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K a r l a

G u t i é r r e z[KarlaMGutiérrez a g aMagaña] ñ a


[index]

project // subject // realisation place // year 1.

CV

2.

Sappee Lookout Tower // Tampere University of Technology // Finland // 2008

3.

Tampere Theatre // Tampere University of Technology // Finland// 2008

4.

UPAM // Kolleg XI Univer-cities // Germany // 2010

5.

Neighbourhood University // Kolleg XI Univer-cities // Germany // 2010

6.

Effective Cycles // Internship DRO Amsterdam // The Netherlands // 2011


KARLA GUTIÉRREZ MAGAÑA ARCHITECT

AGE

26 years

ADDRESS

Overschiestraat 144, 1062XK. Amsterdam, The Netherlands

PHONE

+31682049127

EMAIL

krl.gtz@gmail.com

LINKEDin

http://nl.linkedin.com/pub/karlagutiérrez/44/418/46

OBJECTIVE Increase my knowledge in architecture and urbanism through the exchange of ideas between people from different contexts and professions. I consider this important for developing new ideas and techniques to produce smart solutions that fulfill the needs of the current societies and be prepared for the possible evolution of megalopolis, regions and countries.

EDUCATIONAL BACKGROUND 2010/2012

M. Sc. in European Urban Studies – Bauhaus Universität Weimar, Weimar, Germany.

2010

Posgraduate Program – Bauhaus Kolleg XI Univercities, Dessau, Germany.

2004/2009

Bachelor in Architecture- ITESM Campus Estado de México, México.

2008

International Exchange - Tampere University of Technology, Finland.

2002

International Semester - Scuola Leonardo Da Vinci. Florence, Italy

2001/2004

High School- ITESM. Campus Estado de México, México.

LANGUAGES Spanish - Mother tongue

English - TOEFL Paper based 623

Italian - 2 years

German – A1

WORK EXPERIENCE 2009

Design proposal for the rehabilitation of a national park in Mexico city.

2009

Summer internship at Meskanen-Pursiainen Architects. Helsinki, Finland.

2009

Internship at KMD Architects. Mexico city, Mexico.

2011

Internship at the Dienst Ruimtelijke Ordening Amsterdam. Amsterdam, The Netherlands.

2012

Research Internship at the Dienst Ruimtelijke Ordening Amsterdam. Amsterdam, The Netherlands

EXTRA ACTIVITIES COMPETITION ITESM CEM competition “Entrepreneurship development.” Team project (2nd Place)//

Design boom “Shelter in a cart” // “Lookout tower in Sappee”, Finland // Landscape design

competition at Pirkkala, Finland.

COMMUNITY

Childcare at “Estancia Margarita Maza”, Mexico // Teaching Assistant at “Escuela

SERVICE

Primaria Vicente Guerrero” // Computer Teacher at “DIF Central Atizapán”, Mexico.

OTHER

Pastel drawing technique (6 months) // Algorithmic Architecture course (Scripting in Maya) (2008)

COMPUTER SKILLS AutoCAD, ArchiCAD, 3D Studio Max (VRay , MentalRay render), Sketch up (VRay render), Rhinoceros Photoshop, Illustrator, In Design, Autodesk Maya, Macromedia Director, Microsoft Office, Map Publisher. Operating systems: Windows 7, MAC OS.

HOBBIES & INTERESTS Art, music, cinema, photography, museums, concerts, dance, yoga, nature, swimming, travelling, literature, languages, sauna.


SAPPEE LOOKOUT TOWER // TAMPERE UNIVERSITY OF TECHNOLOGY FINLAND // 2008 ARCHITECTURAL DESIGN


Sappee Lookout Tower LEVEL 1 The Sappee Lookout tower was a commission for a skiing resort in Sappee, Finland to create a climbing wall that could

The form consist of three climbing function as a landmark and that could be used walls, one for beginners, the ice throughout climbing wall and the last one made the year, for experts. The third one with its own lookout points and with a structure which will The proposal consists of three climbing walls, one for be attached to the main structure of the towerthe second one is an ice climbing wall and the last beginners, one is the expert’s climbing wall.

The third one with its own lookout points and with a structure which will be attached to the main structure of the tower.

