE

35%

Male Net Enrollment

Illiteracy rate under 1980 Literacy Campaign

53%

1979 Under Somoza Dictatorship

12%

1982 Sandista Cultural Revolution

300,000 children of 2..8 million in Nicaragua work versus attending school (2010 census).

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CULTURE

EDUCATION

PRIMARY EDUCATION Creative Property of The University of Virginia

93% participation (% net enrollment): MALE 95% participation (% net enrollment): FEMALE

SECONDARY EDUCATION

35% participation (% net enrollment): MALE 47% participation (% net enrollment): FEMALE

Secondary School Enrollment: among

lowest in the world

"a battle for sixth grade" -- President Daniel Ortega

Creative Property of The University of Virginia

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CULTURE

EDUCATION

CURRENT NEWS

Creative Property of The University of Virginia

A DAY IN A STUDENT’S SHOES MORNING ACTIVITIES Creative Property of The University of Virginia

6:00 AM BREAKFAST

Rice, Beans, Tortilla, Fruit Juice

6:30 AM WALK TO SCHOOL

5 city blocks in Granada

AFTERNOON ACTIVITIES 2:00 PM

Band Practice

5:00 PM

Soccer in the City Streets with Friends

7:00 AM CLASS COURSES

Spanish Math Science English Life Education

12:00 PM LUNCH AT HOME

Chicken-and-Rice Stew

7:000 PM FAMILY DINNER

Beans, Chicken, Salad, Tortillas

8:000 PM HOMEWORK

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CULTURE

EDUCATION A DAY IN A STUDENT’S SHOES

Secondary School Fee: 10 CORDOBAS PER MONTH “Families with 6 children could easily be required to pay

Creative Property of The University of Virginia

half of their family income toward school fees”

morning and afternoon shifts

NATIONAL EDUCATION STRUCTURE

PRIMARY

age 7

age 13

uno grado duo grado tres grado cuatro gradoseis grado

Lower Secondary

siet grado ocho grado nueve grado

SECONDARY

Diploma de curso basico age 16

Upper Secondary

diez grado once grado

Bachillerato

UNIVERSITY

age 19

Plan de estudios

Certificado de grado

Students who cannot pay university fees complete coursework without receving a degree

Creative Property of The University of Virginia

3

Fuerte La Polvora

Xalteva Cathedral

Plaza de Independencia

Central Park

San Francisco Cathedral

Iglesia de la Merced

CULTURE

OUR SITE GRANADA

Creative Property of The University of Virginia

Typical Urban Home

Central Granada

Granada streetscape

Home and store space, Granada

Granada streetscape

Dining, Granada

1

Creative Property of The University of Virginia

La Prussia, Granada

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School Playground, Granada Outskirts 3

Squatter Housing, Granada Outskirts

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CULTURE

OUR SITE

EL PANTANAL

Creative Property of The University of Virginia

Granada City Center to North

City District Border

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3 1

Creative Property of The University of Virginia

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PROJECT OVERVIEW GCEC CULTURE CLIMATE AND GEOGRAPHY LOCAL BUILDING PRACTICES

Creative Property of The University of Virginia

SCHOOL FOR EL PANTANAL

RESEARCH_01

Creative Property of The University of Virginia

GRANADA APOYO

LAKE NICARAGUA

VOLCAN MOMBACHO

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CLIMATE AND GEOGRAPHY| OUR SITE Aerial

Creative Property of The University of Virginia

Lake Nicaragua Area: 8,264 km2 (3,191 mi2) 19th largest lake in the world Largest in Central America Elevation: 32.7 meters (107 ft) above sea level Depth: 25 meters (85 ft) Drains to the Caribbean Sea through the San Juan River

Granada - Founded in 1524 - Rich colonial heritage - Fifth most populated city in Nicaragua - Tipitapa River passes through it on the north edge

Las Isletas - 365 small islands of volcanic origin - Formed by Volcan Mombacho - Houses the fort of San Pablo known to historically protect Granada

Ometepe Island - Formed by two volcanos rising in Lake Nicaraua.

- Largest volcanic island in a freshwater lake in the world.

- Area: 276 km 2 - Economy: livestock, agriculture, tourism

FRESHWATER SHARK

Creative Property of The University of Virginia

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SAWFISH

- ray family - inshore coastal areas: lagoons estuarine river deltas

TARPON

- best fishing species

TILAPIA

- non-native cichlid - aquaculture

16 SPECIES OF ENDEMIC CICHLID

- Lake Nicaragua Shark or Bull Shark

- piscivore - herbivore - omnivore - insectivore species.

