Healing Haiti

1

THESIS STATEMENT:

Disaster relief design solutions can address the short term or immediate necessities of the a�ected while simultaneously “curing” or preparing for the future. The nation of Haiti is composed of di�erent environmental conditions which help inform di�erent living conditions and generate zones of module communities.

The module community: The implementation of such communities will allow those who reside in them the ability to live, work, and enrich the future of Haiti simultaneously. The extreme deforestation situation in Haiti has been directly caused from the need for energy. Haitians rely on Coal as their only source of energy. To obtain this coal they must chop down their trees. The reclaiming and reforestation of Haiti will only be made possible if alternate renewable energy resources are introduced. The current lack of energy promotes the deterioration of Haiti’s much needed forests due to the lack of other options.

Educating the residents of such communities is the most important element of this proposal because it will allow the residents to take ownership and understand every phase of their progress. The country of Haiti is currently “broken” not only due the damage caused by the recent earthquake but mainly the damage caused by its own residents. The country of Haiti can reclaim and rebuild their land and once again. Eliminating the need to “only live for today” and reestablishing the country’s farming economy to one that goes beyond the current subsistence farming to one that is able to produce surplus goods and help boost the economy of the nation.

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SUMMARY: To eliminate dependency on port au prince (travel), and the NEED to cut trees for fuel, LOCAL means of Sustainable living must be implemented. Re forestation of the land will help HEAL the land damage and will allow new construction to be less Susteptible to natural disaster (like earthquake)

Deforestation statistics to Reforestation Plan

1910 2010 2110 (GOAL)

Why Resforest?

The removal of topsoil has made the land more prone to land slides, these landslides have weakened haiti’s farming economy as well as �shing by polluting the islands shores..weakening Haitis’ infrastructure

Moving Mass

Original Position

Trees ProtectTop soil and prevent

mudslides

3

PROBLEM: The charcoal market

+ =

Charcoal from Burning trees

Used as fuel and main source for cooking

Gatherers

Wholesaler

Transporter

Self Transport Retailers

CommercialUsers

CommercialUsers

Wood Distribution System to Port Au Prince Market

33%

15%

1%

3%

9%

3%

36%

Source of charcoal and Transportation Routes for the Pot-Au Prince Market

Road TransportSea Transport

Port Au Prince

4

=Food insecure (need assistance to stave o� hunger)

3 Million ( out of 9 Million)

Only 50% of Population has access to safe drinking water.

Existing Goal

HUNGER,ECONOMY

SUMMARY: Food production must become of everyday life; every haitian resident should have access to clean water, new “economy boosters” need to be introduced

POVERTY LINE55 % of (9 million) live below the poverty line

of US$1 a day

5

SOCIAL FABRIC OF HAITIAN HOUSEHOLD

Single Couple 3,4 occupants 5+ occupants

Population pyramid 2010 Population pyramid 2050

MALE FEMALE

DESIGN CONSTITUENTS

Summary: Throughout the 40-50 year course the majority of the population will be composed of youths under the age of 30 any new development must target this age group, (with great focus on schools). Any residential development must target the di�erent household compositions from single occupancy to up to 5 people.

6

Plan For Education Reform:

Local------>National Education exchange Network

Education should be local,Students must be educated on their direct environments and how to livewithin them.The exchange network allows for studentsto learn di�erent trades (�shing or farming)while learning to value the country as a whole

Agrarian Module Student

Fishing Module Student Urban Module Student

=

PRIMARY SCHOOL ENROLLMENT

SECONDARY SCHOOL ENROLLMENT

COLLEGEPUBLIC/PRIVATE SCHOOL STRUCTURE

$$

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EDUCATION

=GOVERNMENT FUNDING

= INCOME

= PARENTAL PRESENCE

= EXTERIOR RESPONSIBILITY (WORK, FAMILY ETC...)

= SUPPLIES

= LACK OF QUALIFIED INSTRUCTORS

= SCHOOL PROXIMITY

=1% Private School enrollment

=1% Public School Enrollment

$

MAIN FACTOR FOR DECREASE IN SCHOOL ENROLLMENT:

Summary: the existing school

structure contains 90% private

schooling and 10% public. The lack of resources cause a

rapid drop in enrollment.