SITE PLAN

ELEVATIONS


Sappee Lookout Tower

VIEWS VIEWS

VIEWS

VIEWS

VIEWS VIEWS


Sappee Lookout Tower North & South views create different lookout points throughout the lookout tower, the development of these spaces create an interesting and moving set of walls which will generate one of the climbing walls (higher difficulty).

The climbers’ lookout level will be in the top of the tower, the series of wooden pergolas will help the climbers to get to the ground level.


TAMPERE THEATRE // TAMPERE UNIVERSITY OF TECHNOLOGY FINLAND // 2008 ARCHITECTURAL DESIGN


Tampere Theatre

LEVEL -2 1. Cleaning Rooms 2. Electrical/Boiler Room

The theatre’s site is located in Tampere’s city center surrounded by old factory buildings, in front of the “Tammerkoski” rapids,

3. Bomb Shelter

which together with the industrial buildings are the two most important elements that give a special environment and define the city’s identity.

The design aims to enhance those elements, give a high

3

importance to the views and with this make a representation of the duality between “real life” and the “fake life” which the theatre represents.

2 The form stems from the organic shape of the river’s rim which provides a variety of views. The interior and exterior lights act as a reflection in the water of the stream poining out the great importance of the river and the water for the city’s identity.

1


1

LEVEL -1

LEVEL 0

1. Kitchen 2. Restaurant 3. Offices 4. Green Room 5. WC 6. Dressing Room 7. Rehearsal Room 8. Stage equipment 9. Storage 10. Loading

1. Box Office 2. Cloak Room 3. Lobby 4. Foyer 5. Bar 6. WC 7. Sound & Light

1

3 2

Control 8. Main auditorium 9. Stage 10. Backstage

6 5 4

2 3 4

6

8

9

5

8

10

9

7

10

7

The

curved

facade

between the exterior

wide

“reality”

range of views to the

interior

exterior from the foyer.

representations of this

These

reality.

provides

a

big

windows

work as a connection

and

the

theatrical


LEVEL 1

LEVEL 2

1. Stage 2. Bar 3. Foyer 4. Offices 5. Mezzanine

1. Storage 2. Workshop

1

2 1 4

3

2 5


Section C-C’

Section D-D’


UPAM // KOLLEG XI UNIVER-CITIES GERMANY // 2010 TEAM PROJECT Pedro Aibeo (Portugal) Pichanun Boonpromgul (Thailand) Suteenart Chantarajiraporn (Thaliand) Scott Claassen (USA) Shanthini Devi (India) Rodrigo Guerra (Chile) Karla GutiĂŠrrez (Mexico) Rekha Ravikumar (India) Gozde Sarlak (Turkey) Antonina Savilova (Russia) Ceyda Sungur (Turkey) URBAN RESEARCH + INTERVENTION


UPAM UPAM

UNIVERSIDAD POPULAR AUTÓNOMA DE MÉXICO

UNIVERSIDAD POPULAR AUTÓNOMA DE MÉXICO

As a part of the Bauhaus Kolleg XI Program “Univercities”, a group research focused on the influence and consequences that took place after the construction of the main campus of the National University in Mexico City (Universidad Nacional Autónoma de México-UNAM) was made.

UNAM Education was considered the key to Mexico’s progress towards an independent modern society. The interplay of art and architecture was attributed a leading role in this process, it was meant to mediate between the traditional and the modern. Since the 1920s this conviction had pervaded the political as well as cultural elites of the country, and with the University City it had found its most visible expression.

The University City was built according to CIAM town planning principles: a completely autonomous city with all facilities and services. Despite following the principles of the Functional City the campus is an outstanding example of independent

CAMPUS

Mexican modernist architecture: It was about creating a new kind of environment, a contribution towards the social and

UNAM's origins go back to the 1550s, where it first settled in what would remain the center of the city for centuries. Post WWII, the campus relocated from it's loose collection of buildings in the city center to a massive campus south of the city.The campus was a gift, and intended as a symbol of the rapidly modernizing Mexico.

Ciudad Universitaria was the campus of the National Autonomous University, and was intended to be both a nationalist symbol and embody it's separation from the government. But conversly it was intended to move the increasinly polictical student body out ofthe city center to a site where it might have less impact.