CLIMATE AND GEOGRAPHY| OUR SITE Ecology

Creative Property of The University of Virginia

- stratovolcano

- last eruption: 1570

- highest regions: cloud forest

- 700 plant species Volcan Mombacho

view across lake

cloud forest in Mombacho

view from Granada

5.25 mi from Lake Nicaragua

7 mi from Granada's city center

1344 m

Creative Property of The University of Virginia

MARIBIOS CHAIN 19 VOLCANOS Esteli Cosigü ina San Cristobal Telica Rota Cerro el Ciguatepe Volcá n Azul Cerro Negro Las Pilas Momotombo Las Lajas Apoyeque Nejapa-Miraflores Masaya Granada Mombacho Zapatera Concepció n Maderas

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









CLIMATE AND GEOGRAPHY| SEISMIC ACTIVITY

USGS ShakeMap: Pacific Coast of Nicaragua Example of Earthquake effects; damage and shaking Creative Property of The University of Virginia

    

 





































































































1990

 

3.2 .8

1972

  



  

1985

 

1.6

2.4

4.8

 3.2

  1995

2005

  

  

1990

2000

1995

Creative Property of The University of Virginia

4.0

4.0

 

2000

 

2005



 

4.8

      

1

 

2

3

5

4

6

8

7

9



 

4



 CLIMATE AND GEOGRAPHY| SEISMIC ACTIVITY

1

10

2

3

4

5

6

7

8

9

10



Creative Property of The University of Virginia

Physiographic regions of Nicaragua and localities.

Lowland Evergreen Rain Forest

Forest regions in Nicaragua.

Low Montane Rain Forest

Seasonal Evergreen Rain Forest

Semi-evergreen Forest

Deciduous Forest

elevation below 600 m

above 600 m

below 1200 m

below 1600 m

below 800 m

rain

above 78 in

50-98 in

below 50 in

dry mo.

soils

tree layers

height = (m) trees

78-236 in 3

3

latosols latosols

4 35-40

70-102 in 3-5 tropical brown latosols grumolsols

3

3

25-40

25-35

evergreen evergreen

deciduous evergreen

5-6 tropical brown andolsols regolsols 2 25-35 deciduous evergreen

6-7 tropical brown, lithosols grumolsols 2 25 deciduous



Creative Property of The University of Virginia

SITE

   

4

CLIMATE AND GEOGRAPHY| REGIONAL ANALYSIS

Creative Property of The University of Virginia

tropical climate 1500-2000 mm annually October: 289 mm.

mean annual rainfall in Nicaragua.

eastern Nicaragua

strong erosion moderate erosion

erosion in Nicaragua.

Creative Property of The University of Virginia

SITE SECTIONS

2

1

3 4

site section

4

CLIMATE AND GEOGRAPHY| TOPOGRAPHY Studies

Creative Property of The University of Virginia

250FT

224FT

1

AVG SLOPE: 4.1%-3.2% 1334 FT

2

AVG SLOPE: 5.9%-4.5% 1074 FT

3

AVG SLOPE: 3.2%-2.6% 1548 FT

4

AVG SLOPE: 3.1%-3.8% 1224 FT

260FT

230FT

250FT

218FT

251FT

229FT

sectional information gathered from GoogleEarth.

