Play Dance Learn

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Tzu Chi Buddhist Foundation's. “Great Love” community and the GMA Kapuso community in. Palo are close neighbors. The differences in these communities,.
B OR D E R LESS

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

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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Play Dance Learn

Laura Kageorge, Cassandra Radke, Glenn Tagum-Orbon, Lauren Thompson

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ABSTRACT After visiting resettlement communities in Palo, Philippines and meeting with the mayor, we observed that there is a need for childcare and child development programs outside of government provided schooling. Routine and Play have been studied in the context of child development and have been found to greatly improve the mental and physical health of children. Routine is important after traumatic events, such as natural disaster, to regain control and create a sense of “normalcy” in the context of those involved and life before and after disaster. The effects of trauma vary in each individual, and though a child may seem to be adapting, there could be deep effects within that are harmful to the child. Community mothers’ work together to watch over the children, but they have little community space or access to toys and supplies. Some of the communities have designated “community space” that appear to be underutilized. Play-Dance-Learn is an organization developed to create community spaces to benefit children by providing the time, place, and means for creativity while finding comfort in consistency through supplementary educational programming. The organization is designed to grow with a community, adapt to their needs, and have a plan for continuing after disasters happen. Play-Dance-Learn is composed of three main components connected by a constant circulation of information and feedback to improve and customize its services. The three main components are the Central Hub, the visiting Jeepney, and the Stationary Center, with all three components support each other.

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The Central Hub is the storage, main operations, and the garage for the Jeepneys. The visiting Jeepney is stored at the Central Hub, routinely visits two resettlement communities each week with programming, and visits a stationary center once a week just to update and circulate materials. The Stationary Center is an option for permanent resettlement communities to have local storage for the program and opportunities for more programming. The Jeepney can be modified to create more space for storage. One Jeepney brings sports equipment, books, crafts, games, and other programming supplies to each community routinely from 3 p.m. to 6 p.m. two days a week, alternating days with another community. These visits are made with a P.D.L leader and a volunteer who supervise and inventory the use of the supplies by the children. They report what is used and suggest what toys and activities are enjoyed and beneficial. The aim is for the children to be excited for the visits, routinely have a place to express themselves, and for them to find their own interests to learn about themselves. The Stationary Center provides more constant and daily activities for the children in the community. It provides a safe place for parents to take their children so that they are able to better meet their family’s needs and a livelihood for 1 to 2 community members who run the facility.

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OBSERVATIONS

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Children are the center of the community. Mothers and other community members work together to raise and watch over the children.

Lack of routine and space for children to spend their time outside of school. Whether or not there is a school, daycare is a significant need in these communities.

Designed community spaces sometimes do not serve the intended purpose, as they do not always fit the cultural preferences for gathering to cook, gossip, or do chores. Basketball courts are the most successful form of community space.

Educational facilities are not always located near a community. Children sometimes forgo traveling to school to stay home and help around the house.

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How might we use routine for healing of 3 to 12 year old children in the communities affected by disaster?

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RESEARCH Disaster can have lasting affects on children, and research has proven that play and routine are important for growth and healing. Parental and community involvement after traumatic events is crucial for children and it helps create strong family bonds and builds community support. Dr. David Whitebread’s study on “The Importance of Play” and other studies brings to light how vital play and routine is for children.1 The mind is often overlooked in terms of health and wellbeing. It needs to be exercised and strengthened to be able to cope with traumatic events and overcome them. “Play is special for children. Not only is it fun, but it is also important for healthy development. It is their “work” and their way of learning about the world.”2 “One of the most important ways to begin [the healing process after Trauma/Disaster] is to re-establish a sense of order and routine.” 3

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RESEARCH Over fourteen million people were displaced in the destruction of Typhoon Yolanda. A little under half of those people were children. Displacement, though necessary to remove people from high risk areas, is difficult when it removes family from livelihood and relatives, and children from friends. On top of the trauma of disaster, being removed from the familiar is difficult to adjust to, and many families end up returning to their original home even if there is nothing left for them.4 Resettlement communities need to create incentive for families to want to stay. Communities attempt this by providing electricity and community spaces, but there is still a disconnect. Children need routine in their life to help provide a sense of belonging and comfort. It is difficult for parents to feel at home when their children do not feel at home.