POLITICAL SPACE Time passed and the murals and iconic campus began to assist the UNAM in making it's mark on the city. And separation from the definitely failed to quiet student protest. Notably in 1968, students took a stand against the authoritarian government, which resulted in 325 students and peaceful protesters murdered near the center of the city. This marked the beginning of several decades of student movements which climaxed in a polarizing nine month long student strike in 1999. The inability for striking students to negotiate with the government resulted in a backlash against the university.

political transformation of Mexico.


ARCHITECTURE Similarly, it's architecture is notable for it's place between worlds. Architecture was seen as an important component in the 'creation of the new Mexican'. Buildings forms adopted modernism as the projection of the strides the nation was taking to modernity. But what made the campus so distinct was it's application of murals on the facades of many of the buildings, known as plastic integration. Murals and monumentality quickly became easily recognizable symbols of the school.

PLASTIC INTEGRATION The most obvious example is the ‘plastic integration’ of art and architecture on the campus. The integration of all art forms in architecture, one of the central principles of the Bauhaus, took a different shape in Mexico: It was about creating a new kind of visually stimulating environment, which should make a contribution towards the social and political

[once planned in outskirts of the city, today the university is integrated in the constantly growing megalopolis. In 2005 the UNAM was nominated as site of the UNESCO world heritage list.]

transformation of Mexico. Despite following the principles of the Functional City which had

URBAN GROWTH

become internationally known, the campus is an

outstanding

example

of

independent

And while the campus began to reach into the city, the city engulfed the campus. The vast

Mexican modernist architecture: The buildings

open spaces increasingly became an urban Oasis amid the mega-city. The metro and later

represent a geographically and historically

metro bus were brought near the borders of campus. With street vendors filling the gaps

rooted architecture which is both Mexican and

with the same ingenuity and adaptability shown elsewhere in DF. For years the vendors

modern.

were allowed to encroach on the campus as well, until crime concerns between them and the squatters caused the administration to ban or formalize them. Consequently establishing a tense relationship between the UNAM and street vendors.

The rapidly growing student population, encouraged the opening of UNAM satellite campuses in the city. Today it's network spreads across Mexico, Canada and the US. However, Ciudad Universitaria remains the cornerstone of UNAM


UPAM UPAM

UNIVERSIDAD POPULAR AUTÓNOMA DE MÉXICO

UNIVERSIDAD POPULAR AUTÓNOMA DE MÉXICO

Ciudad Universitaria’s (CU) importance as a role

Ciudad Universitaria’s importance as a role model for Mexico Mexico City, City,was wasthe thesubject subjectthat of we our model UNIVERSIDAD POPULAR AUTÓNOMA DE MÉXICO decided to study. Some relevant points of our studies. Some relevant points of our research resarch were; the UNAM’s campuses are conwere: UNAM’s campuses are the considered sidered a knowledge oasis and idea of thea Ciudad Universitaria’s importance as a role UNAM educating the new generations of idea of that the we UNAM modelknowledge for Mexicooasis City, and was the the subject mexicans. ecided to study. relevant points of our education the Some new genetarions of mexicans. esarch were; the UNAM’s campuses are conTaking this into consideration we decided to inquire the idered a knowledge oasis and the idea of the Taking thisbetween into consideration, decided by to relationship the UNAM and itswe surroundings UNAM educating the new generations of estimulating the exchange ok knowledge of both parts. inquire the relationship between the UNAM and mexicans. With the objective of creating an exchange platform, our

UPAM

its surroundings estimulating exchange study was held as aby public interventionthe which was our akingresearch this into method. consideration we decided to inquire the It intended to increase the participaof knowledge of both parts.With the objective of elationship between the UNAM its surroundings by tion and interaction among and students and neighbors.

creating exchange platform,ofour stimulating the an exchange ok knowledge bothstudy parts. was

With the objective of creating an exchange platform, ourmain Bauhaus members were representing the held as aKolleg’s public intervention which was our

tudy inaguration was held asofa the public intervention whichAutónoma was our de Universidad Popular

research method. It intended to increase the

esearch method. It intended to increase the participaMéxico (UPAM) which was our “Knowledge Bridge”. A

participation andbetween interaction among and on and interaction among students and neighbors. knowledge bridge the campus asstudents an academic space and the local communities.

neighbors.

auhaus Kolleg’s members were representing the

unam// day 1

naguration of the Universidad Popular Autónoma de

México (UPAM) which was our “Knowledge Bridge”. A

nowledge bridge between the campus as an academic

pace and the local communities.

unam// day 1

The UPAM is a lifetime Learning Comunity in which each member has a certain area of expertise. This comunity pretends to be built with the help of the knowledgeUPAM of people gets together exchange The is athat lifetime Learningand Comunity in their which points of view and abilities about topics of common each member has a certain area of expertise. This interest.

