Arizona State University School of Architecture + Landscape Architecture
PEDAGOGY pushing PRACTICE How a collaborative approach teaches architects and designers to redefine twenty-first century challenges and help transform contemporary design practice.
G A ME ON. A p plied Research Collaborative H e rberger Institute for Design and The Arts S c hool of Architecture + Landscape Architecture A r i zona State University
P O Box 871605 Te mpe, Arizona 85287
P u blished by S c hool of Architecture + Landscape Architecture A D E 622 Advanced Architectural Studio IV 6 t h Year Architecture Thesis Studio A r i zona State University
B o ok Design G i n a Santangelo
A p plied Research Collaborative has attempted to i d e ntify all owners of copyright. We regret any e r rors or omissions. All rights to illustrations and text re s erved by ARC. This work may not be copied, re p roduced, or translated in whole or in part without p e r mission of the publisher.
Š 2 009 Applied Research Collaborative S c hool of Architecture + Landscape Architecture
The Applied Research Collaborative represents a new pedagogical model for teaching design to architects in the 21st century.
New collaborative environments and methods are employed that embrace the complexity of contemporary architectural design practices.
The ARC strives toward excellence, innovation, and depth through an integrative collaborative framework.
Transdisciplinary groups are formed to redefine problems that require transformative solutions.
Contents Mission Statement Code of Ethics Approach Why Navajo Nation? What If...
8
10 11 12 18
...building a healthy lifestyle started by building a healthy social environment?
17
...a plurality of individual problems were addressed by a cooperative solution?
23
...the games that bring people together moved communities forward?
27
...there was an unexpected solution that could turn this situation upside down?
31
...personal growth was inseparable from community growth?
37
...the cure for illness was a game?
43
...we began one chapter at a time?
47
...an event could inspire a generation?
59
Integrated Vision
64
Coppermine and Play
Transforming Coppermine Year One Healthy Competition
66
Year Two Integrating Systems
76
Year Three Planting the SEED
88
Year Four Greenhouse
98
Year Five Event Market
108
Year Six Community Wellness
112
Proposed Site Systems Public Forum
119 126
Final Exhibit and Review
Appendix of Research
131
9
Mission Statement
PLAY is an applied research collaborative composed of interdisciplinary students and professionals who are committed to exploring new ways of thinking and challenging the individual and the profession. Together we vow to work hard, play hard, and achieve beyond expectation. GAME ON.
10
Code of Ethics
Attitude positive optimism Open-minded receptive to new ideas Professionalism consideration of others Commitment willingness to give it your all Accountability committed to the success of the whole Respect time, space, work, ideas, individuality, and team Communication fostering an environment of trust through verbal and non-verbal actions
11
Western healt h c a r e h a s t r a d i t i o n a l l y t aken a reacti o n a r y a p p r o a c h t o c uring the pre s e n t s y m p t o m s o f p o o r h ealth. Our aim i s t o p r o - a c t i v e l y c ultivate a hig h e r s t a t e o f w e l l - b e i n g b y interweavin g e d u c a t i o n , p hy s i c a l welln ess, and s o c i a l e n g a g e m e n t i n t o e ver yday beha v i o r s . T h i s w i l l b e c o m e p art of a preve n t a t i v e a p p r o a c h , f ostering lifelo n g w e l l n e s s . G lo b a l l y, t here are man y r e m o t e p o p u l a t i o n s t hat display a g r e a t n e e d t h r o u g h l ack of suffici e n t a c c e s s t o b a s i c r esources , dis c o u r a g i n g t h e p u r s u i t o f a healthy lifestyle.
L ocally, we ha v e i d e n t i f i e d t h a t r esidents of th e N a v a j o N a t i o n g o t o g reat extents t o o b t a i n t h e s e b a s i c r esources incl u d i n g : cl e a n w a t e r, monthly groce r i e s , s c h o o l i n g a n d c ommunicatio n n e t w o r k s . We f e e l t h e r e i s latent poten t i a l ( s u r r o u n d i n g t h e v ast location o f t h e C h a p t e r H o u s e s ) f or providing i n f r a s t r u c t u r e a im e d a t i mproving acc e s s t o h e a l t h y r e s o u r c e s a nd acting as a c a t a l y s t t o e n c o u r a g e Navaj o Wellness.
