Borderless Studio Project Book

B OR D E R LESS

DESIGNING FOR TYPHOON HAIYAN DISASTER RECOVERY UNIVERSITY OF CINCINNATI + UNIVERSITY OF THE PHILIPPINES

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Welcome to our comprehensive studio project book! We are a group of passionate young architects and interior designers from the University of Cincinnati, but more importantly we are students who are concerned with how our future profession can be more inclusive of a larger population and improve the quality of life for those we serve. This journal is a compilation of our 6 group projects created after visiting the Philippines. As part of our 6 week study trip of Southeast Asia we collaborated with the University of the Philippines – College of Architecture to study and propose projects related to post-Typhoon Haiyan recovery in the Philippines. Leyte Island in the Visayas region was one of the hardest hit areas of typhoon Haiyan in November of 2013 and continues to struggle to recover even until today. We visited the cities of Tacloban, Palo and Ormoc to experience first hand the devastation and the recovery efforts. Traveling over rough roads and bucolic landscapes, we visited various resettlement sites and communities for the victims of the typhoon. It was a difficult and heartbreaking experience to see and listen to the people who are living in sub-standard conditions.

We immediately realized that as designers we could definitely contribute something. At the same time, we were impressed with the constant smiles and heartwarming welcome we received wherever we went, a testament to the resilience and warmth of the Filipino people. We hope this document can give local government units, non-governmental organizations ideas that can ultimately help the people of the Philippines recover from the disaster.

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SUPER TYPHOON HAIYAN On November 8th, 2013 the Philippines was devastated by Super Typhoon Haiyan (Yolanda), the strongest storm recorded at landfall. It stands as the deadliest Philippine typhoon in recorded history, with winds reaching up to 315 km/h, completely destroying homes along the coast. It impacted 9 regions, 44 provinces and nearly 600 municipalities in the Philippines. The Philippine government reported that around 13.7 million people were affected by the immense destruction of Typhoon Haiyan, displacing about 3.43 million people.1 At least 6,300 people died and another 1,600 people are still missing.

Total damages were estimated to have reached $12.9 billion.2 Humanitarian responses after the destruction poured in from within and outside the Philippines. International government and non-governmental organizations came to the aid of the disaster-stricken areas. Donations were pledged and delivered, while help in the form of food, shelter, building materials, security, infrastructure, agriculture, and economic aid arrived. Two years after the destruction, much is still to be done as people continue to struggle to rebuild.3 New resettlements were built away from the coastal areas with the hope of creating new communities for those affected by the typhoon with shelter projects amounting to a little more than $178 million.4 With the “Build Back Better� approach (following the Indian Ocean Tsunami calamity in 2004), reconstruction efforts spearheaded by the Philippine government focuses on infrastructure (rebuilding bridges, roads, electricity, transportation, water and sanitation), economic (agricultural and industrial), social (education, health, housing) and political (local government).5 By focusing on resiliency and sustainability, rehabilitation after Typhoon Haiyan is aimed at building a stronger Philippines ready to 3 face future challenges.

4

USD 445

USD 430

IN TOTAL DAMAGES TO

IN TOTAL DAMAGES TO

DAMAGED OR DESTROYED 1.1 MILLION TONNES

PEOPLE 5,900,000 D IS PLACED WORKERS LOST THEIR MAIN SOURCE OF INCOME

33 MILLION COCONUT TREES

CROPS LOST

5.9 MILLION PEOPLE $

4.1 MILLION

$$

1.1 MILLION HOMES

INFRASTRUCTURE

$

AGRICULTURE

MILLION

$

MILLION

IDENTITY AND

LOST THEIR LIVELIHOO D 30,000 BOATS

SEVERELY AFFECTED

DAMAGED OR DESTROYED “Philippines: Super Typhoon Haiyan Infographic.” ReliefWeb. UN Office for the Coordination of Humanitarian Affairs, 19 Nov. 2013.

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IDENTITY AND

SATELLITE IMAGE OF TYPHOON HAIYAN AT PEAK OF INTENSITY ON NOVEMBER 7, 2013

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RESETTLEMENT COMMUNITIES As a class we spent a few days on the Philippine province of Leyte, visiting government resettlement communities in Tacloban, Ormoc, and Palo. Leyte was in the path of Typhoon Haiyan and saw vast amounts of damage and destruction. The homes along the shore were completely destroyed, leaving many fisherfolk homeless and without a livelihood, or killed. Many members of these communities agreed to move to new homes built away from the shore. We observed the many short term and long term settlements we visited carefully, speaking to community members and taking notes and photos. Each studio group then deliberated to decide what aspects of the new resettlement communities needed improvement, or what aspects could be introduced and integrated within the communities.