Thecomunity UPAM is intends a lifetime Learning Comunity which be built the in knowledge Its a community thatto shares thefrom knowledge through each member has a certain area of expertise. This t-shirts which steam from the idea of the murals inside of people thattogets together their comunity pretends be built with theand help exchange of the knowlthe UNAM. The murals, created as an education edge of people that getsthat together and exchange theira method, each member represents points ofconsidering view and abilities about topics of common points of Library” view and topics of common “Main or aabilities body ofabout knowledge. interest. interest.

neighborhood//day 2

neighborhood//day 2

Inside this context, our two days intervention took Its place a community that shares thefirst knowledge through in two different sites. The one was inside the UPAM is in afront community that shares knowledge t-shirts which steam from idea of the murals inside university, of thethe Main Library, planned for the the UNAM UNAM. The murals, created as in ana education students. The second site was local street through t-shirts that stem from the idea of the method, each memberand represents a and it considering was intendedthat for the neighbors possibly for theLibrary” interaction both, neighbors students. “Main or of athe body of knowledge. murals inside UNAM. Theand murals which were

once created as an educational method, were used The creation of the Universidad Popular AutónomaInside this context, our two days intervention took place in two different sites. The first one was inside the as an inspiration to bring knowledge as members de México (UPAM) was our “knowledge bridge”.university, in front of the Main Library, planned for the UNAM students. The site was in a localonstreet of UPAM wore a second t-shirt with information it, they A knowledge bridge between the campus as an and it was intended for the neighbors and possibly for represent mobile “body of knowledge”. thewould interaction of both,a neighbors and students. academic space and the local communities

kgm

A two days intervention took place, one inside the university, in front of the Main Library and the second in a local street in the neighborhood right next to the campus.

UPAM UNIVERSIDAD POPULAR AUTÓNOMA DE MÉXICO


UPAM

UNIVERSIDAD POPULAR AUTÓNOMA DE MÉXICO

Inside UNAM, students were invited to contribute by creating a t-shirt that could reflect their ocwn expertise of knowledge. Later on they were invited to assist to the second day of the intervention that took place in the neighborhood next to the campus in order to choose any t-shirt created by some neighbor. The second day, at the neighborhood, the same proceedure was made and as neighbors finished their t-shirts they were able to choose one of the t-shirts that was done the

UPAM UPAM UPAM

previous day by the students. Through this, an eschange not only of t-shirts, but most important of ideas and knowledge was enabled. UNIVERSIDAD UNIVERSIDAD POPULAR POPULAR AUTÓNOMA AUTÓNOMA DE MÉXICO DE MÉXICO UNIVERSIDAD POPULAR AUTÓNOMA DE MÉXICO

unam// unam// day day 1 11 unam// day The intervention made us reflect and discover the big

neighborhood//day neighborhood//day neighborhood//day 2 2

The The Kolleg Kolleg participants participants formed formed part of the the of UPAM UPAM the UPAM The Kolleg participants formed partpart of abyss between the UNAM and the city. After students community. community. community.

made their t-shirts they were asked to fill out a form

UNAM, thethe students were invited to In In the Inthe the UNAM, UNAM, the students students were were invited invited to contribute contribute to contribute

in which they were asked among other things, about

t-shirt, which would reflect their own bybycreating bycreating creating a at-shirt, a t-shirt, which which would would reflect reflect theirtheir ownown expertise knowledge. Later on they they were invited toto to expertise expertise ororknowledge. or knowledge. Later on on they were were invited invited their perception of theLater surrounding neighborhoods,

assist thethe second dayday of the the intervention that assist assist totothe to second second day of of the intervention intervention thattook that tooktook most of them showed no interest relation to it,t-shirt they place neighborhood to choose choose any t-shirt place place inin the inthethe neighborhood neighborhood to toorchoose any any t-shirt created by some neighbor. created created by some by nothing some neighbor. neighbor. knew almost about it. The second day, at the neighborhood, the same