8

POPULATION DISTRIBUTION

CURRENT DENSITY OF TEMP. RELIEF SHELTER REDISTRIBUTION PLAN

Current PopultationConcentration

Re distribution Goal

DECENTRALIZATION PLANOrange Spheres represent concentration of population in Haiti

9

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TRANSITION FROM TEMPORARY TO PERMANENT HOUSING

11

(Health)

Safer JointsSturdy Frame

Current Condition

Immediate Need

12

REZONING HAITI

ENVIRONMENTAL CONTRAINTS

PRECIPITATION DIAGRAM

In order develop a long term plan for Haiti; we must �rst understand the environmental conditions that are locally unique to the di�erent areas within Haiti. The following diagrams show a study of the existing environmental conditions which will help to diagnose areas of needed development and better inform future design solutions. This analysis helped develop the plan for Rezoning

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ENVIRONMENTAL CONSTRAINTS

ARABLE LAND

LENGTH OF GROWING PERIOD

14

To help heal the damage that has been caused through natural and unnatural disaster, the country has been divided into zones that disregard political boundaries, and re�ect speci�c environmental conditions that need to be addressed by local design solutions. Each zone will have a model for living; modules that are speci�c and essential to healing the land.

REZONING HAITI

SELECTED PROPOSAL

15

NEIGHBOR COMMUNITIES

After the 2010 7.0 Mw magnitude earthquake, Haitians were forced to relocate due to the destruction caused to the infrastructure. Port au Prince is an unsafe place to reside in. The following diagrams show possible solutions for resetlement.

RELOCATINGRelocating the country’s capital to a more environmentally safe location keeping in mind the country’s history.

16

17

18

HEALING ZONES

The 7 country-wide Healing Zones can be narrowed to 3 categories Urban, Fishing, and Agrarian

Land Prep/Reforestation

10%Land Prep/

Reforestation25%Farm:

15%

Farm:25%

Farm:25%

Built Environment:

25%

Built Environment:

75%

Built Environment:

50%

Land Prep/Reforestation

50%

AGRARIAN MODULE URBAN MODULE FISHING MODULE

The new population distribution, consisting of 9 Million Residents, Following a plan to decentralize:

4 Million Residents 3 Million Residents2 Million ResidentsExample Zone:ZONES 2,3,4

Each module will consist of 500 People resulting in 8,000 Agrarian Modules within this Zone

Example Zone:ZONE 6

Module: 2,000 People 1,000 Urban Modules within this Zone

Example Zone:ZONE 5

Module: 500 People (6,000 Fishing Modules) within this Zone

19

Modular Development and Phasing

The 3 elements of design include FORESTATION, EDUCATION & BUILT ENVIRONMENT the interaction between the three is illustrated in the following diagram. in the latter phases of development the elements of design will work in conjuction to one another to the point where they become a single element. This diagram also shows when funding will be needed and when an economic turnaround could be expected.

20

AGRARIAN MODULE

21

MASTERPLAN

22

Agrarian Module: 2010:Description: Emergency relief Shelter, Land Preparation. |Population: 200|

Agrarian Module: 2020:Description: Farming and community buildingsPopulation: 500 23

Agrarian Module: 2030:Description: Expansion of Farm and Forest Population: 600

Agrarian Module: 2060:Description: Forestation, Farming and built area to full capacityPopulation: 1,000 24

FARMING

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25

FARMING METHOD

TOMATOPEPPERSUMMER SQUASHRADISHESTURNIPS

BEATS ONIONS

LETTUCE

ASPARAGUS

KALE

GREENS BUSH BEANS

ONIONSONIONS

BROCCOLICAULIFLOWER

POLE BEANSPEAS

CARROTS CORNCUCUMBER

SURPLUS

26

STRUCTURE

APPLICATION: RESIDENTIAL CLUSTER

APPLICATION:PUBLIC COMMUNITY ELEMENTS (EX: SCHOOL)

APPLICATION:PRIVATE COMMUNITY ELEMENTS (EX:BATHROOMS)

-Structural system composed of 2 independent elements, (primary and secondary structure)

-The system varies/ manifests itself within the 3 di�erent design components; residential clusters, public community elements and private community elements.