ASIA

SHORT TERM RESETTLEMENT 7

LONG TERM RESETTLEMENT

5 km

LEYTE

TACLOBAN

PALO

ORMOC

TAO-Pilipinas, 2015

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INSIGHTS

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Many of the sites we visited had a school of some kind set up for the children. It is important in times of disaster to make sure the educational development of the children is kept in tact.

The buildings in many of the new communities throughout Ormoc and Palo employ traditional building methods and materials, such as coco lumber and bamboo, along with modern building materials.

Many resettlements have areas designated for growing vegetables. Community members are given a small plot to grow food for their families.

Food security is important in the recovery of communities.

The communities we visited appeared to be centered around the children of the community.

Mothers gather in central areas to watch their children play, which lets them socialize and brings everyone together.

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PROJECTS DISPLACE expanding public space in communities pg. 13-50

ENLIVEN transforming women’s lives through livelihood pg. 51-100

THE OPEN BOOK reaching out to communities through books pg. 101-174

PLAY DANCE LEARN recovery through play pg. 175-222

AQUA harnessing rain water pg. 223-262

GRUB TUB developing aquaponics as an alternate livelihood pg. 263-298

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12

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THE OPEN BOOK PROGRAM

Lea Alberto, Samuel Tibbs, Ying-Hsuan Yao, Halie Zulch

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ABSTRACT

We were struck by the density of the settlements - single beds for families of around seven, with only one room and one light bulb.

By talking to a few of the adults, we realized how isolated each of the communities are. They were moved to a safer location, but disconnected from the small, but busy downtown area. The conditions were incredibly stark in comparison to what we are accustomed to.

Arriving back in Manila, we produced several design themes and eventually arrived at the issue of mental wellness. With it came the idea of creating a sense of privacy, an escape.

We arrived at books. We thought of our own childhood experience: locked away, with a book in hand, entertained for hours on end with an adventure that was only our own.

How might we provide individuals from resettlement communities access to books?

Our solution turned from three separate solutions, to a single closed loop system consisting of a website, permanent facility, and a mobile unit. Each playing a vital role in the overall process.

The website is our way of generating funding for ongoing operational costs, fixing a problem that we had often come across while visiting Leyte. It will be locally administrated, lessening the likelihood of these facilities being neglected, or influenced by non-Filipino organizations. The website acts as an independent retailer, selling books for monetary donations, allowing 100% of profit to go towards the program.

The permanent facility, or The Open Book, is installed only in long-term communities,

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planned for families to reside there for 10+ years, and that have their basic needs met, like water.

These facilities house the main book collections.

They also act as an event and gathering space for the community with storytelling sessions, sessions for tales from oral tradition, writing sessions commemorating Typhoon Haiyan, and movie nights. Our hope is to generate a place of entertainment, a safe haven away from crowded family quarters.

The last component is The Open Bus, a mobile unit acting as an extension of The Open Book. It travels between short-term communities, also providing storytelling, and oral tradition while giving them an open reading session. Everyone from the community is welcome to gather during these sessions, grab a book, sit, and enjoy. At the end of the session The Open Book packs up, and heads to another community, or back to The Open Book; its home space.

Our hope with this program is to create a way for the individuals of these communities to see beyond themselves, to think deeper, to find solitude, develop their minds, and live their lives always learning, always progressing forward.

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OBSERVATIONS

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DENSITY of each community

LIMITED public space

LACK of resources

ISOLATION between communities

Most within the community are within single room homes with little space in between housing units and vehicle circulation paths.

Local schools don’t have the funding to meet the students needs. Families, with restricted wages, are unable to make up the difference.

Public space within these communities was often a single basketball court or open lot without shading.

Because of the cost of transportation, community members have limited access to the resources at the center of town, and educational facilities.

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How might we provide mental wellness in resettlement communities through access to books and stories?

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RESEARCH WHY BOOKS?