TheThe second second day,day, at the at the neighborhood, neighborhood, the the same same On the other hand, reaction towards proceedure was madethe andneighbors as neighbors finished their proceedure proceedure waswas made made andand as neighbors as neighbors finished finished theirtheir t-shirts they were able to choose one of the t-shirts thet-shirts university was more and had t-shirts theythey werewere ableable to choose to positive choose oneone of the of even the t-shirts t-shirts that was done the previous day by the students. that that was was done done the the previous previous day day by the by the students. students. Throughtothis an exchange interest become part of not it. only of t-shirts, but of Through Through thisknowledge this an exchange an exchange not not onlyonly of t-shirts, of t-shirts, but but of of ideas and was made. ideas ideas andand knowledge knowledge waswas made. made.

students

students students

neighbors

neighbors neighbors

hot t-shirt themes: -hot drawings t-shirt hot t-shirt themes: themes: -unam/pumas -love - drawings - drawings -ecology -unam/pumas -unam/pumas -family -love-love

-ecology -ecology -family -family

hot t-shirt themes: - poems

hot t-shirt hot t-shirt themes: themes: -unam/pumas -interesting facts

UNAM student picking a t-shirt in the second day at the neighborhood

- poems - poems -ecology -unam/pumas -unam/pumas -languages -interesting -interesting factsfacts -ecology -ecology -languages -languages

The intervention made us reflect big abyss for between Itabout wasthe amazing us the to

UNAM and the city. After students

TheThe intervention intervention made made ustwo us reflect ref discover how true they it was that made their t-shirts were asked about about the the big big abyss abyss between between the

to fill out a form in which they were completely different worlds were

UNAM UNAM andand the the city. city. After After students asked among other things how didstude made made their t-shirts t-shirts werewere asked as separated not only bythey a they wall, but they feeltheir about the surrounding

NAM UNAM student student picking picking a t-shirt a t-shirt in the in second the second day day at the at neighborhood the neighborhood

to filltoout fill out a form a form in which in which theythey werew neighborhood, most of them showed asked among among other other howhow did noasked interest towards it, things theythings knew almost nothing about it.the Onthe the other theythey feel feel about about surrounding surround hand, the neighbors reaction neighborhood, neighborhood, mostmost of them of them showed show We also were suprised on the towards the university was no no interest interest towards towards it, they it,more they knew kn

by the mindsets. “The knowledge is power”

he “The knowledge knowledge is power” is power”

“Heart Pumita”

“Heart “Heart Pumita” Pumita”

“I am one with the planet”

“I am“Ione am with one the withplanet” the planet”

“You can kill the dreamer, but not the dream”

“The world is sick! Taking care of it is everyone’s responsability”

“You “You can kill canthe kill dreamer, the dreamer, but not but not“The “The worldworld is sick! is sick! Taking Taking the dream” the dream” care care of it isofeveryone’s it is everyone’s responsability” responsability”

positive and even had interest beother effectiveness of about theabout use ofto the almost almost nothing nothing it. On it. the On the ot

a hand, part hand, of it. the It was amazing for us toreac theneighbors neighbors reaction

t-shirts a media exchange discoverashow true it of was that two

towards towards the the university university waswas more m

completely different worlds were between both audiences. positive positive andand eveneven hadhad interest interest to be to

“Many times, waiting is the only posible answer” José Saramago

“Mathematics”

“90% of the population has cavities”

“The one that tenderly conquers, dominates the world and the sky will protect him.” Tao-te-King

“The respect and the freedom of thinking... is universal”

separated by just a wall. We discova part a part of it.ofItit.was It was amazing amazing for us forto us ered that the t-shirts were a good discover discover howhow truetrue it was it was thatthat two media of exhcange, though the inter-

completely completely different different worlds worlds werew

est for the interaction and knowldge separated separated by just by null. just a wall. a wall. We We discovdisc exchange is almost


NEIGHBOURHOOD UNIVERSITY // KOLLEG XI UNIVER-CITIES GERMANY // 2010 TEAM PROJECT Gozde Sarlak (Turkey), Karla Gutiérrez (Mexico) URBAN RESEARCH & DESIGN


NEIGHBORHOOD UNIVERSITY

FES ARAGON IS THE NEW PLACE FOR THE NEIGHBORHOOD UNIVERSITY!