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Affected Population

Total: 14,100,00

Female: 7,191,00

Male: 6,909,000

Female: 3,020,000

Male: 2,901,780

Female: 2,091,000

Male: 2,009,000

Female: 878,220

Male: 843,780

Children Affected (Under 18)

Total: 5,922,000

Total Displaced Population

Total: 4,100,000

Children Displaced (Under 18)

Total: 1,722,000

Journal of Nutrition Education5

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SOLUTION OVERVIEW Play-Dance-Learn is an organization designed to routinely bring child care and children’s programming to resettlement communities. The programming is designed to create a welcoming and inclusive atmosphere for children to have fun, learn, and have a positive outlet for energy, socialization, and creativity, and to create a place for kids to be kids. Time will be routinely carved out of each week for PlayDance- Learn to bring games, activities, crafts, and more for the children in participating communities. The programs will help children to learn while they play and discover interests that they otherwise would not have had access to. Group activities promote collaboration and sharing while individual activities will be designed to help kids express themselves as individuals. The overall goal is to work as a form of supplementary education and programming to compliment existing educational systems or pave the way for future schools in the communities. It can be implemented before and after disaster happens to give children something to do to get their mind off of the trauma they have experienced.

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CENTRAL HUB A central warehouse that acts as the main operations for the PDL as a storage, inventory and distribution center, as well as a garage, and a training center for the organization.

VISITING JEEPNEY

STATIONARY CENTER

A modified Jeepney used for the transportation of materials, toys and supplies to and from resettlement communities to provide children’s programming during routine visits.

A structure built within a community to store materials, toys and supplies within a community to provide a space for children’s programming, child care, and more.

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PRECEDENTS

P.L.A.Y. INITIATIVE UNICEF’s P.L.A.Y Initiative stands for Playing and Learning Activities for Youth. UNICEF, with funding from Disney began program that brings portable playground units, the Imagination Playground, to children who can create different structures out of them. UNICEF understands the importance of play in emotional development and learning in children. P.L.A.Y allows kids to be imaginative, curious, to express themselves, and work together with their peers to be creative. The program was piloted back in 2013 for children living in poverty and in areas recovering after disaster in Haiti and Bangladesh. UNICEF does a lot of work to promote safe and healthy lives for children with their education and child protection work. Cassie Landers from Columbia University School of Public Health and UNICEF’s Project Evaluator in Bangladesh commented, “Through Play, children have an opportunity to reenact what is going on around them. It helps them to work through problems to try to find their own solutions. These materials give them a chance to create, to dream, and to hope”.6

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HIBUKI DOG The Hibuki Dog is a therapy technique developed in Israel after the second Lebanon War of 2006, which uses a stuffed dog with a sad face and long arms to help provide mental healing in children who have experienced trauma. Hibuki is the Hebrew word for “huggy”, and children are able to wrap the Hibuki Dog’s long arms around them in a hug. The sad face has been observed to be more effective than a happy face on the stuffed dog because it allows children to project their sadness onto it and explain why the dog is sad when they might be reluctant to talk about why they are sad. Children presented with the opportunity to “take care of” the Hibuki Dog now have a healthy method for diverting their own traumatic feelings. Parents are encouraged to interact with their child and the Hibuki Dog and accept that any interaction the child has with the dog is honest. Children may cuddle and care for the stuffed dog or hit and mistreat it, whatever they do is genuine and an expression of their own emotions. This technique has been success in Israel and Japan, and has gained interest in other countries such as Cambodia.7

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PRECEDENTS

SCHOOL ON WHEELS The School on Wheels is a bus of two teachers that visits three sites a day in India to teach Math, Hindi, and English for two to three hours. It travels to slums to provide children with education they might not receive otherwise. With only one bus, 400 students a day receive education, a nutritious meal, and once a week medical attention. Lessons are more fun and interactive than some government schools, and the teachers teach the children hygiene and social behavior as well. The school is not limited in its creativity and is successful in that it can be tailored to the demographics and educational level of the children. The original bus receives its finding from Children of Tomorrow, an organization based in the Netherlands, as well as foreign individuals. A second bus receives funding from people from the Netherlands, Germany, and Singapore. 8