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“Reading

REDUCED ELEVATED STRESS LEVELS in the brain and body below base level and was more effective than listening to music, drinking tea or coffee, taking a walk, and playing video games1

“

Mindlab International, University of Sussex

“Reading stimulates central brain regions associated with physical movement and sensations, suggesting that readers are MENTALLY DISPLACED2

“

Emory Center for Neuropolicy

“Regular reading INCREASES amounts of WHITE MATTER (information transmitters) in the language centers “ Carnegie Mellon, Six Month Study 3

“IMPROVES GENERAL KNOWLEDGE,

pattern spotting, and analytical ability4 University of Berkely, Research Study

“

9% %

LITERACY RATE:

99% 97%

Palo

Ormoc Department of Education, National Statistics Office

REDUCTION OF STRESS BASED ON ACTIVITY:

68%

Reading Gaming Walking Coffee Music

21%

42% 54% 61%

Mindlab International, University of Sussex1

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SOLUTION OVERVIEW

The Open Book Program is a three part system that allows individual donors from anywhere in the world to donate finances, allowing the buildup and maintenance of the infrastructure needed to provide books and stories to individuals in both short and longterm resettlement communities. Donors purchase reading materials online for personal use, via the website, which automatically sends the profit to administrators of the program. Combining continual donor funding from the website with initial government and international assets, The Open book installations are established in selected long term communities. Once the Open Book collection is established, it begins full functionality as a multi-use facility, and the Open bus begins connecting with surrounding short-term communities, providing story sessions and propagating the oral tradition of the Philippines.

111

THE OPEN BOOK WEBSITE

THE OPEN BOOK

THE OPEN BUS

CONNECT TO DONORS

LONG-TERM COMMUNITIES

SHORT-TERM COMMUNITIES

provides funding through the purchase of books for a monetary donation; supports ongoing operational costs

permanent installation only in selected long-term communities, storage for books with open air seating above; also acts as an event space for the community

Mobile unit; carries books and has various events; travels through short-term settlements as an extension of The Open Book

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HOW IT WORKS NATIONAL AND INTERNATIONAL DONORS

$ INITIAL FUNDING

The Philippines national Department of Education to provide initial lump sum to get the program off the ground

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MANAGEMENT Plugged into the local Department of Education in Ormoc and Palo for organization

THE OPEN BOOK

THE OPEN BOOK WEBSITE

collections used to populate The Open Bus’s mobile library

rotates The Open Book collections every 4 months

provides and allocates funding

THE OPEN BUS

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PRECEDENTS

THE PHILIPPINES DEPARTMENT OF EDUCATION

In 2014, the Filipino government proposed the largest education budget in the history of The Philippines. The budget proposed was 335.4 billion PHP ($7.1 billion USD). This new budget targets lacking resources in school facilities and other learning resources. The budget specifically targeted the construction of more classrooms and libraries. We believe that our program falls directly in line with the goals of this new budget.5

Based on these precedents, we see a clear trend in the push for an increase in educational support. After speaking with individuals within the communities and with the Mayor of Palo, we understand that individuals have a need for not just books, but the ability to share stories and develop their education outside and beyond the classroom.

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THE LIBRARY HUB

The Library hub is a program created by DepEd in direct reaction to the lack of public libraries throughout The Philippiens. There are now 233 hubs total throughout The Philippines including one in Ormoc, and on in the Palo/ Tacloban area. The Library hub is a warehouse book storage space where teachers borrow a bin of books to circulate in classrooms for 25 days. The most glaring disadvantage of this program is the fact that it does not reach those outside school. Adults, and those who can no longer attend school do not have access to these resources, and therefore, do not have access to resources to prolong their learning.6

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ORMOC: SELECTED COMMUNITIES SHORT-TERM SETTLEMENTS where The Open Bus will visit

5 km

117

LONG-TERM SETTLEMENTS site for The Open Book facility

TZU CHI

OCCCI

5 km

Selected long term settlement Selected long term settlement - home to The Open Bus Potential site for The Open Bus events School, or university Library Book store Cultural center, or monument

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PALO: SELECTED COMMUNITIES SHORT-TERM SETTLEMENTS where The Open Bus will visit

2 km

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LONG-TERM SETTLEMENTS site for The Open Book facility

TZU CHI + GMA GAWAD KALINGA

2 km

Selected long term settlement Selected long term settlement - home to The Open Bus Potential site for The Open Bus events School, or university Library Book store Cultural center, or monument

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THE OPEN BOOK WEBSITE

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USER EXPERIENCE

1 123

Elaine HEARD of The Open Book Program through a friend at work.

2

She goes ONLINE and finds their website later that night.

DONOR - Elaine ELAINE is a doctor at a local hospital in Makati.

She is 35, married, and considers herself well off.