Founded in 1976, FES Aragón has over 16,000 students today. The decision for settling it in Ciudad Neza was determined by the social and economic conditions of this neighborhood, its low-income households and the lack of infrastructure and services, with the objective of providing a higher level of education to the inhabitants and access to a better life.

CU

The average amount of green space in the municipality is less than 1sqm per person. There is only one public park within its limits and scattered small green areas are the only traces of public greenery.

The lack of communication between Mexico City and the UNAM along with its existing satellite campuses and the inefficient use of the student service hours, are the two main issues that triggered the proposal for the

30% of Neza’s population consists of young(18-24) people. And more than half of the youngs having drug addiction problem.

Neza has the 5% of the family violence in the whole Estado de México. Because of the alcohol

Neighbourhood University.

abuse of the parents or husbands, many children, elderly people and women are under threat of abuse.

CAMPUS

The family bonds and creation of families are problematic issues in Neza. Between 2001- 07 the marriages had been dropped 25% and the number of divorces increased 20%. b b c

SURROUNDING

a

q

o

r

d p

h

f m

f g f

r

e k

i l n

l n n

a. library b. offices c. restaurant d. computing eng. e. economy f. communication + journalism g. agricultural development planning h. architecture i. industrial design

j. international business k. civil engineering l. mechanical eng. m.electric eng. n.industrial eng. o. sociology p. law q. pedagogy r. laboratories meeting points existing flow

Fes Aragon has over 16.000 students, in 14 faculties mainly focusing on the social science and design. Campus has three main meeting points which can be described as the main core activity.


L ocal Institutions

]

CCAI |CDI |CDC CAM |COM |FURIS

Provides

Academics Material/Space

Supports

G overnmental Institutions

]

]

UNAM [DGOSE ]

CDI | MNA |PCM

Supports

Specialists Founding

Volunteers If necessary

]

Inside Ciudad Universitaria potential areas for interaction and knowledge

P irivate F oundations

exchange formed by green open spaces can be found and are used by citizens and students, yet the interaction doesn’t exist creating a big segregation between those two groups.

Students Running the units

Our goal is to work with one satellite campus taking the spatial quality and Neighbourhood Univercity 480 Hour Shifts

accessible knowledge for everyone, aspects that UNAM provides for the city,

Direct exchange of knowledge

reinventing a new social agenda with the social demands of the neighborhood surrounding the campus.

Plugs in

[actors]

Community Adapts

[process] faculty

1

Agricultural Development Planning

locate parasite (plug-in to campus)

Environment Science Biology

category

Psychology

Visual Arts Graphic Design Music Social Work Cinema

Abuse (sexual/mental/physical) Decrease in marriages/ Increase in number of divorces

abc

field environment planting education workshop workshop ...

2 relation (parasite-university)

couple threaphy ...

student + neighbor interaction

individual consult ...

playground

... ...

group talks child care

... ...

...

individual consult

group talks dance

sports

graphiti

sculpture

music

paint

birth control

information childcare

Depression

...

Teenage mothers

Abuse, Battered (sexual/mental/ physical) Preservation of the family rights

...

... ...

...

individual consult

group talks

law guidance

meetings couple guidance

i

...

class rooms

stairs

The programming of the activities is

student + neighbour interaction half open student + neighbour private

determined by the existing infrastructure in the campus and the relation of the study fields with the new activities that will take place in the new neighbouthood university. Both the neighbours and the students will be able to use these spaces. There will be 3 types of zones: the neighbour private zone (f.e.consultation areas), student + neighbour interaction zones (cafeterias, terraces) and the student + neighbour private zones (workshops).

childcare

Drug/Alcohol Cunsumption

3 programming

stairs neighbour private zone

...

...

...

LAW GUIDANCE Law

[program]

activity

ENVIRONMENTAL Lack of public green /Environmental unawareness

PSYCOLOGICAL

Pedagogy Sociology

target group

The new buildings are plugged in into the existing buildings having a direct connection with the hallways and patios.