-Each structural element must follow the guidelines of ADAPTABILITY, EASE OF CONSTRUCTION, AFFORDABILITY AND SEISMIC RESISTANCE.

STRUCTURE VARIATION:

TYPICAL CLUSTER CONSTRUCTION

STRUCTURAL GRID/ BASE BEAMS/ JOISTS/ FLOOR SLAB COLUMNS/ PARTITION ISOLATION BEARING LAYOUT ORGANIZERS

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CONSTRUCTION DETAIL

PARTITIONS/ PRIMARY ROOF SECONDARY STRUCTURE SECONDARY ROOF

Double 4x6 Plywood

2x6 Rafters

ISOLATION BEARING(MATERIAL- USEDTIRE)

INFILL- LOCALRECLAIMEDMATERIALS

1'-6"X 8' WALL ( SPACED 3’6” APART ) EX AND INWALLS CREATE 6" SLOT

FOR INFILL

GUTTERSFOR WATERCOLLECTIONSYSTEM

2x6 Rafters

COLUMN

28

Structures are made from local materials and community members are educated and trained in simple building methods. This method creates jobs for the community members.

EASE OF CONSTRUCTION

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1

2

3

4

5

6

7

8

9

10

11

12

+ =

=

30

Environment anf Infrastructure

CATCHMENT AREA

COVERED STORAGERESEVOIR

OUTLET TAP

Bamboo

31

WATER COLLECTION

West Water Harvesting

East Water Harvesting

Water Collection

32

WASTE MANAGEMENT

Bath Element 1/8”=1’-0”

Water Collection/

Pump

Community Showers

Composting Toilet

<---50 MW Capacity

BATTERY INVERTER

VOLTAGE REGULATOR

NEED TO GENERATE 1,000 Kwh

PER GROUP

ENERGY

Site provides a great potential for wind generated energy:

33

SUN STUDIES

March June

September December

March June

September December

34

WIND/ CROSS VENTILATION

35

SECTION: NTSGROUND TEMPERATURE (MONTHLY AVERAGE)

PLAN: 1/32”=1’-0”

36

BR BRLR LR LR

Residential Unit

Structures are organized in groupings. a single unit of living is is and forms a group (grouping of units) These groups begin to form shared public spaces by being arranged in clusters. Clusters eventually share community buildings. UNIT --> GROUP --> CLUSTER --> COMMUNITY

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ADMINISTRATION

CLASSROOM

CLASSROOM

CLASSROOM

CLASSROOMCLASSROOM

CLASSROOMCLASSROOM

CLASSROOMCLASSROOM

CLASSROOMCLASSROOM

CLASSROOM

CLASSROOM

CLASSROCLASSROOM

CLASSROOM

C ASSROOM

CLASSROOMCLASSROOM

CLASSROOMCLASSROOM

CAFETERIA

PLAYGROUND

Clininc/ Senior Center

Distribution Center

Plant Nursery

RECEPT ON

OFFICEOFFICE

OFFICE

Cluster

Community Buildings

38

TYPICAL GROUP

Family Unit

tesnuSesirnuS

Program: Function Sq. Footage Usage: 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4

Distribution Center Vital During early phases of designResidential Units Transition living

Elementary School Early Childhood EducationMiddle/High School Environmental Focus

Farm Subsistence/ Generate surplus

Plant Nursery Reforrest landPark Recreation

Community Center Recreation/ socializationSenior CenterAdministration Order/communicationsClinic HealthMarket Place Part of Haitian Vernacular/ Business

Day Care, KinderGarden,1&2nd grades3, 4, 5th Grade6-9th grades10/12th Grades

Adults 18-55Senior CitizensInternational Occupancy

Orphanage

PROGRAM TIME DISTRIBUTION

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GROUP

CLUSTER

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DISTRIBUTION CENTER: SECTION

DISTRIBUTION CENTER: ELEVATION

42

43

PUBLIC SPACES SECTION

44

45

FARM RELATIONSHIP

46

47

RESIDENTIAL CLUSTER

48

PROJECT MODELS Models investigating 3 scales of project; structural (detailed) cluster relationships and full site community

49

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