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HUG PROJECT The HUG Project Thailand is an outreach program to help teach children to defend themselves against possible abuse or attack, and provide support to victims of attack. Their vision statement is, “Our purpose is to prevent, protect, and restore children who are vulnerable to or victims of human trafficking, or sexual abuse. Our vision is that children and youth are healthy, safe, and prepared for a productive adulthood”. They work to create awareness and build safer communities by providing self defense programming and lessons. Children benefit by having a structured outlet for their energy while learning life lessons and skills. 9

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LEGEND CENTRAL HUB JEEPNEY ROUTE RESETTLEMENT COMMUNITY ELEMENTARY SCHOOL

KM

PALO

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APPROXIMATE DISTANCE FROM CENTRAL HUB

Palo is home to several resettlement communities, each located within ten kilometers of the city center. This area, though still susceptible to disasters, is in the heart of the government and has main road access to each of the communities. The Tzu Chi Buddhist Foundation’s “Great Love” community and the GMA Kapuso community in Palo are close neighbors. The differences in these communities, in construction and operation, make them good candidates to be pilot sites for Play-DanceLearn, to begin programming. The timeline for the organization is designed to be continuous even after disaster. The light gray bar on the right is the flow of information, and will extend throughout the program, constantly receiving feedback from the community members, social workers, as well as the employees and volunteers with PDL. The red bar for the hub also extends throughout the duration of the organization, serving as the organization’s headquarters. The Jeepney will start once the organization is funded and supplied, and continue after disaster as soon as roads are clear, same with the stationary center, after repairs are done to the site if needed.

0 month 1 month 2 months 3 months

6 months

1 year

Future Disaster Recovery

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“Tzu Chi Great Love Village”, opened in February of 2015 and contains 255 prefabricated housing units measuring 20-26 square meters. The Tzu Chi foundation has set rules for their housing recipients and for the use of the community. With this in mind, Great Love is a good candidate for the Visiting Jeepney option of Play-Dance-Learn since it does not require additions or changes to the community. Tzu Chi rules for housing unit recipients: 1) Responsible for keeping the unit clean and maintained 2) No additions or changes may be made to the units, and alcohol, gambling, immorality, and raising livestock is prohibited 3) Temporary houses may not be rented or sold 4) Tzu Chi Foundation’s solar panels may not be removed, and fencing around the houses is not allowed 5) Businesses are only allowed inside the designated areas 10

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GMA Kapuso Foundation opened it’s 5th village in the Philippines in the beginning of November, 2015, containing 169 concrete housing units. This community has open space that could be used for a PDL Stationary center. Having a center within the community rather than the Visiting Jeepney will provide numerous beneficial functions. The center is a space that belongs to the community and will be open to the use of the community for child care, tutoring, meetings, or for other uses.11

PALO

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CENTRAL HUB

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CENTRAL HUB The building is to function as the command center for the Play-Dance-Learn, it is where the information and feedback from the communities is accumulated and discussed by the employees. Information is key in creating a system that maintains constant flow of supplies in and out to various communities. The storage in the hub will be inventoried and maintained to provide the communities with toys and activities that are of good quality.

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10 m 3,5 m

3m

3,5 m

3m

3m 12 m 3m

3m

The Central Hub can be a newly constructed warehouse with offices, or it can be a retrofitted building large enough to house multiple Jeepneys and have room fore storage. The building is to function as the command center for the Play, Dance, Learn, it is where the information and feedback from the communities is accumulated and discussed by the employees. Information is key in creating a system that maintains constant flow of supplies in and out to various communities. The storage in the hub will be inventoried and maintained to provide the communities with toys and activities that are of good quality.

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VISITING JEEPNEY

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JEEPNEY USERS

MARIA RESIDENT Maria is 9 years old and lives with her parents and two siblings in the Tzu Chi resettlement community in Palo, Leyte. Her family would love to have a safe place for Maria and her siblings to go to play. Maria’s mom tells her about an organization that is going to start bringing children’s programming to their community. Maria looks forward to Mondays and Fridays for the games and crafts she can do with her friends. Her interests in reading and arts have a chance to grow now that they are available to her and her friends. She also likes getting to help the volunteers take inventory when they leave, and feeling like she gets to be responsible for the toys and supplies they bring.