NEIGHBORHOOD UNIVERSITY 4

zoning

abc

abc

meeting area interaction zone private zone green areas

5

access flows sport facilities

neighbourhood university in action!

meeting area interaction zone private zone green areas

access flows sport facilities

meeting area interaction zone private zone

access flows


EFFECTIVE CYCLES // INTERNSHIP DRO AMSTERDAM THE NETHERLANDS // 2011 RESEARCH + DESIGN


Effective Cycles During my internship at the Spatial Planning Department of the city of

knowledge through all the departmens that are involved with city planning and

Amsterdam (DRO, Dienst Ruimtelijke Ordening), I had the opportunity to

development. It started as a discussion between different organizations of the

collaborate in a project called the ‘Effective Cycles’.

OA (Development Alliance) that dealt with topics related to water management,

This project was part of the “Kennis Dag” (Knowledge day), an initiative

food, electricity, warmth and cold, phosphate and waste management.

started by the city of Amsterdam for the exchange and distribution of The main aim was to present the current and the prospective state of the different processes or “cycles” from each of these branches in the city and analyze their potentials and weaknesses to be capable to create new alternative solutions. The results gave an overview and fostered the interest to find out the steps and the degree of involvement that each of the actors intervening in the transformation of a city should have in order to create feasible effective cycles.

FUTURE FOOD CYCLE AREA FOR HARVESTING (HECTARES)

AVAILABLE

NEEDED NOORD-HOLLAND

1976 8

449

5664 189 6

898 734 METROPOOLREGIO 258 AMSTERDAM 1564 NOORD-HOLLAND 1279 METROPOOLREGIO AMSTERDAM

1159 257 1

2981 NOORD-HOLLAND 2438 METROPOOLREGIO 855 AMSTERDAM

12838 5227 106

18011 NOORD-HOLLAND 14730 METROPOOLREGIO 5167 AMSTERDAM

42

2781 NOORD-HOLLAND 2275 METROPOOLREGIO 798 AMSTERDAM

20

FACTORY/RDC

ALLOTMENT GARDENS

YOUNG URBAN AGRICULTURE

RECREATION

EDUCATIVE FARM

VEGETABLE

CHILDREN’S FARM

LOCAL VEGETABLE GARDENS TEMPORARY URBAN AGRICULTURE

SCHOOL WORKYARD

NL

FACTORY/RDC

FACTORY / RDC

SUPER (MARKET)

FOOD IMPORTS FOOD EXPORTS COMPOST

Karla Gutiérrez, Future Food Cycle (DRO Amsterdam, 2011) The project was conducted by the team leader of the Metropolitan Region Team, Eric van der Kooij (DRO) and the main collaborators were: Jannis van Zanten (DRO), Tjeerd Stam (DRO), Pim Vermeulen (DRO), Edgar Zonneveld (Fosfaat DMB), Jos de Bruijn (DMB), Harmen Veldman (Fosfaat Port of Amsterdam), Paulien Hartog (Waternet), Daniel Lauwen (Afval energie bedrijf) and Peter Simoes (Afval energie bedrijf).


Project history To switch from an international to a national and regional self-supporting city-region and have a more effective use of the resources is the starting point for this project. A reason to aim for this is to avoid the waste and the damages that the bad administration and the re-use of those resources can make. It is important to understand the benefits and the disadvantages of the current situation and compare them with future proposals. Some questions that emerged in the process were: What can be changed? What is needed to achieve that change? How feasible those changes are? Which are the actors and main stakeholders to make those improvements?

Classification and context of the project With globalization many or most of the cities in the world are dependent from each other. The natural resources from one country can be beneficial for another country as well as technological development can be purchased from countries that have the potential to develop and produce it. There are certain basic needs which are fulfilled by foreign companies or states such as energy, water and food among others. The consumption of such goods is inevitable, it is a basic need and it also becomes a political tool that controls not only the economy, but the society, the culture, the landscape, etc. Therefore the panorama extends to a more political and economic agenda. Some of the goals set by the Government in the Coalition Agreement include the gradual autonomy of the Netherlands from other countries and the increase of attention to the potential energy profitability. According to the European sustainable energy goals it is planned to reduce by 20% the CO2 emissions and produce a total of 14% sustainable energy by 2020.