Creative Property of The University of Virginia

JUNE - DECEMBER

June-Dec: 7-9 am comfort Dec-June: 7-9 am cooler temperatures

warm/hot cool/cold comfort

4

DECEMBER - JUNE data taken from Climate Consultant

CLIMATE AND GEOGRAPHY|CLIMATE Analysis

Creative Property of The University of Virginia

global horixontal direct normal diffuse

- comfort zone: 68 - 80 degrees Farenheit - dry bulb temperatures: 90+

monthly diurinal changes

direct normal global horizontal - footcandles

- highest illumination: April

data taken from Climate Consultant illumination range



TEMP

TEMP HUMIDITY HUMIDITY GROUND TEMP GROUND TEMP RAINFALL RAINFALL CLOUDS

CLOUDS

Creative Property of The University of Virginia





 46%

35%

41%

42%

77%

81%

71%

85%

46%

35%

41%

42%

77%

81%

71%

85%

0 in 0 days

0 in 1 day

0 in 0 days

0.01in 1 day

6.0 in 3 days

7.0 in 4 days

5.0 in 5 days

7.0 in 5 da

0 in 0 days

0 in 1 day

0 in 0 days

0.01in 1 day

6.0 in 3 days

7.0 in 4 days

5.0 in 5 days

7.0 in 5 da

per day

per day

80

79

77

77

77

79

65

81

80

79

77

77

77

79

65

81

57%

56%

58%

60%

68%

70%

57%

68%

57%

56%

58%

60%

68%

70%

57%

68%

84

87

90

89

87

82

80

84

FEB 87

MAR 90

APRIL 89

MAY 87

JUNE 82

JULY 80

AUG 84

JULY

AUG

71 AVG NIGHT TEMP

JAN 84

71 AVG NIGHT TEMP

4

CLIMATE AND GEOGRAPHY| CLIMATEAnalysis JAN

FEB

MAR

APRIL

MAY

JUNE











71%

85%

81%

82%

68%

45%

77%

81%

71%

85%

81%

82%

68%

45%

6.0 in days

7.0 in 4 days

5.0 in 5 days

7.0 in 5 days

8.0 in 9 days

7.0 in 7 days

1.0 in 1 day

0 in 0 days

6.0 in days

7.0 in 4 days

5.0 in 5 days

7.0 in 5 days

8.0 in 9 days

7.0 in 7 days

1.0 in 1 day

0 in 0 days

77

79

65

81

82

82

81

81

77

79

65

81

82

82

81

81

68%

70%

57%

68%

83%

83%

68%

61%

68%

70%

57%

68%

83%

83%

68%

61%

87

82

80

84

82

85

85

86

RAINFALL

81%

46%

0 in 0 da

per day

GROUND TEMP

77%

80

HUMIDITY



CLOUDS



57%

TEMP



Creative Property of The University of Virginia

84 71 AVG

87 MAY

82 JUNE

80 JULY

84 AUG

82 SEPT

85 OCT

85 NOV

86 DEC

MAY

JUNE

JULY

AUG

SEPT

OCT

NOV

DEC

JAN

WIND ANALYSIS

Creative Property of The University of Virginia

ANALYSIS

HOTTEST MONTH AVERAG MARCH-APRIL

YEAR AVERAGES

HOTTEST MONTH AVERAGES MARCH-APRIL

SCHOOL DAY AVERAGES

SOURCE: CLIMATE CONS

YEAR AVERAGES HOTTEST MONTH AVERAGES

SCHOOL DAY AVERAGES

MARCH-APRIL

SOURCE: CLIMATE CONSULTANT DATA

data taken from Climate Consultant

4

CLIMATE AND GEOGRAPHY|CLIMATE Wind

Creative Property of The University of Virginia

YEAR NORTHERN WIND

% 81

YEAR 20 MPH HUMIDITY > 70% WIND TEMP 69-81

20 MPH HUMIDITY > 70% 55 MPH WIND TEMP 69-81

NORTHERN NORTHERN WIND WIND 30-70% HUMIDITY

EASTERN WIND

WIND TEMP 81-100

55 MPH ITY 30-70% HUMIDITY 100 WIND TEMP 81-100 EASTERN EASTERN WIND WIND

SCHOOL DAY

YEAR YEAR DAY SCHOOL

SCHOOL DAY

15 MPH 20 MPH 20 MPH HUMIDITY > 70% HUMIDITY HUMIDITY > 70% > 70% 55 MPH WIND TEMP 81-100 WIND TEMP WIND 69-81 TEMP 69-81

15 MPH HUMIDITY > 70% WIND TEMP 81-100

55 MPH 55 MPH 55 MPH 30-70% 30-70% 30-70% HUMIDITY HUMIDITY HUMIDITY WIND WIND TEMP WIND TEMP 81-100 TEMP 81-100 81-100

55 MPH 30-70% HUMIDITY WIND TEMP 81-100

15 MPH HUMIDITY > 70% WIND TEMP 81-100

30-70% HUMIDITY WIND TEMP 81-100

MARCH-APRIL

SCHOOL SCHOOL DAY DAY MAR MARCH-APRIL

15 MPH 15 MPH HUMIDITY HUMIDITY > 70% > 70% 55 MPH WIND TEMP WIND 81-100 TEMP 81-100 30-70% HUMIDITY WIND TEMP 81-100

55 55MPH MPH55 MPH 55 MPH 30-70% 30-70%30-70% HUMIDITY HUMIDITY HUMIDITY 30-70% WIND WINDTEMP TEMP WIND 81-100 81-100 TEMP 81-100 WIND T

Creative Property of The University of Virginia

OPPORTUNITIES INTERNATIONAL PROGRAM Participation in a pilot program for community development in Granada, helping local farmers with plainting and gaining access to markets. Most of the farmers in Granada grow yucca, hibisucs, tamarind or beans.

Opportunity Volunteers help a farmer dry hibiscus leaves

"Impoverished farmers living hand-to-mouth have little chance of selling yucca for a profit. There are too many barriers. As such, they end up as price takers in a precarious market."