13
Why Navajo Nation? “ Access to societal resources determines community health o u t c o m e s . ”
- 2 0 0 3 A m e r i c a n J o u r n a l o f P re v e n t i v e M e d i c i n e
“ 80% of roads are dirt or gravel, 51% of homes lack comple t e p l u m b i n g facilities, 48% of homes lack complete kitchen facilities, 42 % a re u n e m p l o y e d , 43% live below the poverty line, 56% have a high school d i p l o m a , 7 % h a v e a college degree.” -2000 Census
“ 75% of the world’s poor l ive in rural areas. The World Bank ’s a p p ro a c h t o rural development is focused on improving the well-being o f r u r a l p e o p l e b y building their productive, social and environmental assets.” - U n i t e d N a t i o n s
14
What if individual problems were addressed by a cooperative solution?
Wellness, n.
- sound
mind, sound body; designating healthcare which is preventative rather than curative. - O E D
15
WH AT I F...
?
building a healthy lifestyle started by building a healthy social environment
17
84.7% of Navajos live
outside of a Primary Metropolitan Area
*US Census Burea u , C e n s u s 2 0 0 0
Polarized Cohesion Although Navajo families live together in clusters, the average population density of the Navajo Nation is only 3 people per square mile.
41.5%
of food purchased comes from convenience stores -APHA
In-convenience Store “The majority of food in reservation stores are familiar high-fat, high-sodium, high-sugar, low-nutrition products that undermine good health.� -NAFSI
The Navajo Nation has an average population of 3 people per square mile. As a result, most people live far from basic services such as healthcare, schools, and grocery stores. Convenience stores are the closest commercial establishment to most residents. Over 40% of available food comes from convenience stores, resulting in limited access to whole foods, fruits and vegetables. Most food sources carry a limited number of healthy foods. Over 72% of food sources offered just two kinds of fresh fruit and vegetables. For example, 100% of supermarkets offered low fat milk, where only 50% of convenience stores and 13% of trading posts did. This supports the increase of diabetes and obesity along with other health issues of which no public health program provides treatment or education on preventative measures. 20
28.1%
of Navajo households lack complete kitchen facilities -2000 Census
Bulk purchases bridge between paychecks,reducing frequency of travel and gas consumption
Bi-weekly Hibernation Approximately 25% of housing units on the Nation are mobile homes, 30% are without complete plumbing and 28% are lacking kitchen facilities. Are poor road conditions the leading cause of limited access within Navajo Nation? In reality, poor road conditions are just one of the factors that contribute to the issue of access, a reoccurring theme within the rural community of the Navajo Nation. Access has a direct impact on the daily lives of Native Americans living on the reservations, whether it is access to food, education, utility, work or communication. Lack of access to any one of these automatically results in being at a disadvantage in comparison within the population of non-rural communities.
21
WH AT I F...
?
a plurality of individual p r o b l e m s w e r e a d d r e s s ed by a cooperative solution
23
20%
of Navajo Nation roads are paved
*Congressional Record Senate: January 26, 2005
Paved Minority
24
66% of people do not have jobs
55% self-unemployed
11%
of people seek to find jobs
Self-Unemployment [Above] An overwhelming 58% of Navajo people are not employed; most by choice, others by lack of opportunity. Those who are employed are under-compensated for their efforts in jobs that are not addressing the greatest communal needs of the Navajo people. Living below the poverty line at $6,123 annual per capita income, 28% of the work force is employed in management positions while less than 5% of the labor force work in each of the agriculture and manufacturing industries respectfully. Too few resources are a misallocation of unproductive, short sighted industries drawing 70% of incomes off of the reservation and exacerbating the largest problems by leaving their “58 percent unemployed” - perceived as “[their] greatest asset” to attracting outside business investors underutilized and underserved.