She regularly volunteers and tries to use her good fortune to help others in need. She loves reading, and reads to her nieces and nephews regularly.

She places a high value on books, and wants all children to have access. She had followed what happened in Leyte closely, and was taken aback by its devastation. For her, having a service that can combine both, helping a struggling Filipino community and books, work perfectly.

3

She clicks to BROWSE the kids collection, and selects a book for her neices upcoming birthday.

4

She makes her PURCHASE, gives an additional 20 PHP to the program.

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DESIGN

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PROFIT AND DONATION

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100% OF PROFIT GOES TO THE OPEN BOOK PROGRAM The fact that no portion of profit is going to another organization or entity is the biggest advantage to being an independent retailer.

We also thought it advantageous for customers to donate an additional dollar amount of their chosing if they so desire.

COMPETE BY OFFERING PERCEPTION OF GREATER VALUE We believe that the best way to compete globally and accross platforms is to remind the consumer throughout the entire process of purchasing a book, that they are doing something good for a community. Donors should be convinced they are doing something more than simply buying a book.

Providing complete information is the best way to establish transparency, which we see as vital to the websites success.

Consumers can then understand where their money is being spent, how the program works, and who is benefiting. This will lead to trust in the organization, and keep them coming back. Pictures and videos are key to establishing such transparency, and should elicit an emotional response from the user. The overall quality of design can also convince people of the programs legitimacy.

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PRECEDENTS

TOMS SHOES

One to one program your shoe purchase donates a pair of shoes to someone in need; 45 million pairs of shoes donated. Tom’s shoes is an effective means to produce donations because individuals are willing to spend a little bit more than they normally would, if they perceive that they are contributing to a greater cause. We have also created a book-giving program “Dear Santa” to donate books directly to kids who are in need. In this way, donors would be able to link to the resettlement communities better and know what they are spending on in a more transparent approach.7

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HOPE IN A BOTTLE

Uses profit to build classrooms in public schools throughout The Philippines; your purchase of a water bottle contributes to the cause. This value perception applies to many similar donation precedents, and would be similarly applied to the Open Book Program. However, unlike many programs, the Open Book Program is a not-for-profit organization, allocating everything above operational cost to the continuation of the system.8

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“DROP SHIP” MODEL

$

money + order sent to The Open Book Program

CUSTOMER Purchases a book through The Open Book Website.

Book sent to customer

131

THE OPEN BOOK PROGRAM Website acts as the interface between customers and distributors. The Open Book does not keep inventory of any product

Order notification sent to distributor

Money for wholesale cost of book, and shipping sent to distributor

WHOLESALE DISTRIBUTOR Already exhisting distributor, own warehouses with the books we plan to sell.

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SEASONAL PROGRAM

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1 2 3 4 5

At the beginning of September The Open Bus makes an ANNOUNCMENT marking the beginning of the Dear Santa program.

Each child from the community creates a WISH LIST based on their own interests.

The Open Book manager will COLLECT and send wish lists to local government administrators.

Lists are placed on the website, connecting to DONORS who will PURCHASE the books for the child.

On Christmas Day, the children RECIEVE the books off their wish list. The books are theirs to keep.

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THE OPEN BOOK

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GENERAL PLANNING ORGANIZATION Basic programming of The Open Book is a two-story structure made of local building materials, with an enclosed first floor for book storage and an open-air reading terrace above. A user could check out a book on the ground level, then proceed to the second floor for a comfortable reading environment.

We have also provided a fun net seating area to attract the youth. Events or activities could be held at the terrace in order to achieve better involvement of the specific community.

ROOF STRUCTURE

NETTING

BOOK STORAGE

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OPEN AIR SEATING/

EVENT SPACE

CIRCULATION SPACE

MATERIALS:

CONCRETE - Slab foundation - 6� CBH used for wall of the first floor

COCO LUMBER - structural support, on first floor and second

BAMBOO - Halved and used as the roof structure - second level flooring material - railing material - stair

NETTING - outside feature net - interior furniture

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GENERAL PLANNING HOW MANY BOOKS?

525

BOOKS EVERY 2 METER SHELF MODULE

X

TOTAL NUBMER OF SHELF MODULES

=

BOOKS AT CAPACITY

1m 1 unit = 1m

used ratio of 8,000 books to 1,000 students as a guideline to determine size of collection Professional Regulation Commision Standards for Philippine Libraries, 2009

VARIED SIZE OF FACILITY:

DEPENDING ON SIZE OF COMMMUNITY

2,500 BOOKS 250 homes

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7,000 BOOKS

10,000 homes

THE OPEN BOOK

MAIN SPACE

30m

LOCATION:

1cm = 10m

The facility will be placed along the main road for easy access by The Open Bus, but away from community gathering space such as a basketball court to avoid noise and also increase sense of privacy for our users.