4

CLIMATE AND GEOGRAPHY| FARMING

Creative Property of The University of Virginia

YUCCA PROCESS grow dig up carry

wash and scrub Men dig up and carry yucca.

grinder fill a large funnel jam a stick into the funnel scoop the pump out shovel pulp into the sack

T sun-drying animal feed sold as a starch

Woman wash the yucca.

PLANTS 300 farmers in the program best margin from yucca

Yucca drying process.

PLANT CATELOG FRUITS

Creative Property of The University of Virginia

MAMMEE APPLE hand-furit, salads, marmalades

JULY - SEPT

C

CASHEW

JACOTE hand-fruit, ingredient for food

drink, s

juice, sweets, jelly, wine, vinegar DEC - APRIL

YE

TREES

MAY - AUG

CALYCOPHYLLUM CANDIDISSIMUM

PRODUCTIVE PLANTS

lemonwood DRY

BOMBACOPSIS QUINATUM spiny cedar LOW-LYING

rain tree

LOW-LYING

TAMARINDO TREE

HIBISCUS

orchard located at south edge of site

jellies, teas, wines YEAR ROUND

DEC - MARCH up to 20 meters in height + produce fruit after 6 years

4

PITHECOLOBIUM SAMAN

CLIMATE AND GEOGRAPHY| PLANTS Catalog

BURSERA SIMARUBA gumbo-limbo DRY

SABR TREE

up to 70 me

YUCCA flowers, starch, flour, animal YEAR ROUND

W

Creative Property of The University of Virginia

COCONUT CASHEW COCONUT

COCONUT AVACADO

BANANA

drink, sweets, oils, fiberssweets, , vinegarjelly, wine, drink, oils, fibers sweets, vinegar drink, sweets, oils, fibers vinegar guacamole, oils YEAR ROUND DEC - APRIL YEAR YEAR ROUND JUNE-OCT ROUND

SABRE SERA M BURSERA SABRE RA TREE RUBA SIMARUBA TREE UBA

SABRECASSIA CASSIA TREE GRANDIS GRANDIS

up meters up to 70 meters tall pink shower -limbo up gumbo-limbo toto 7070 meters talltall pink shower mbo Y WET DRY WET

YUCCA USYUCCA

YUCCA

COFFEE COFFEE

snack, vinegar, vitamins

YEAR ROUND

CASSIA GRANDIS

pink shower WET

COFFEE

drink, organic fertilizer, ingred. drink, organic fertilizer, ingred. rs, starch, flour, animal feed flour, animal flowers, starch, feed wines drink, organic fertilizer, ingred. starch, flour, animal feed YEAR ROUND OCT - FEB UND YEAR ROUND OCT - FEB YEAR ROUND OCT - FEB

Creative Property of The University of Virginia

1 2 3 4 5

EL PANTANAL GCEC CULTURE CLIMATE AND GEOGRAPHY LOCAL BUILDING PRACTICES

Creative Property of The University of Virginia

SCHOOL FOR EL PANTANAL

RESEARCH_01

Timber Framing Both milled and unmilled lumber Creative Property of The University of Virginia

Bamboo Construction Difficult to procure, but highly sustainable

Adobe Brick Primary vernacular construction

Taquezal (Composite Wood & Earth) Most common in Granada

Rammed Earth Component of many homes and landscaping features

5

LOCAL BUILDING PRACTICES THE BASICS

Creative Property of The University of Virginia

Concrete as a building material is readily available in Nicaragua, but is highly misused and not appropriate for the climate. Producers of concrete use propaganda as a marketing ploy in order to standardize the material. Concrete is still appropriate and useful as a component of a proper foundation for a building. Cinderblocks are actually more common than slab construction.

Interestingly, volcanic rock and compressed ash are commonly used as retaining walls in El Pantanal.

Some of the basic challenges when constructing a building are access to utilities, the strict harvesting of wood and procurement of other materials, and producing a building that is up to structural code when there are few guidelines to follow.

Materials are commonly attained through a third party vendor that will import materials not produced in Nicaragua.

The rules for construction in Nicaragua are condensed in a booklet called "Cartilla de Construccion."

The Nicaraguan Association of Architects and Builders has a website with information on prices, locations of places selling construction materials and general information about construction materials. http://www.construccion.com.ni/

Natural Building Primer "In marsh or swamp regions, the houses are built on pillars. The roof structure is separate from the structure supporting floor and walls. This technique removes the roof weight from the walls, which can be damaged when the house moves slightly in the unstable ground."

Creative Property of The University of Virginia

Although the use of bamboo in rural Nicaragua is sparse, it could prove useful as an effecient cladding system for earthen walls

The staging process, as diagrammed by Johan Van Lengen includes: 1 - delivery area of the materials 2 - depot for gravel and sand 3- depot for cement and wood 4 - workshop and equipment 5 - access to the construction site 6 - construction site Lengen, Johan Van. The Barefoot Architect: A Handbook for Green Building.