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CARLO VOLUNTEER Carlo is 26 years old and is a former student of the University of the Philippines and volunteers for Play-DanceLearn two days a week at the Tzu Chi resettlement community in Palo, Leyte. He meets some of the children and parents when he first visits with a social worker and the Play. Dance. Learn leader he works with. The Jeepney arrives at Tzu Chi routinely at 3 pm on Mondays and Fridays. Carlo helps the children unload the Jeepney and organizes and supervises play and activities. He knows the children individually and makes sure the Jeepney brings they toys and supplies they enjoy most.

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VISITING JEEPNEY The Jeepney is a cultural staple in the Philippines, making them readily available and easily customizable to fit the transportation needs of Play-Dance-Learn. The proposed modifications are to add a metal ramp to the back entrance with hinges to fold up the ramp to close off th back entrance with a latch system at the top. This will add security for keeping the supplies in the Jeepney on the drives to the communities and easier access for loading and unloading supplies. Another exterior modifications could include hinged metal sheets to cover the open windows for added security that can fold down to be used as side tables on the Jeepney when parked. On the interior the passenger benches can be removed creating more room for storage. Raising the roof of the Jeepney will also provide more storage and easier access for loading and unloading. Traditionally, colors and ornamentation of the Jeepney expresses pride and individuality. The Play-Dance-Learn name should be included on each Jeepney, the rest of the Jeepney may be decorated by the communities it visits. Giving the children and families creative freedom over the look of the visiting Jeepney will bring a sense of ownership and connection.

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VISITING JEEPNEY Programming for the Visiting Jeepney is designed to grow with a community and feed the needs and interests of the children. Sports and recreational games and activities promote physical health and mental wellness through collaboration and playful competition. Arts and crafts provide creative outlets through design and imaginative sculptures, drawings, plays, story telling, and dance. Educational games and books help children expand upon what they may learn in school but lack the opportunity for deeper understanding. The supplies brought to a community will be determined by the organizations PDL partners with and the success of different programs in the various communities. Organizations such as Charity Ball, UNICEF’s Play Initiative, and more can open doors for advanced access to toys for the children. The toys and supplies brought by the Jeepney are inventoried before and after every visit and do not stay at the communities outside of the scheduled visits. This is to maintain the quality of the items brought to the communities, and will help to teach the children respect for property that does not belong to them. However, partnering with Operation Christmas Child and the Hibuki Dog organization can provide children with toys of their very own. AFTER DISASTER: Jeepneys resume their schedules as soon as: 1) The Central Hub has been repaired of any damages and has regained or maintains an operational status 2) Communities have been able to begin to regroup from possible damages or further displacement 3) Road conditions are clear enough for the Jeepneys to access the communities

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210 cm

207 110 cm 46 cm

60 cm

225 cm

140 cm

144 cm

ROUTINE VISITING DAYS 3-6 PM ADDITIONAL VISITING DAYS - COMMUNITY EVENT SUNDAY

MONDAY

TUESDAY

WEDNESDAY

TZU CHI VISITS

1

THURSDAY

2

FRIDAY

SATURDAY

3

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The Visiting Jeepneys will maintain a consistent schedule to encourage routine for the children they visit. A Jeepney will be assigned one or two communities to visit every week. One community will be visited on Mondays and Thursdays routinely from 3 p.m. until 6 p.m., while the other community will be visited on Tuesdays and Fridays form 3 p.m. until 6 p.m. The Jeepney will alternate Saturday visits between the two communities. Saturdays will consist of longer visits for more specialized programming with community involvement. Wednesdays do not have programming visits, instead they are reserved for other tasks such as visiting a stationary community to restock the toys and supplies or to maintain the Jeepney, take inventory of supplies that need to be ordered, and to research programming opportunities. Visiting Jeepneys will be staffed by one PDL employee who visits both of the communities and one volunteer per day. Volunteers are assigned to a community so they will work two days a week, either Monday and Thursday or Tuesday and Friday, as well as every other Saturday with the PDL employee.