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EMPLOYMENT MANAGER Hiring a manager for The Open Book will bring consistancy to facility functions and provides income to an individual hired directly from the community.

TASKS: - Book check-out and check-in - Manage and maintain collection - Connection betweencommunity and The Open Book administrators - Arrange events, readings, storytelling, etc.

COORDINATED EVENTS:

TELLING OF ORAL TRADITION

STORY BOOK READING

WRITTING SESSIONS

MOVIE NIGHT

DANCE, OR FIESTA

led by a volunteer from the community

led by a volunteer from the community

to commemorate Typhoon Haiyan

held a few times a month after dark

coordinated by community committee

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SAMPLE SCHEDULE OF EVENTS: SEPTEMER 2016 Su

M

Tu

W

1

Th

2

F

3

Sa

DEAR SANTA 4

5

BIBLE STUDY @7 11

12

BIBLE STUDY @7

13

19

20

14

27

STORY TIME @

9

10

15

16

17

23

24

WRITING SESSION @4

21

22 WRITING SESSION @4

STORY TIME @ 26

8 WRITING SESSION @4

STORY TIME @

BIBLE STUDY @7 25

7

STORY TIME @

BIBLE STUDY @7 18

6

28

29

30

WRITING SESSION @4

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USER EXPERIENCE

1

143

Thomas takes a WALK over to The Open Book facility.

2

He walks in and heads over to the young adult section.

He finds a BOOK, and walks over to the desk to check it out.

USER - Thomas THOMAS is a 17 year-old resident at Gawad Kalinga. He attends the local high school, and sometimes does his homework at The Open Book. For him, it’s the perfect escape away from his lively family when he needs to focus. He has a reading assignment due this upcoming week for class, and The Open Book just received new reading material.

3

The facility manager carries out the CHECK OUT process marking the paper card at the back of the book, and lets him know when it’s due.

4

Thomas walks up the stairs. He finds his favorite spot to READ open and sits down to enjoy his book.

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THE OPEN BOOK: TZU CHI, ORMOC

NUMBER OF HOMES: 2,000 EST. POPULATION: 10,000

145

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DESIGN EXTERIOR PERSPECTIVES:

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INTERIOR PERSPECTIVE:

FIRST FLOOR: Veiw from front door

HOW MANY BOOKS? 525

BOOKS EVERY 2 METER SHELF MODULE

X 13

SHELF MODULES

= 6,825

BOOKS AT CAPACITY

1m 1 unit = 1m

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DESIGN SPATIAL DIAGRAM:

BAMBOO ROOF

GENERAL SEATING/ EVENT SPACE

CHILDRENS SEATING

FEATURE NET FRONT DESK BOOK STORAGE AREA

CIRCULATION SPACE RESTROOM

OUTDOOR EVENT SPACE

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INTERIOR PERSPECTIVE:

SECOND FLOOR: View of children’s seating area

The second floor space provides a range of functions for the Open Book Program in order to maximize its usability. During regular hours, it functions as a private or semi-private reading space. However, during the evenings or other scheduled times, it is equipped with a projector to provide movie nights, or use as a performance space. It is also the long-term community’s writing session and storytelling space.

SECOND FLOOR: Event perspective

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STRUCTURE MATERIALS:

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CONCRETE - Slab foundation - 6� CBH used for wall of the first floor

COCO LUMBER - structural support, on first floor and second

BAMBOO - Halved and used as the roof structure - second level flooring material - railing material - stair

NETTING - outside feature net - interior furniture

STRUCTURAL DIAGRAM:

Concrete pad 6� CBH Cement fiber board Louvre window Coco lumber Plywood Bamboo Plaster finish Linoleum flooring

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PLANS FIRST FLOOR:

1 book storage 2 reception desk 3 restoom

1 3

2

1

3m

N E

1unit = 1m

W S

153

2

N E W S

SECOND FLOOR:

4 multi-use seating 5 dedicated reading area 6 net seating

6

4

5

3m

N E

1unit = 1m

W S

154

SECTIONS SECTION ONE:

3m 1unit = 1m

3m 1unit = 1m

SECTION TWO:

3m 1unit = 1m

3m 1unit = 1m

155

3m 1 unit = 1m

SECTION THREE:

3m 1 unit = 1m

SECTION FOUR:

3m 1 unit = 1m

156

THE OPEN BOOK: TZU CHI, PALO

NUMBER OF HOMES: 255 EST. POPULATION: 1,500 HOW MANY BOOKS? 525

BOOKS EVERY 2 METER SHELF MODULE

X 1m 1 unit = 1m

157

5

SHELF MODULES

= 2,625

BOOKS AT CAPACITY

SECOND FLOOR:

3m

3m

N E

1unit = 1m

1unit = 1m

W S

FIRST FLOOR:

3m

N

N

E

E

1unit = 1m

W S

W S

158

THE OPEN BUS

159

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DESIGN THE OPEN BUS:

161

The Open Bus is intended to be a small traveling facility, which not only carries books around but also could be used to perform different activities for settlements that are more temporary. The seating blocks are designed to create arrangement suitable for various occasions and also incorporate local materials and weaving techniques in order for it to be produced by local residents.

SEATING DESIGN:

162

BUS ROUTES For each city, we’ve picked one long-term resettlement community to be the stationary point for The Open Bus. The bus will then travel to one to two short-term or temporary resettlements on weekdays, for people to participate in story telling sessions on a weekly basis.

ORMOC - Open Bus Routes Round Trip Routes Distance/ Time OCCCI 1

MONDAY - 22 km, 28 min

2

TUESDAY - 44 km, 56 min

3

WEDNESDAY

1 1

- 26 km, 38 min 4

5

THURSDAY - 35 km, 54 min

4

2

5 5

FRIDAY - 6 km, 10 min 4

2 km 2

3 3

163

PALO - Open Bus Routes Round Trip Routes Distance/ Time GAWAD KALINGA

3 1

MONDAY - 32 km, 32 min

2

TUESDAY - 10 km, 14 min

3

WEDNESDAY - 23 km, 38 min

4

THURSDAY - 19 km, 32 min

5

FRIDAY - 13 km, 18 min

4

5

2 1

4

2 km 1

164

USER EXPERIENCE

1

165

It is Maria Luisa’s turn to tell a story this week! She hears the music signaling the APPROACH of the bus.

2

She meets the driver, sits on STAGE, and waits for the excited children to quiet.

VOLUNTEER - Maria Luisa MARIA LUISA has lived in Leyte her entire life, and at 71, she couldn’t be more proud to volunteer with The Open Book Program. She enjoys her time reading for the community, and she also frequently tells local stories passed down to her from her own grandmother. She cherishes tradition and finds it incredibly important to pass down these local tales to the next generation.

3

Children settled, she tells a tale from long ago.

The end of the STORY is met with a round of applause and smiling faces.

4

With the end of the story, FREE READING TIME begins. People grab books from the shelves at the back of the bus, and find a seat.

5

Books are collected, and furniture packed away. The Open Bus LEAVES for its next destination.

166

MULTI-FUNCTIONALITY SHEDULE SEPTEMBER 2016: Short-term Village No. 1 Su

M

Tu

W

1

Th

2

5

3

Sa

MOVIE DAY! GIRL, BOY, BAKLA, TOMBOY @ 7

DEAR SANTA 4

F

6

7

8

9

10

13

14

15

16

17

20

21

22

23

24

27

28

29

30

OPEN BUS @ 4 11

12

OPEN BUS @ 4 18

19

OPEN BUS @ 4 25

26

OPEN BUS @ 4

167

THE OPEN BUS:

SPECIAL EVENTS:

- Weekly story-telling session provided by local volunteers - Open reading time after the event

- Once a month in each community to generate excitement and engage each community

- movie

- dance

- performance

1

TELLING OF ORAL TRADITION

The Open Bus is used as a stage, and seats are arranged in terraces facing towards the volunteer.

2

FREE READING TIME Equipped with a selection of reading material sourced from The Open Book, it stops in a community for 3 hours. Anyone can come and read durring this time and the books are returned at the end of the session.

3

MOVIE NIGHT Carrying a projector and screen, The Open Bus stops in a community after dark for a movie night.

Seats are arranged in steps for veiwing purposes.