Bolinas, CA, U.S.A: Shelter Publications, 2008. Print.

5

LOCAL BUILDING PRACTICES CLIMATIC DESIGN

Van Lengen diagrams the making of adobe bricks from preparing the earth to testing and refining the bricks Creative Property of The University of Virginia

Step 1 Excavate the earth Step 2 Cover the earth mound with straw

Step 3 Add a 10cm layer of sand and manure. The maure increases the durability of the brick and deters termites and other bugs from penetrating the walls

Step 4 Remove one or two wheelbarrows, add water and mix

Step 5 Mix all the materials together by treading with bare feet

The brick should be sprayed with water throughout the drying process, and turned on their side after the first two days.

Imbedding hollow materials in to the mold when packing the adobe will produce a lighter brick.

Earthen Endeavors is headed by Liz Johndrow, a teacher and proponent of natural building techniques in many parts of Nicaragua

Creative Property of The University of Virginia

http://www.earthenendeavors.com/ Solar Youth Building "It becomes more challenging to sell the idea of earthen buildings as something desirable when cement seems so clean, marketable, and easy. But there are enough cement renders failing and super-hot houses to steer people back towards the comfort and affordability of earthen building. And it's amazing what some good quality finish work can do to promote this cause!"

"There is little to absorb and buffer the effects of changing climate. It hits deeply and immediately in the land, which is everything in these communities; their source of food, fuel, income, water, you name it.

Malnutrition, if not hunger or starvation, can quickly enter the picture and illness follows. And there are circumstances (of the political nature) still at play that can lead them towards further ecological devastation, which at some point makes resiliency less and less possible."

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LOCAL BUILDING PRACTICES EARTHEN WORKS

Adobe Youth Center in Sabana Grande

Creative Property of The University of Virginia

"One of the challenges I have seen with adobe and 'modernizing' it with plasters is poor preparation, proper hydration of the substrate, and insufficient understanding of how plasters work well."

"We began the project with leveling the site by hand. Once the trench was dug it was time to build the stone and suelo cemento mortero foundation. The mortar is six parts clay based soil and one part cement. This allows for the foundation to absorb the tectonic uplift forces through it's flexibility from the earthen element.

The proportion of stone to mortar is about 50%-50%."

"We had one thousand adobes bricks, built to the standard for adobe mejorado, sized for seismic strength at 14x14x4 inches. Also several yards of river sand, several more yards of red clay based soil, and dozens of bags of burril and rice straw. Our walls were built to be in height, no more than 8x the width of the bricks. This provides a more stable wall system."

Taquezal Buildings in Nicaragua and Their Earthquake Performance Creative Property of The University of Virginia

Lisa Holliday University of Oklahoma Thomas H.-K. Kang Seoul National University Kyran D. Mish Sandia National Laboratories A Taquezel building is composed of a timber frame packed with mud and clay bricks Seismic activity in Nicaragua During 1972 Managua earthquake nearly 10,000 people died, most in Taquezal buildings The report highlights a debate among engineers about structural integrity of the Taquezal building type This report demonstrates that the failure of these buildings was a result of a number of factors related to construction and maintenance of the building

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LOCAL BUILDING PRACTICES TAQUEZAL

Creative Property of The University of Virginia

The Taquezal building type is preferable to an earthen structure because it has less mass, and experiences less seismic forces caused by inertial acceleration during an earthquake Seismic records show that between 1520-1973 there were 452 recorded events, 99 of which were destructive as defined by a magnitude greater than 6.

Material and structural study was based on observational and simulated data -study found the compressive strength of a standard brick -modeled the framing of the building based on typical construction found on site Issues identified by observational data -The ties between members were not always found to be structurally sound -Lack of maintenance for structural posts due to rotting or infestation (can be improved by separating timber frame from the ground) -It was found using lighter material for roofing (e.g. lighter than clay tiles) would reduce the potential destructive load Holliday, Lisa, Ph.D., Thomas H. Kang, Ph.D., and Kyran D. Mish, Ph.D. "Taquezal Buildings in Nicaragua and Their Earthquake Performance." Journal of Performance of Constructed Facilities (2012)

What does C02 Bambu do?

C02 Bambu serves marginalized populations in remote areas of Nicaragua and post-disaster regions. They construct sustainable housing using guadua bamboo as the primary raw material.

Creative Property of The University of Virginia

CO2 Bambu facilitates community development by creating jobs and sustaining ecologically beneficial harvesting practices They aim to be the provider of choice for post-disaster housing beyond rural Nicaragua. Their view on replacement housing isn't a temporary one, but rather, "a permanent solution to crisis."