[Below] In the more remote locations, water is hauled to the houses by traveling to a watering station (usually located at the chapter house) and filling up large tanks transported in pickup trucks. Two thirds of occupied housing units are lacking telephone service. To supplement this general lack of utilities and services, most chapter houses provide services such as washing machines, pay phones, trash dumpsters, and computers for residents to utilize. Additionally, most chapters have some recreational facilities such as basketball courts, baseball fields, and rodeo arenas. At most chapter house locations, sewage waste is deposited into a sewer lagoon. After a period of time, the lagoon is filled with dirt and a new lagoon is constructed for the chapter.
Aquatic Segregation T h e m a j o r i t y o f p e o p l e o n N a v a j o Nation h a v e t o t r a v e l g re a t d i s t a n c e s f o r water d u e t o l a c k o f p l u m b i n g f a c i l i t i e s within their home.
People drink filtered water. Animals drink tainted water. People eat animals.
WH AT I F...
?
the games that bring p e o p l e t o g e t h e r m o v ed communities forward
27
Over 7,000 fans at the North Regional Championship -ESPN 2009
Sports Addiction 28
“Around the world nothing connects kids like the power of play. In areas of great need there is an opportunity to use sports as a catalyst for social change.� - Tre e h u g g e r. c o m / s p o r t a b l e s
The Power of Play Chinle tied for the 6 th largest high school basketball gym in the United States. 29
WH AT I F...
?
t h e r e w a s a n u n ex p e c t e d s o l u t i o n t h a t c o u l d t u r n this situation upside down
31
Response love/support
Curative
social
isolation
Solving a Different Problem
communication skills
spiritual
teenage depression
or act as a crutch? balance Does a curative response act as symptom or prevent a symptom? Would it be community more beneficial to cu community Are we solving the wrong problem social
balance belief system balance
self-esteem knowledge belief system
social a Preventative Approach Meets a Curative Responsespiritual
resou spiritual
community knowledge
belief system knowledge
balance belief system
resources balance What
are the root causes of the suicide What are thesymptoms root causes of thehealth? problematic of poor problematic symptoms of poor health? Can a health clinic alone address Can a health clinic alone address these these concerns? concerns? community Can Can solving solving aa different different problem problem through through aa preventative approach approach allow allow you you to to stop stop preventative a problem before it starts? a problem before it starts?
WHAT IS THE LARGER QUESTION?
WHAT QUESTION? HOW IS DOTHE WELARGES CREATE IMPACT? HOW DO WE CREATE IMPACT?
sound mind
social
educational
skills
educational spiritual
sound mind
communication
isola
balance skills belief system emotional
Preventative
love/support
Approach
spiritual educational
knowledge
play environmental
sound body
knowledge communication exercise
belief system skills behavioral
occupational
ntative 32
ach
obes
healthy diet
physical
sound mind
self-e
knowledge communication educational emotional curative response approach skills meets a love/support genetic
a preventative
addic
suicide community
suicide suicide
balance resources belief system
resources
knowledge self-esteem
onal skills communication
self-esteem resources
love/support play
mental
self-esteem resources heart disease
exercise obesity healthy diet behavioral
ional
suicide
teenage depression
isolation
al
l
resources
self-esteem isolation diabetes
suicide
Curative teenage Response
Are Are we we solving solving the the wrong wrong problems? problems? Would Would itit be be more more beneficial beneficial to to cure cure aa symptom symptom or or prevent prevent aa symptom? symptom? Does aa curative curative response response act act as as aa cure cure Does or act act as as aa crutch? crutch? or
depression
HOW CAN CAN WE WE RE-THINK RETHINK HOW HEALTHCARE AND AND TURN TURN IT IT INTO INTO HEALTHCARE PREVENTATIVE APPROACH? APPROACH? AA PREVENTATIVE
teenage depression
addiction
genetic
alcoholism
self-esteem isolation
teenage depression
Curativ 33
Respon
spiritual
social
environmental
educational
emotional
physical
occupational
WH AT I F...
?
personal growth was inseparable from community growth
37
Type I Diabetes,
n. - A severe chronic form of diabetes caused by an insufficient production of insulin resulting in abnormal metabolism of carbohydrates, fats and proteins. It is characterized by increased sugar levels in blood and urine, excessive thirst, frequent urination, acidosis, and wasting.