168

BUS INFORMATION

PROPOSED BUS: SUPPLIER: Qingdao Yakai Automotive Industry and

Trade Co., Ltd. MANUFACTURER LOCATION: Shandong, China MODEL NUMBER: QYK5, wing body PRICE: 330,225 - 471,750 PhP (customizable)

approx. $7,000 - 10,000 USD CAPACITY/ LOAD: maximum 10 tons TRANSMITTION TYPE: Manual DELIVER TIME: in 15-20 days9

169

170

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COST THE OPEN BOOK WEBSITE: THE OPEN BOOK:

START-UP ESTIMATE: 141,200 PHP/ $3,000 USD

COST PER SQUARE METER: 7,500 PhP/ $159 USD SMALL FACILITY (121.2 m2): 909,550 PhP/ $19,268 USD LARGE FACILITIY (171.6 m2): 1,287,940 PhP/ $27,284 USD BOOKS (EST 181 PhP/ 9.25 USD PER BOOK): SMALL COLLECTION (2,625): 475,125 PhP/ 24,281 USD LARGE COLLECTION (6,825): 1,235,325 PhP/ 63,131 USD NETTING INSTALLATION: 11235 PhP/ 238 USD

THE OPEN BUS:

BUS: 377,640 PhP/ 8,000 USD FURNITURE: 28,320 PhP/ 600 USD FUEL PER WEEK (EST 4kl/ 10mpg):

27 PhP PER LITER/ 2.16 PER GALLON ORMOC -145 km/ 90 mi PER WEEK

3,915 PhP/ 194 USD PALO - 156 km/ 97 mi PER WEEK

4,212 PhP/ 210 USD

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CONCLUSION LOCAL INVOLVEMENT ENGAGE AND PROMOTE READING

- ENCOURAGE LIFE-LONG LEARNING

COMMEMORATE TYPHOON HAIYAN UPHOLD EXISTING ORAL TRADITION PROMOTE MENTAL WELLNESS

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- IMPROVE OVERALL QUALITY OF LIFE

HOW MIGHT WE... provide mental wellness in resettlement communities through access to books and stories?

During our travels, Interaction and research we observed the dense setting of resettlement communities, a lack of private space, limited public space for residents to find relief, and limited access to educational, recreational and stress relieving resources.

Our research showed a high literacy rate, even in disaster communities and a strong connection to the oral and literary traditions. Combined with a surge of resources into the educational and literary community and the open hearts of donors across the world, the Open Book Program addresses the need to extend resources to those who cannot reach them. By reducing stress levels, creating a sense of privacy, assisting in the continued intellectual development and access financially, socially and locally, we hope to improve mental wellness to individuals in resettlement communities.

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OUR STUDIO

E d son C abalfin, P h.D University of Cincinnati Associate Professor

Nazanin Khodadad University of Cincinnati Adjunct Assistant Professor

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C a ro l i n e

S am m y

Nick

Libby

Charles

Lauren M

Zheng

Ca mi l l e

Halie

Elly

Tianna

Ty l er

Lora

H y un J i

Daham

L a ura

Cas s i e

Lauren T

Sa m

PARTICIPANTS Faculty Leader: Edson G. Cabalfin, Ph.D. Associate Professor School of Architecture and Interior Design University of Cincinnati

Faculty Collaborator: Grace Ramos, Ph.D. Associate Professor College of Architecture University of the Philippines

Assistant Faculty Leader: Nazanin Khodadad Adjunct Assistant Professor School of Architecture and Interior Design University of Cincinnati

Faculty Collaborator: Faith Varona Assistant Professor College of Architecture University of the Philippines

UC Students: Caroline Beaulieu (BS INTD) Camille Burt (BS INTD) Lora Child (BS INTD) Laura Kageorge (BS INTD) Hyunji Lee (BS INTD) Daham Marapane (BS ARCH) Lauren Miller (BS ARCH) Cassandra Radke (BS INTD) Libby Pelzel (BS ARCH) Nicholas Portman (BS ARCH) Samantha Rupp (BS INTD) Tyler Stoeckel (BS ARCH) Lauren Thompson (BS ARCH) Samuel Tibbs (BS ARCH) Charles Tylinski (BS ARCH) Tianna Williams (BS ARCH) Zheng Xu (BS INTD) Ying-Hsuan Yao (BS INTD) Halie Zulch (BS INTD)

UP Students: Lea Alberto (M ARCH) Kristina Mae Beltran (M ARCH) Lester Chua (M ARCH) Sarah Neito (M ARCH) Don Sebastian (M ARCH) Glenn Orbon (M ARCH)

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REFERENCES INTRODUCTION 1. Lum, Thomas and Margesson, Rhoda, “Typhoon Haiyan (Yolanda): U.S.

and International Response to Philippines Disaster” Washington D.C.: Congressional Research Service, 25 November 2013.

