Shelter Bus Final

the entire shelter bus model

public space section is closest to the view. rest of shelter seen with all movable parts open

bedroom/living space for the volunteers

bathroom and kitchen space

bathroom and kitchen seen from birds eye view
detail drawing of the beds and how they fold and slide

detail drawing of the pull out toilet in the bathroom

cross section of the bathroom
cross section of the bedroom/living space for the hurricane relief workers
longitudinal section

This is my second floor plan. The first image is stage 1 of unfolding or how it will look when mobile, the second image is in stage 2 of unfolding and the third image in stage 3.



These drawings are from my sketchbook. They are my original idea and plan. The actual floor plan changed when I tried to draw a longitudinal plan and realized that I had not drawn the plan in scale.

Bus Shelter Project

Shelter Bus Project

Postcard #3

Precis

Client Powerpoint

communication charette

a bumper sticker:

wuag service announcement: UNCG’s Interior Architecture second year’s would like to invite you to visit their blog at communitybydesign.blogspot.com to find out if you are covered.

to see the rest of our communication group's ideas see Lauren Thore's blog.

shelter bus charette

CounselingBus

A Hurricane, depending on the size, can cause the most devastating damage to the areas it passes through. Towns are physically left in shambles, as are the victims who survive the disaster. Symbol group 6 decided it would be imperative to provide a counseling bus. This particular bus would offer support and aid for victims. One on one time with a counselor in a private space would allow the victims to cope with the tragedy around them.

GroupSketches

BubbleDiagram

SketchModel

The space would essentially be grouped into spaces. There would be three counseling rooms where victims could be counseled in private. A waiting room with a small kitchenette would provide victims and counsilers an area to congregate in if there is a wait for the private rooms. In the back of the bus, a bathroom and extra storage space would be placed.

The model is designed as a section view(hence the grey trimmed edges).

Container # 2:Disaster Relief Truck

We decided that, instead of having two buses that dealt with the aftermath of a Hurricane, we would have one that aided in the prevention of certain destruction prior to a hurricane. The disaster relief container would have materials and supplies to protect from extreme damage to buildings, as well as provide ways of living through a hurricane.

GroupSketches

Essentially, the truck would be a transporter from manufacturer to the victims in need. Stores such as Lowe's, Home Depot, and various Grocery Stores would supply the truck with the materials and supplies, and we would distribute it where needed.

BubbleDiagram

SketchModel

Individual compartments would allow organization and productive distribution of supplies. We also decided that the truck would have windows or large doors, so that workers could go to the various compartments, and directly hand out the supplies to the victims in need.

Group6Members:

Sara Easterling, Alexandra Camacho and Megan Schwartz

To see group 6's video go to one of these two links:
youtube
sara's blog

Symbol group 6 decided that our natural disaster would be a Tornado. Our victim was a family, who survived a Tornado tearing their house apart. Both of the parents were thrown from the house itself, and they found their baby buried under feet of debris, kept safe because a mattress landed on his crib. Fortunately the whole family lived, but some people are not so lucky.

As we began to research structures suitable to withstand a tornado, we came to the conclusion that our mode l needed to be , either dome shaped, or underground. Our final design incorporated both .

The shelter would sit underground, and would only be sized to accommodate a family. Idealy, it would be placed in a backyard. Since Tornadoes don't last too long, the space is very simple; there is enough space to sit and wait out the weather.
Made of reinforced concrete, the structure would be built partially into the ground, as to prevent movement.



The top of the structure would be covered in landscape. If a tornado comes through, the landscape around the structure might be compromised, but the structure itself would not.

Group 6 includes: Sara Easterling, Megan Schwartz and Alexandra Camacho.

Postcard # 2 :Jenny Paige

image from this site.

The Three R's: Reading+Riding+Recording

I took the Greensboro Transit Authority bus from Tate Street to the bus station in downtown and back. Route two, Four Seasons. I approached the ride with a bit of trepidation since I wasn’t sure if I needed cash or if debt/student ID would suffice or if I would have to switch buses. When I first got on the bus the machine that swipes the cards was broken and the driver told me to simply get on. After this, I proceeded to plow through people’s feet and legs to get to the back of the mainly full bus where there were some empty seats. Before I had quite sat down, the bus lurched forward, and I was thrown into the seat. The bus turned the corner and made a stop shortly after. I took my camera out of my backpack and started to take pictures. The motion of the bus was harsh and I was surprised in the end that any of my photos had any clarity. The bus route was direct and efficient. Much quicker than I had originally anticipated. The motion of the bus made the ride bumpy and seemed to be a continuous series of jolts. Ultimately, what (or who) was inside of the bus was the most potent thing about the trip. This was not what I expected to pay attention to when I first got on the bus. I have been downtown upon many occasions by car or bike and was familiar with everything that I saw. Not being a regular on the city bus, although I have taken it upon occasion, I found the actual bus and the people on it to be the main thing of importance. Most everyone I saw seemed to be well versed in what they were doing. Their expressions were either tired or seemingly apathetic. Besides the other IARc students with me, there was only one other white person. My main feeling about the whole experience was embarrassment. I felt stupid being a privileged, middle-class, white girl with my camera out snapping photos as if I were on I Love Lucy the Hollywood years passing famous actors house on a tour bus. In some way it felt like exploitation of the rider’s daily lives. As if I condescendingly thought going places via public transportation was an event or quaint. After reaching the depo. and picking up new passengers, loosing old ones, I put my camera up because I felt self conscious about this. (Incidentally I also had plenty of photos). I was relieved to get off the bus when it back tracked to Tate Street before continuing on to the mall. After writing this previous section and choosing my photos, I read the article. I was familiar with the majority of the article having studied civil rights in depth during high school in a United States history class. While I knew that the Woolworth sit-in’s had take place in Greensboro, I had forgotten that Josephine Boyd and other similar incidents had also occurred in Greensboro. My blanket impression after riding the bus and then reading the article is that many times in my mind I think that civil rights or segregated water fountains are something of the past, but in Greensboro at least, race is still very much an issue in many people’s everyday lives. Overall I thought that this was a valuable experience; that there is always something to be gained by placing yourself in someone else’s place and seeing what their life is like. And while a simple action like riding the bus is only the faintest glimmer of someone else’s life or hardships sometimes it is enough to stimulate thought that bring about awareness and ultimately change. Having said this, I think that it would be the height of hubris to think that anyone could understand what it is like for someone living in Glenwood or any other poor neighborhood in Greensboro just by riding the bus.