- d i c t i o n a r y. c o m
40% of adults 45 years or older have diabetes
-rrh.deakin.edu
Type II Diabetes,
n. - A mild form of diabetes exacerbated by obesity and an inactive lifestyle. This disease often has no symptoms, is usually diagnosed by tests that detect glucose intolerance and is treated with changes in diet and an exercise regiment. - d i c t i o n a r y. c o m
Dakota [friend] female 45 years old married 1 child volunteer diabetic (undiagnosed)
Dakota is 45 years old and has been experiencing signs of developing diabetes for some time, though they have gone unnoticed until the weekend of her daughter’s basketball tournament down at the chapter house. While watching her daughter play, she was able to make an appointment to see a traveling physician who recognized her low energy levels and tendency to be overweight, thus diagnosing her with Type II Diabetes. The doctor told Dakota if she was able to lose just ten pounds while implementing a healthier diet, she would see noticeable changes in a relatively short period of time. Between a couple of her daughters’ basketball games, she noticed a display on a greenhouse technology and a sign-up sheet for classes on cultivating and preparing traditionally healthy food. Dakota told her sister about the classes and the two decided to join weekly gardening and food preparation classes. During these classes they were not only participating in a form of effortless exercise, but also learning the benefits of a healthier lifestyle.
38
“1 in 4 Native Americans is diabetic - that’s 3x the national average. Among Navajos, the percentage is even higher and diabetes affects everyone on the reservation in some way.” - N P R
“Gardeners are more likely to adopt healthier dietary habits by consuming what they produce. Also, gardening does not immediately come to mind as a form of physical activity...and is ranked highest in exercise preference among diabetic adults and individuals.� - rrh.deakin . e d u . a u
gardening
can burn 324 calories
per hour
2.5 hours a week = 10 lbs per year = a lower risk of type II diabetes
- h e a l t h f i n d e r. g o v
39
Alcoholism, n. - A chronic disorder characterized by dependence on alcohol, repeated excessive use of alcoholic beverages, the development of withdrawal symptoms on reducing or ceasing intake, morbidity that may include cirrhosis of the liver, and deceased ability to function socially and vocationally. - d i c t i o n a r y. c o m
49.8% of deaths are alcohol related... “Alcohol remains the single most serious substance abuse problem facing Native American communities today.” - A r i z o n a D e p a r t m e n t o f H e a l t h S e r v i c e s
Dakota’s father is 68 years old and was born and raised in Coppermine. He worked with his father in the mines and his mother had a full-time job in raising the family, cultivating the garden, feeding the animals, and making healthy meals for her family.
Elan [friendly] male 68 years old widowed
As Elan reached his 30’s, the mines shut down and he and his father were out of work. His father had to travel to Page to find work and was no longer at home. Elan had to take on the responsibilities at home that his father had left behind.
2 children 5 grandchildren not employed alcoholic
As time passed, Elan became overwhelmed with added responsibility and a stressful financial situation. He became depressed and turned to alcohol. This led to a lack of motivation and Elan distanced himself from his family and community.
40
“There has been a psychological relationship found between alcoholism and Type II Diabetes. Both are related to problems in blood sugar regulation... Native Americans are particularly vulnerable to adult onset of diabetes when associated with drinking.” - D r. L a r s o n , S e v e n We e k s t o S o b r i e t y.
E m p l o yment O pportunity
Many situations have helped contribute to the use of alcohol, including a nearly 30% unemployment rate, a less educated society, and a lack of basic services like electricity and water; all which are proven to lead to increased consumption of alcohol. - N a v a j o Wo r l d . c o m
WH AT I F...
?
the cure for illness was a game
43
Obesity,
adj. - The leading preventable cause of death worldwide. A medical condition in which excess body fat has accumulated to the extent that it may have an adverse affect on health, leading to reduced life expectancy. Obesity is associated with Type II Diabetes and the primary treatment is dieting and physical exercise.
Wikipedia
35% of Navajo boys and 40% of Navajo girls
between ages 12 to 19 are overweight or obese.