2. National Economic Development Authority, “Reconstruction Assistance on

Yolanda”, 16 December 2013.

3. International Federation of Red Cross and Red Crescent Societies, “Philippines;

Typhoon Haiyan, Two-year Progress Report”, November 2015.

4. Shelter Cluster Philippines,“Typhoon Haiyan (Yolanda) Shelter Response

Outcome Analysis: Final Analysis”, May 2016.

5. National Economic Development Authority, “Reconstruction Assistance on

Yolanda”, 16 December 2013; “Yolanda Comprehensive Rehabilitation and Recovery Plan” 1 August 2014.

DISPLACE 1. Bartholomew, Rafe. Pacific Rims: Beermen Ballin’ in Flip-flops and the

Philippines’ Unlikely Love Affair with Basketball. New York: New American Library, 2010. Print.

2. C. Baudot (2014) „The Right Move? Ensuring Durable Relocation After

Typhoon Haiyan, Oxfam, April 2014.

ENLIVEN 1. Desilva, Sanjaya, and Mohammed Mehrab Bakhtiar. “Women, Schooling, and

Marriage in Rural Philippines.” SSRN Electronic Journal SSRN Journal (2011): n. page.

2. Philippines. Technical Education and Skills Development Authority. TESDA

Planning Office - Labor Market Information Division. Vision, Mission, Value and Quality Statement.

3. “Typhoon Haiyan/Yolanda Fact Sheet #22.” U.S. Agency for International

Development. USAID, 3 June 2013.

4. FAO. “GENERAL PROFILE.” Fact Sheet Philippines -Women in Agriculture,

Environment and Rural Production. FAO Corporate Document Repository, n.d. Web. 29 June 2016.

5. “The Makers Summit.” The Makers Collective. N.p., 2015. Web. 30 June 2016.

6. “Education in a Box.” Education in a Box. Education for All, n.d. Web. 29 June

2016.

7. Philippines. Technical Education and Skills Development Authority. TESDA

Planning Office - Labor Market Information Division. Training Regulations.

8. “TESDA Mobile Classroom Arrives in Laguna.” TESDA Planning Office - Labor

Market Information Division, 17 Nov. 2014.

THE OPEN BOOK 1. Chiles, Andy. “Reading Can Help Reduce Stress, According to University of

Sussex Research.” The Argus. N.p., 30 Mar. 2009. Web. 11 Nov. 2015.

2. Emory Health Sciences. “A novel look at how stories may change the brain.”

ScienceDaily. ScienceDaily, 3 January 2014.

3. Talan, Jamie. “White Matter Brain Changes Result from Reading Remediation.”

Ovid. Wolters Kluwer, n.d. Web. 10 October 2015.

4. Wise, Abigail. “8 Science-Backed Reasons to Read a (Real) Book.” Real Simple.

Real Simple Home & Lifestyle Network, n.d. Web. 11 Nov. 2015

5. “Education Sector Gets Biggest Share in Senate Approved P2.606 Trillion 2015

National Budget.” Senate of the Philippines, 16th Congress. Senate of the Philippines, 26 Nov. 2014. Web. 25 Oct. 2015.

6. Luz, Juan Miguel. “Library Hub Project.” The Philippines Department of

Education, n.d. Web. 22 October 2016.

7. “Improving Lives.” Toms. Toms Shoes LLC, 2016. Web. 12 October 2015.

8. “Wing Door Truck Body.” DIY Trade. DIYSite.com Limited., 2 July 2011. Web. 25 Oct. 2015.

9. “Drink Hope, Give Hope.” Kaya Collaborative. Kaya Collaborative, n.d. Web.

10 September 2015.

ACKNOWLEDGMENTS Our heartfelt gratitude to: William D. Williams Director, School of Architecture and Interior Design University of Cincinnati Dean Robert Probst College of Design, Architecture, Art, and Planning University of Cincinnati Vice President Raj Mehta, Anne Fugard and Cory Smith UC International, University of Cincinnati Dean Mary Anne Espina College of Architecture University of the Philippines and to the countless people who have helped us along the way to make this trip possible and meaningful!

Thank you very much!

Maraming salamat po!

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Copyright Š2016 School of Architecture and Interior Design University of Cincinnati For more information or inquiries please contact Edson Cabalfin: edson.cabalfin@uc.edu

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