CURRENT PHOSPHATE CYCLE

PHOSPHORUS CYCLE IN TERRESTRIAL & ACQUATIC ENVIRONMENTS

20% FERTILIZER

80%

PHOSPHATE MINING

7

2 5 4 6 3 1

300 TONS PER YEAR

ANIMALS PLANTS SOIL

PHOSPHATE ROCKS ANIMAL WASTE

DISSOLVED PHOSPHATES

ALGAE

MARINE SEDIMENTS RECYCLING OF PHOSPHORUS IS SLOW BECAUSE NO BIOLOGIGALLY IMPORTANT FORM OF PHOSPHORUS IS GASEOUS. PHOSPHATE THAT BECOMES PART OF MARINE SEDIMENTS MAY TAKE MILLIONS OF YEARS TO SOLIDIFY INTO ROCK, UPLIFT AS MOUNTAINS AND ERODE AGAIN TO BECOME AVAILABLE TO LIVING THINGS

5000 TONS PER YEAR

7

E

ED CL CY RE IS

THE A EB

PRO CES SES

TH EW AS TE ,8 0%

OF W AS T

AMSTERDAM WORMER ZAANDAM ZAANDAM KOOG AAN DE ZAAN R’DAM EN A’DAM REGIO

TS GEN TER DE

1. CARGILL 2. LASSI/GROUPO SOS 3. UNITED BISCUITS 4. DUYVIS 5. TATE & LYLE 6. ICL 7. LANDBOUW

, OD FO E, IN IC ED M

80% OF THE FERTILIZER USED FOR AGRICULTURE DISAPPEARS INTO THE SOIL

NL

80

TE HA SP HO FP SO TON 000 R EA RY PE

ENERGY PLANT / AEB

USE OF PHOSPHATE: 75% AGRICULTURE 25% HUMAN

%

4 INS 1 ONTA SEWAGE C

WATER PLANT

M OR OC C

CHINA

45%

O

INDUSTRY USING PHOSPHATE

30%

PHOSPHATE MINE

SOU TH

AGRICULTURE

AF

RI

STORES

CA

10%

PHOSPHATE ORGANIC OILS & ORGANIC WASTE WASTE WATER LOCAL ENERGY

Karla Gutiérrez, Current Phosphate Cycle (DRO Amsterdam, 2011)


FUTURE ELECTRICITY CYCLE

BIO MASS SUN

BIO MASS

SUN

STE WA

SUN

BIO MASS

NL

SUN

SMART GRID

WA ST E

SUN

BIO MASS BIO MASS

ENERGY PLANT

SUN BIO MASS

BIO MASS

SUN

BIO MASS

SOLAR ENERGY

BIOMASS

WIND ENERGY

ENERGY IMPORTS LOCAL ENERGY WASTE

Karla Gutiérrez, Future Electricity Cycle (DRO Amsterdam, 2011)

Independence from as many resources as possible from other countries and other stakeholders becomes a main priority for many cities and countries that aim to have more control on their politics and economy. Some of the stimulus provided by the government for the inception of these changes are the introduction of tax incentives to purchase and lease environmentally friendly cars, the improvement of the quality of surface water in urban areas and the collaboration between government, industry and knowledge institutions to improve the waste processing and management. The government will also tender a ‘Green Deal’ with society and will simplify the licensing of small-scale energy and heat production.

Discussion effective cycles workshop (Gutiérrez, 2011)


Competence and tasks within the project I supported in the research of facts, numbers, behaviour and use of the resources in the Netherlands and specifically in Amsterdam and the Metropolitan region of Amsterdam always in close collaboration with the involved parties.

This data then was summarized in a series of schemes that presented the cycle of collection, production, transportation, use and disposal of the resources in a common comprehensive graphic language.

After the presentation of the cycles in the Kennisdag, a session

Effective food cycle presentation (Gutiérrez, 2011)

of questions and answers and a discussion took place. This triggered more interest on the parties and that lead to a further presentation of the project with the direction board of DRO.

A publication of some of the cycles was done for the “Plan Amsterdam” magazine issue that dealt with energy in the city. This project was the first step that triggered interest on the involved parties, currently there has been published a new publication on Amsterdam’s Cycles as well it has served as an inspiration and influenced larger projects such as Amsterdam Smart City, which is focused on energy and information technologies

Karla Gutiérrez,Plan Amsterdam energy issue (DRO Amsterdam, 2011)

Effective wastecycle presentation (Gutiérrez, 2011)


Thank you


Karla Gutierrez Portfolio