- 2 0 0 0 In t e r n a t i o n a l J o u r n a l o f O b e s i t y
Kai [willow tree] female
Kai is 14 years old living in Coppermine with her mother and father, grandfather, aunt and two cousins. Her mother and aunt are both diabetic and her grandfather is an alcoholic.
14 years old not employed overweight
Because money is tight, healthy food is sacrificed. The closest place to purchase food is the local convenience store. Poor diet, lack of resources, and lack of physical activity all contribute to reduced energy levels and aid in Kai’s obesity that started at a very young age. Losing just ten pounds would make a huge impact on her obesity and greatly reduce her chances of developing diabetes later on in life.
44
“Some consequences of childhood and adolescent obesity are psychosocial. The stress of this social stigmatization can cause low self-esteem which in turn can hinder academic and social functioning and persist into adulthood.� - C e n t e r s f o r D i s e a s e C o n t ro l ( C D C )
you can burn
405 calories per hour
playing
half court basketball * 5-7% weight loss for a 200 lb person
“A major Government study, the Diabetes Prevention Program (DPP), showed that modest weight loss of 10 lbs*, can delay and possibly prevent Type II Diabetes.� - h e a l t h f i n d e r. g o v
WH AT I F...
?
we began one c h a p t e r a t a time
47
Who is the most rural? Who has the least access to resources, schools, healthcare or transportation?
Education
Road Infrastructure
Only 30% of adults have above a ninth grade education. The day of an average school-aged child begins at 4:30 a.m. and consists of morning chores followed by a one way 90-minute commute along a dusty, pothole filled road. If it has rained in the past 24 hours, the prospects of making it to school are slim to none as school buses are unable to traverse the flooded roads. The long bus ride and poor school conditions are contributing factors to the dropout rate of students.
The Navajo Nation roads are poor quality, dirt, and susceptible to poor weather. Only 20% of Navajo Nation’s roads are paved leaving the other 80% in a state of neglect. Currently the federal government grants only 1.5 million dollars annually to the Navajo Nation to spend on road improvement. This 1.5 million is then split equally between the three states of Utah, Arizona and New Mexico.
Public reservation schools lack the property tax base to supplement the state and federal funds to provide a better education for their students. Low-income households are unable to supplement what the schools can not provide, specifically books. School districts (including the Bureau of Indian Affairs, contract schools and church schools) on the reservation usually provide bus services using government or school district buses. These buses run on fixed routes. A main concern regarding transportation needs is the condition of the school bus routes and the safety and welfare of children in the reservation.
48
Transportation The car is the leading means of transportation averaging 1.9 cars per household. While the car is the preferred means of transportation, many do not have the money or access to fuel to operate the car. As a result the car serves no functional purpose. Navajo transit offers a one-way flat rate fare of $1.00 to ride anywhere in their network. Unfortunately the transit doesn’t reach many within the “rural network.” To access air travel or Greyhound bus service, any prospect for long distance transportation must travel off the reservation to Flagstaff, Farmington or Page.
Low-cost transportation is available to residents to facilitate accessibility to basic amenities including medical clinics, health care centers, shopping, social services, school and employment.
Food Sources The Navajo Nation has a significantly lower availability of healthy foods compared to commonly used food sources on the reservation borders. Initiatives to improve the retail food environment will make a significant impact on the availability of healthy foods on the Navajo Nation. Fruit and vegetable consumption is less than one serving per day per person. Many limitations affect this cost, such as availability, shelf life, and remoteness. Isolated trading posts bridge gaps between modern grocery stores, but often lack produce or other nutritious choices.
870 miles of fiber optics with approximately the same growth capacity available within the next three years. Many homes do not have access to natural gas and electricity. This causes most homeowners to use wood or propane for heat and cooking. Many structures do not have telephone or public utility services and lack complete kitchen or plumbing facilities. Only 36.8% of electricity on the Navajo Nation out of the 29,375 occupied housing units lack electricity. Therefore, home kitchens and refrigeration are scarce. Many vegetables could be canned or stored without refrigeration, in compromise for the long travels to purchase them.