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STATIONARY CENTER

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STATIONARY USERS

JUN RESIDENT Jun, who is 5 years old, and his family moved into a house in the GMA resettlement community in Palo, Leyte when it opened. There is another family living with them, and not much space for Jun to play inside. Jun does not know the other children well yet, and is too small to play basketball with the older kids. Jun goes to the Stationary Center in the morning soon after it opens. His older siblings have to go to school and he enjoys playing with the other kids his age and making friends. He especially loves the days when they do arts with Tessie, and the Saturdays that they put on little skits for their community.

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TESSIE PDL EMPLOYEE + RESIDENT Tessie, who is 43, is currently moving into the newly opened GMA resettlement community in Palo, Leyte and meets the leaders of Play Dance Learn. She talks with them and they offer to train her to run the Stationary Children’s Center they are planning on building. Tessie is proud of her new livelihood in the community she lives in. She has volunteers who help her organize events. She loves seeing the community come together and support the children’s events.

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STATIONARY CENTER

The third component of Play-DanceLearn is the Stationary Center. The Stationary Center is an option of expansion for communities that are either a more permanent settlement, or for communities that vote to build one. PlayDance-Learn will hire at least one community member, such as Tessie, with childcare experience to run the center, and to look after the children that come there. Depending on the size of the community, more adults may be hired, or may volunteer to help with the upkeep and childcare. The stationary center will be built in an area determined by the community choosing to opt for it instead of the traveling Jeepney. For the communities who opt for the stationary center they will no longer receive visits from the traveling Jeepney if that was the component of Play-Dance-Learn that they were previously operating with.

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AFTER DISASTER: In the case of a future disaster the stationary center will continue to operate normally if there were no intensive damages. If the building is severely damaged the community will be included in the schedule for the Visiting Jeepney until the center is repaired. After repairs are completed operations would continue as before.

Scheduled Programming

Bi-Weekly Jeepney supply visit

Open for tutoring MONDAY

TUESDAY

Childcare Opening hours 7am - 7pm

Childcare Opening hours 7am - 7pm

WEDNESDAY

THURSDAY

Childcare Opening hours 7am - 7pm

Childcare Opening hours 7am - 7pm

FRIDAY

SATURDAY

Childcare Opening hours 7am - 7pm

Tutoring 9am - 11am

Highlighted Weekend Program Varying Hours Sports Practice & Games 4pm - 5pm

Art Focus 4pm - 5pm

Tutoring 3pm - 7pm

Sports Practice 4pm - 5pm

Jeepney Supply Visit

Science Focus 4pm - 5pm

Tutoring 3pm - 7pm

Theater Focus 4pm - 5pm

Music/Dance Tournaments Skits/Songs Theater Arts

The weekly programming of the stationary center can be more detailed per community since the local Play-Dance-Learn community employee, like Tessie, is already at the site. The local employee will be able to form strong relationships with the children since they are always in the community. The center will be open six days a week for childcare needs throughout the day, PDL programming in the afternoon, and tutoring on some evenings. Every other weekend there will be a highlighted weekend program on Saturday that will have varying hours and programming and will be planned throughout the week to promote family support and participation. The programs offered will focus on a wide variety of subjects based on the participating children’s interest, for example, music and dance, sport tournaments, theater, and arts and crafts. During the week there will be periods of special programming as well where students can make crafts with friends, or attend an educational program that expands upon the lessons they learn in school. Program such as Science Focus, will have planned activities such as interactive experiments to allow the kids to explore their educational interests beyond what the are exposed to in school.

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STATIONARY CENTER Every community who uses PDL will begin with the Visiting Jeepney as a trial run. If the community is permanent and has the available space, they can vote to implement a Stationary Center. The Stationary Center is designed to be built in various phases to be easier on the communities using them. If the community decides to build all three parts at once that is up to them. The first phase will be the childcare community center, the most important faction of the center and the most used. The second phase would be additional restroom facilities for the program so that kids did not have to leave the center, and the third would be an office and storage space for the employees and volunteers running the center. The building units are circular in shape which allow them to be arranged in groupings unique to the community and its needs. Inside the childcare community center will be perimeter benches which can open up to allow for storage of toys and materials, as well as bookshelves in the center at the children’s height to allow for them to fully participate.