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LOCAL BUILDING PRACTICES CO2 BAMBU

What's the impact?

Creative Property of The University of Virginia

Because bamboo is abundant in tropical environments it is an ideal alternative to timber frame construction. In junction with low-cost construction, bamboo framing is an efficient method for quick disaster relief housing.

CO2 Bambu addresses Latin America's large and growing housing deficit by creating self-sustaining local bamboo economies through partnerships with both NGO's and local governments.

CO2 Bambu intends to participate actively in the transition from an exclusive Post Disaster Response system that currently characterizes the world of disaster relief, to a Pre Disaster Risk Mitigation system.

Pictures from C02 Bambu Facebook page Company Address: De Bancentro 1/2 cuadra al lago, Calle El Arsenal, Granada, Tepetate Granada, Granada, Nicaragua

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Creative Property of The University of Virginia

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MOVINGSchools

building trust international ironwood architects mae sot, thailand 2012

Creative Property of The University of Virginia

Founded on the idea of creating educational spaces that could be easily dismantled and rebuilt according to the needs of

refuge and migrant communities along the

Thai-Burmese border. The first MOVINGSchool now supports over 500 displaced children and is necessary in the regeneration of small rural towns along the border.

SITE PREPARATION

image

FOUNDATION FOOT DETAIL SITE PREPARATION +

SHORT ROOF ASSEMBLY

FOUNDATION FOOTINGS

SECONDARY BOLTS ON PRIMARY FRAMES

1. PLACE FOUNDATION POSTS INTO FIRST TYRES

1. CHECK SITE FOR TREES Keep trees that will help shield wind and sun Avoid large ones that will interfere with foundations and ground swell. Dont unnecessarily fell trees

TWO FLOOR JOISTS

Partially fill clear tube with water

I

5. FILL HOLE WITH GRAVEL TO GROUND LEVEL RUBBER GASKET

2. CHECK AXIS OF PLANNED BUILDING FOOTPRINT Orientate West to East to reduce solar gain

4. USE LEVEL TO ENSURE POST IS STRAIGHT I

3. PLACE SECOND + THIRD TYRES INTO HOLES

1. LEVEL SITE

I

ALUMINIUM GRIPPING STRIPS 2. FILL WITH GRAVEL TO TOP OF FIRST ITYRE AND (PROFIL TENSION SYSTEMS)COMPACT TO FILL IN AIR POCKETS

SHORT ROOF

1. DRILL THROUGH GUIDE HOLES FRAME (SRF) USING LEVEL TO MAKE SURE UPRIGHT 2. BOLT COLUMN TO POST 3. REPEAT 4 TIMES

W

E

2. CREATE DRAINAGE CHANNEL (IF NEEDED)

4 X FP

1. HAMMER IN RUBBER GASKET TO KEEP SHEET IN PLACE

PVC SHEET (MEHLER TEXNOLOGY)

1. 1 BOLT x 2 ENDS OF JOIST 2. REPEAT FOR 2 JOISTS II

II III

1. PLACE POSTS + FIRST TYRES INTO HOLES

2. PLACE PVC SHEET ON TOP WITH 100mm OVERLAP

3. SCREW ALUMINIUM STRIPS EVERY 500mm III USE SELF-TAPPING STEEL TIP: SCREWS, NOT ZINC-COATED, TO NOT EFFECT ALUMINIUM STRIP

RUBBER GASKET 2xJ PVC SHEET ALUMINIUM GRIPPING STRIPS 1 x SRF

SINGLE COMPLETED MODULE Example of MOVINGschools kit of parts assembly manual

gable ends for cross ventilation and diffused lighting

manually operable bamboo blinds prefabricated metal and timber members define easily assembled frame

Flexible Open Classroom Space.

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Educational Spaces

foundation footings: stacked tires stabalized by gravel infill Instructions are based on one small classroom module.

Maria Gratsi Cutuli Primary School Creative Property of The University of Virginia

2A+P/A, IaN+ Heart, Afghanistan 2011

Designed as an alternative approach to war-torn areas, the Maria Gratsi Cutli Primary School represents a small village consisting of eight classrooms, staff accomodations, a network of outdoor spaces, a central garden, and library enclosed by a boundary wall.

The school serves as a visual symbol of education for the village of Koshru.

Exterior Garden Spaces; view of double-height library

Site Plan.

Network of modular classroom spaces and garden spaces intersecting at central gathering space and library.

Exterior Gathering Space.