Mobile Homes Throughout the Navajo Nation, mobile homes make up more than half of the residences. Most homes in the 60’s, 70’s and 80’s were built from wood construction. In 2000, 40% of the Navajo population lived off the reservation. It is projected that by the year 2012 more than 50% of the Navajo population may live off the Navajo Reservation.
Telecommunications and Utilities The Navajo Communications Company (NCC) currently provides the majority of telephone services via the Frontier Company. NCC’s central office switches and inter-exchange network are 100% digital. It has 630 miles of aerial cable and 49
Who is the most in need? Chapter House Matrix
Education
Economics
< $6,000 Per Capita Income_A < $10,000 Median Home Value_B No Commercial Facilities
Poor Access to Schools Population with No Education > 26 %_C > 30% Lacking Complete Plumbing_D
Access/Living Conditions
> 25-40% Living in Mobile Homes > 70% Using Wood As Heating Source Avg. Dist. to Healthcare Facility > 25 Miles > 50% Lacking Telephone Services_E Low Access to Electricity_F No Access to Major Roads Without Recreational Facilities “More Risk” Uranium Concentration
Demographics
No Access to Bus Transit Routes Density < 3 People Per Square Mile_G >60 Miles from City w/ >5,000 people
50
Red Lake
Oak Springs
Jeddito
Navajo Mountain
Fort Defiance
Huerfano
Crystal
White Cone
San Juan Paute
Teec Nos Pos
Rock Point
Olijato
Red Mesa
Nanahnezad
Nahatadzil
Kaibeto
Mexican Water
Greasewood
Fruitland
Dilcon
Dennehosto
Bodaway
Coalmine Mesa
Bird Springs
Aneth
Wide Ruins
Sweetwater
Tolani Lake
Rock Point
Many Farms
Canoncito
Leupp
Cameron
Alamo
Burnham
Torreon
Tuba City
Teesto
Tonalea
Round Rock
LeChee
CLIMATE ZONE 2
Shrub/Scrub Groundcover, Higher Temperatures (avg. 59 F), Lower Wind, Lower Precipitation (7.5”/year), Higher Solar Radiation, Poor Shade, Lower Elevation
Red Valley
Indian Wells
Hogback
Ship Rock
Beclabito
Coppermine
Indicators
Gadii’ahi
CLIMATE ZONE 1
51
Two Grey Hills
Tsayatoh
Smith Lake
Sheep Springs
Sawmill
Ramah
Pueblo Pintado
Nahodishgish
Nazlini
Mariano Lake
Littlewater
Klagetoh
Hard Rock
Crownpoint
Coyote Canyon
Cornfields
Church Rock
Casamero Lake
Black Mesa
Bread Springs
Tselani
Tohatchi
Thoreau
Standing Rock
Ojo Encino
Naschitti
Kinlichee
Chinle
Chi Chil Tah
White Rock
White Horse Lake
Whippoorwill
Tsaille-Wheatfields
Tachee
Steamboat
Sanostee
St. Michaels
Rock Springs
Red Rock
Pinon
Pinedale
Newcomb
Nageezi
Mexican Springs
Manuelito
Lupton
Lukachukai
Low Mountain
Lake Valley
Kayenta
Iyanbito
Inscription House
Houck
Ganado
Forest Lake
Counselor
Cove
Chilchenbeto
Becenti
Baca
Evergreen Forest/Shrub-Scrub Groundcover, Lower Temperatures (avg. 50 F), Higher Winds, Higher Precipitation (12.5â&#x20AC;?/year), Lower Solar Radiation, Better Shade, Higher Elevations
Selected Chapter House Sites
CHILCHINBETO
CANONCITO
PLAY decided to look further into the Chapters that were most in need after analyzing the data.
COPPERMINE
Main Focus:
Population
6731,325
462
1,649
Distance to city > 5,000 ppl.
51miles/ 35mph
41miles/ 65mph
57miles/ 65mph
Existing infrastructure on each chapter Chapter House Warehouse Pump House Hogan/Religious Private Residence Clinic Pre-School Public/Commercial Buildings Senior Center
52
What are the climatic conditions? The Navajo Nation is predominantly comprised of a cold, semi-arid climate between the Sonoran Desert to the Southwest and the Rocky Mountains to the Northeast. Also within the region is a second climate zone, a temperate continental climate, characterized by a sharp transition in elevation, rainfall, and vegetation. Each Chapter within the Navajo Nation is evaluated based on its geoclimatic location as well as its socioeconomic needs. The sun, wind, earth, and rain are evaluated as opportunities to harness the specific resources at each Chapter House.