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PLAN

PHASE II Toilet facilities

PHASE III Storage Building Storage&&Office Office Building PHASE I Stationary Center Childcare Community Center

6m

6m

12 m

SECTION

7m 6m

4m

0m

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STATIONARY CENTER The Stationary Center will be built using recycled material and trash as well as poured concrete and chicken wire. The use of these materials is becoming more widely used in sustainable design and was used in Pepsi’s partnership with My Shelter Foundation to build a school in San Pablo, Philippines. This method of building will have a lower cost of construction due to the use of local and recycled materials. Plastic bottles are filled with trash, twigs, sand and other local materials which provide some insulation for the wall being constructed. Depending on the desired wall depth the bottle can be used either standing up and stacked upon one another, or lying on their side and stacked in rows. With this method of construction the communities will have a hand in constructing the center, making it a personal space for the. It will also allow for easier repairs if there is damage in a future storm, as well as provide a place for some of the trash created to be used. Plastic bottles are filled with plastic bags and other non biodegradable trash for insulation. 12 Chicken wire is attached to a metal frame in two layers, and the bottles are stacked in between the layers and bound by wire.12 Cement is applied to the outside by hand in up to three layers.12

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wall photo precedent

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ORGANIZATION FUNDING 2012 Actual Program Expenditure: $19,015,336.00 13 Partners: Council for Social Welfare National Economic and Development Authority Department of Education Department of Health Department of Labor and Employment Department of Interior and Local Government Philippine Information Agency14

Donations: 2013 Philippine relief: 2014 Philippine relief:

$14,055,289.00 $9,454,114.00

World Wide Program Services Expenses: $157,732,469 Public Support and Revenue CI Partners and Affiliation: TOMS Shoes Clean the World Planet Water Amazon Smile 15

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Play-Dance-Learn is an organization that is designed as a result of successful and generous organizations such as UNICEF, Samaritan’s Purse, and Children International. These organizations raise millions of dollars to provide children in impoverished and disaster struck areas with nutrition, education, and safe housing. With widely known reputations they are able to raise funds through partnering with churches and sponsorships. People are willing to donate to these organizations because they can see the good that they are doing for kids around the world. Play-Dance-Learn fits the mold of an organization that would partner with UNICEF to bring their Play Initiative to the Philippines, or with Samaritan’s Purse’s Operation Christmas Child to bring Christmas gifts to these communities.

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CONCLUSION

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The first component of Play, Dance, Learn is the central hub which will be located in a safe and central place. The hub will house the toys, supplies, and Jeepneys, and be where volunteers and PDL employees meet before heading into the communities.

Play, Dance, Learn will be run by several administrators and carried out with the help of several full time employees and volunteers in Palo. PDL can be started in other cities to reach even more communities with the help of partnering organizations.

The Visiting Jeepney will travel around to one or two communities every week on alternating days. The PDL leader and volunteer bringing supplies and toys on a routine basis to provide programming for the children who live in these communities.

The bottle wall is the method of construction chosen for the stationary centers because it recycles garbage into building material. The construction method also allows for the children to be involved in part of the construction.

The Stationary Center will be utilized for permanent resettlement communities as an option for daily child care and routine events and programming. The center will have daily open hours and provide a community member or two with livelihood.

Most importantly, Play, Dance, Learn provides routine to help children in the communities affected by the disaster a place to be kids again. It will be a place parents can feel comfortable with their kids learning and growing together.

HOW MIGHT WE... How might we use routine for healing of 3 to 12 year old children in the communities affected by disaster? The most effective way to use routine for children’s healing in these communities is to provide a space that is safe, reliable, and sustainable for them to play and learn in. By giving the communities the power to control and work directly with the program they can tailor it to fit their needs. This can help give parents relief while providing an outlet for children to continue learning and healing through their play.

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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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Copyright ©2016 School of Architecture and Interior Design University of Cincinnati For more information or inquiries please contact Edson Cabalfin: [email protected]

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