Santa Elena de Piedritas School architecture for humanity piedritas, peru construction in progress

Creative Property of The University of Virginia

The design for the renovation and expansion of Santa Elena de Piedritas consists of 1 primary school, 2 pre-school classrooms, a computer lab, and exterior shading structures and landscape works to accomodate an additional 100 children.

The design is intented to have the option to be extended for prospective growth. Its flexible structure will serve infrastructure changes and daily change in activity. light roof coverage underlying bamboo roof structure

steel trusses

Detail of structure during construction. clerestory lighting design bamboo shading over circulation paths brick masonry walls steel columns

perimeter circulation paths

Structure Axonometric Detail.

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Educational Spaces

Post-It Mapping Exercise with students.

Manassas Park Elementary School Creative Property of The University of Virginia

VMDO Architect (Robert W. Moje) Manassas Park, Virginia 2009 Each room name is themed after a local animal or plant. The three academic houses are articulated as Summer, Fall or Spring via room signage, wayfinding techniques and color schemes.

Teaching extends with two courtyards, ramp access allows for entrance to Cistern and near by Manassas Park Cisterm to doubles as outdoor classroom-equipped with a colorful rain image gauge and large scale graphics explaining the hydrologic system and the impact of rainwater harvesting.

Ampitheater for recces and performances doubles as a stormanagment system.

Umubano Primary School

Creative Property of The University of Virginia

MASS Design Group Kigali, Rwanda 2010

The site strategy for this project is taken from the local context. Due to the hilly landscape, villagers travel across switchbacks between urban spaces. The school's traversing walkways and outdoor classrooms reflect the terraced agricultural landscape and local context.

Terraced playspaces provide seperation between grade levels and creates unique spaces that caters to each age group. Local materials and labor was utilized to create a positive impact for the local economy.

site diagram

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Educational Spaces

Creative Property of The University of Virginia

section diagram

Handmade School Anna Heringer and Eike Roswag Rudrapur, Bangladesh 2007

Creative Property of The University of Virginia

The project's main strategy is to communicate and develop knowledge and skills within the local population so that they can make the best possible use of their available resources.

Historic building techniques are developed and improved and the skills passed on to local tradesmen transforming in the process the image of the building techniques.

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Educational Spaces

image

Creative Property of The University of Virginia

site diagram

section diagram

BRIDGE SCHOOL Li Xiaodong Pinghe, Fujian, China 2008-2009

Creative Property of The University of Virginia

The bridge connects two parts of the village of Xiashi, thus becoming a central social space and spiritual center, as well as a school. The design addresses community needs, rather than focuses solely on the primary school, therefore, a public library separates the two classrooms.

The classrooms on the ends can be opened up to create stagres that integrate the community with the school. Beneath the structure suspends a pedestrian bridge.

View of bridge housing classrooms spanning the creek.

View of pedestrian bridge.

Masterplan.

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Educational Spaces

School plan.

Dano School Creative Property of The University of Virginia

Burkina Faso

Francis Kere The primary objective of this project was to design a sustainable building appropriate for the climatic conditions in this part of Africa. Laterite stone, which is abundant in this region, was chosen as the main building material. The building is oriented along an East-West axis and the roof has a substantial overhang in order to reduce the amount of sunlight received by the walls.

The building consists of three classrooms, a computer room and office space. There is also a covered outdoor "conversation pit", of comparable size to a classroom.

NYSci Design Lab New York Hall of Science SITU Studio 2014

Creative Property of The University of Virginia

SITU Studio designed and built an informal education space for the purpose of hands on learning and creativity.

As described by Aleksey Lukyanov-Cherny, the space is designed to allow children to hover on the edge of the space, peering to get acclimated to the activity inside.

In Design Lab, identifying a problem you find worth solving and sharing and reflecting on design ideas and divergent solutions is as important to learning as the design work itself.

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Educational Spaces

Transitional Classrooms for Haiti Creative Property of The University of Virginia

Jack Ryan FAR Design

A construction team of fifteen local young men were hired for the construction team. The team had limited to no carpentry experience so carpentry skills had to be taught to them. In two weeks the construction team under Jack's supervision and guidance were able to complete one classroom module and two others are near completion.

The final design joins two transitional classrooms in a module that has been approved by engineers from Haiti's Ministry of Education. The buildings are sufficiently resistant to inclement weather and seismic forces.

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Confluence Project Maya Lin Columbia River 2005-present

Creative Property of The University of Virginia

A series of seven large scale art and landscape installations along the Columbia River designed in reponse to the historic Lewis and Clark exploration.

Lin integrates each intervention within a larger newtork of ecological systems. Lin designs each space so that a visitor’ s first connection is to the landscape itself.

Baker Bay, Cape Disappointment State Park, Washington.