UT
CO
A n n u a l Precipitation
Annual Solar Radiation 5185.7-5736.7 5736.8-6002.1 6002.2-6147.9 6148.0-6266.5 6266.6-6479.3
AZ
NM
To p o g r a phy
W ind Feasibility (mph@50m) Poor (0.0-13.2) Marginal (13.2-15.0) Fair (15.0-16.6) Good (16.6-17.7) Excellent (17.7-18.8) Outstanding (18.8-20.8) Superb (>20.8)
53
What are the demographics? Upon the mapping of the 2000 US Census of Navajo Nation, it became evident that those of the central chapters are the least educated and poorest of the reservation. In comparison with the GIS data compiled, it is clear that it is due to a lack of accessibility to transport, electrical, and water infrastructure. The lack of infrastructure in these chapters could be a result of its geographical isolationism from mountains to the east and west. The majority of these chapters are just west of the Arizona-New Mexico border and adjacent to the Hopi Nation. C. No School Completed (%)
A. Per Capita Income ($) UT
AZ
<2,000 2,000-2,999 3,000-3,999 4,000-4,999 5,000-5,999 6,000-6,999 7,000-7,999 8,000-8,999 9,000-9,999 >10,000
CO
NM
D. Lacking Complete Plumbing Facilities (%)
B. Median Home Value ($) 10,000 or less 10,001-20,000 20,001-30,000 30,001-40,000 40,001-50,000 50,001-60,000 6 0 , 0 0 1 o r m o re
54
0-9 9-18 18-27 27-36 36-47
0-10 10-20 20-30 30-40 40-50 50-60 60-70 >70
The electricity map (F) shows a single branch of the network that penetrates the region. Additionally, only one major road passes vertically through the central portion of the spine. One existing bus route passes through the region. Based upon the data of the census, the chapters of Black Mesa, Tachee, Forest Lake, Hard Rock, Pinon, and Whipporpool seem to be good choices for the location of our Wellness Center. They have lower populations, but are located along the bus transit route and near other densely populated cores, such as Chinle. E. Lacking Telephone Service (%) UT
AZ
G. Population Density (per sq. mi.) 20-29 30-39 40-49 50-59 60-69 70-79 >80
CO
less less less less less ≥48
than than than than than
3 6( ≥3) 12( ≥6) 24( ≥12) 48( ≥24)
NM
F. Electricity
H. Population Single Phase Primary Overhead T h re e P h a s e P r i m a r y O v e r h e a d Wa t e r D i s t r i b u t i o n M a i n s
0-999 1000-1999 2000-2999 3000-3999 4000-4999 5000-5999 6000-6999 >7000
55
Chapter House Communities Existing Infrastructure + Latent Potential
Service - Electric
Service - Privy
*Meters energy use
* Va c a n t W C
s u r ro u n d i n g p ro g r a m s
Transportation-Trailer *Mobile living
e-Sch o o l * v a c a n t
apter H o u s e
Service - Butane * H e a t s o u rc e f o r
Chapter House
Servic e - Pump House
Security - Fence
*Primary Potable Water
*Boundary and
Source
Land Designation
Residential Pre-School
Service - Power Line
Sports - Basketball
* Provides electricity to
*Community Activity
surrounding programs
Center
Outdoor Gathering - Ramadas * P ro v i d e s s h e l t e r s e r v i c i n g adjacent basketball course
Warehouse
Coppermine Chapter House Service - Water Tower
Tr a n s p o r t a t i o n - N e w Ve h i c l e s
*Water source and
* Ta x w r i t e - o ff
community beacon
Storage - Shipping Container *Storage of bulk goods
Clinic Support Clinic
Chilchinbeto Chapter House
WH AT I F...