Land Bridge, Vancouver.

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Fishing Station, Cape Disappointment.

Additional Programmatic Spaces

Bird Blind, Sandy River Delta.

CASSIA CO-OP

TYIN Tegnestue Architects Sumatra, Indonesia 2011

Creative Property of The University of Virginia

The project invovles a sustainable cinnamon school for local farmers and workers made of locally crafted brick and cinnamon tree trunks. The design includes a series of training facilities with a central courtyard space, creating a combination of indoor, outdoor, and semi-outdoor environments.

Exterior view.

View into courtyard.

Wall facade.

Front facade elevation.

The elevation shows the contrast between the heavy brick construction imposed with hovering, light, woodframe construction above. The courtyard become symbolic of the program hosting cinnamon tree trunks, as well as decorative wall facades.

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ARANZADI PARK alday jover Pamplona, Navarra, Spain 2010-2012

Creative Property of The University of Virginia

Aranzadi Park, designed for the organic agricultural foundation Fundagro, seeks to recover the natural meander of the Agra River from effects of Pamplona’ s 20th-century urban development.

The project maintains the orginal shape of agricultural land yet makes room for both the river and citizen activity. The project is an exemplary proposal for a network of agriculture, public space, education, and flood

Series of meandering paths creating experiential procession through site.

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Climatic Design

Paths structually adapted to river flood and agricultural production.

AGRICULTURE INTERPRETATION CENTER

alday jover Arzandia Park Pamplona, Navarra, Spain 2010-2012

Creative Property of The University of Virginia

A site along the Agra River and the Aranzadi Park, the Agricultural Interpetation Center is a single story, greenhouse building which serves as the center of organic agricultural production, education, and administration.

The building respects the river and the landscape while fostering an intimate connection to its citizens. It is distinct in its hydraulic functionality, passive geothermal

3 naves framed by vestibule Outdoor exhibition space.

Material •polycarbonate •glass •greenhouse shade cloth •concrete plinth raising structure from ground and potential flooding

Program •educational programs •year-round food profuction •Fundagra offices

Children walking from center.

Restored masonry structure in backgorund.

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GOVERNMENT CANYON CENTER

Creative Property of The University of Virginia

Lake Flato Architects Helotes, Texas 2005

The visitor center serves as the gateway ot the Government Canyon State Natural Area. Its program houses an exhibit hall, park store, classrooms, offices, and an outdoor pavilion. The goal of the project was to protect and restore the natural landscape while creating high-use, low-maintenance, and economical structures.

View of cisterns and main structure.

Rainwater collected from the roof is filtered and used for landscape irrigation and wastewater conveyance. The water cisterns become an interactive social space for the public.

View into courtyard.

Interactive water cistern.

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Section of passive design strategies.

Passive Energy Design

Mahiga High Rainwater Court Creative Property of The University of Virginia

Architecture for Humanity- Greg Elsne Mahiga, Kenya 2009 The Rainwater Court is a multi-purpose, full-size basketball court designed for the community of Nyeri, Kenya.

The facilities include a shade structure that has integrated rainwater collection and UV purification system with solar panels for the water system and night lighting in areas image without electricity. The fullcourt configuration has a 2,500 sq ft playing surface covered by metal roof and guttered to collect an estimated 40,000 liters of water per year. The building incorporates 25,000 liters of rainwater storage, with UV purification.

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Ryoan-ji Kyoto, Japan 1450

Creative Property of The University of Virginia

Ryoan-ji is a Zen Buddhist Temple and dry landscape garden. The temple itself features the vernacular construction of the Japanese Tea-House typology and takes advantage of cross ventilation through open floor plans and sliding screen doors. The dry landscape garden is primarily viewed from either the interior or exterior veranda. The space is reminiscent of the surrounding mountains, and stands as a contemplative metaphor for many Buddhist ideologies.

The use of natural artifacts in conjunction with a contemplative viewing veranda could be an interesting opportunity to connect people to Volcan Mombacho on a smaller scale. Volcanic rock is commonly used as material for retaining walls, and could be composed in both a performative and aesthetic manner.

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Vernacular Design

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Gando School and Extension G Francis Kere Gando, Burkina Faso 2004-2012

Creative Property of The University of Virginia

The primary school was built out of mud brick a wide, raised tin roof protects the walls from the rain, and allows air to circulate underneath in order to keep the building cool. Kere expanded the project to include an extension to the primary school, library, sports fields, teacher housing, and secondary school. The Secondary school uses a passive ventilation system, the corrugated tin roof, which is raised above the clay ceiling, is heated by the sun. Air between the ceiling and roof heats up and rises, drawing cool air from below and creating a current.

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“Urban-scale� Design