?
an event could inspire a generation
59
Case Study I
Architecture for Humanity Program Purpose: Building a more sustainable future using the power of design
B A S I C L AYOUT
MATERIALS
R A I N WAT E R C O L L E C T I O N
FA B R I C S H A D E A N D P R O M O T I O N S PA C E
A s p a c e t hat re-uses materials
Objects and materials seen as w a s t e o r g a r b a g e a re
T h e r a i n w a t e r c o l l e c t i o n s y s t e m p ro v i d e s e n o u g h
Uses less durable material for the
f ro m w i t h i n the community and
incorporated into the design of t h e f o o t b a l l p i t c h
water to be used in the facilities - not only
s t a d i u m â&#x20AC;&#x153; c e i l i n g â&#x20AC;? i n o rd e r t o e n s u re
i s s e l f - s u stainable.
(i.e., seats made of tires). The t e c h n o l o g y c h o s e n t o
d e c re a s i n g t h e m a i n t e n a n c e e x p e n s e s f o r t h e p l a c e ,
the employment of local workers every
build the facilities (manual pres s b r i c k s ) u s e s w a s t e
b u t a l s o a l l o w i n g t h e f e e s f o r f o o d s t a l l s re n t a l s t o
six months.
in its composition, therefore sti m u l a t i n g g a r b a g e
b e c h e a p e r.
separate collection.
60
Case Study II
ELEMENTAL Social Housing, Quinta Monroy, Iquique Program Purpose: Incremental social housing creates community empowerment
E X PA N D E D U N I T S B Y R E S I D E N T S O n e y e a r a f t e r re - o c c u p a t i o n , l a n d p r i c e p e r s q u a re m e t e r i n c re a s e d f o u r t i m e s s i m p l y b y t h e re v a l u a t i o n o f l a n d . We a l t h h a s b e e n t r a n s f e r re d i n t o t h e h a n d s o f c o m m u n i t y re s i d e n t s re s u l t i n g i n P R O V ISIONAL INFRASTRUCTURE
INEXPENSIVE M AT E R I A L S
INITIAL HOMES AS DELIVERED TO RESIDENTS
community empowerment.
61
Hypothesis Proposing our Intervention What ifâ&#x20AC;Ś an interwoven and transformative system was integrated into an existing condition to help achieve an elevated state of wellbeing and care within an underserved population?
Thesis Stating the Condition We, PLAY, propose that there are locations with latent potential around the Navajo Nation Chapter Houses. These locations can be activated to serve as points of connection to help this underserved community obtain access to needed resources. We propose that by activating these local conditions, the ensuing architectural conditions will enable the fostering of wellness at the scale of the individual, family, clan, community, and broader nation.
Activity Timeline What are the existing temporal qualities at the Chapter House location? Where are the vacant pockets within the 24-hour lifecycle that present opportunities to raise occupancy? WHO GOES THERE? WHEN IS THE HIGHEST TIME OF USE?
CHAPTER HOUSE western agency meeting A.A. meeting planners meeting bi-weekly chapter meeting lunch time basketball RECREATION basketball courts SENIOR CENTER lunch provided
12am 1
2
Weekdays
62
3
4
5
6
WELLNESS CENTER spin classes personal training mtn. bike group rides nutrition meetings
sunset
sunrise
PRE-SCHOOL parentsâ&#x20AC;&#x2122; meeting spelling bee bingo night
7
8
9
10
11
12pm 1
2
3
4
5
6
WATER HAULING potable drinking water 7
8
9
10
11
Existing Programs
Synthesis Delivery We find the potential for a dramatic change in the quality of life and health in both the sites surrounding the Chapter Houses and within the Navajo people themselves. NURTURE
“We have a 58 percent unemployment rate, and that’s our greatest asset.”
cluster
senior/cultural
- S h arlene Begay-Platero, Industrial Development Representative f o r t h e N a v a j o N a t i o n clinic
fitness court
AWARENESS cluster
pre-school
Through phasing, the project develops a two-way relationship between the community and PLAY, where each is reliant on the other in order for the whole to reach its fullest potential. Based on research and analysis, we are integrating Coppermine’s existing master plan for community growth with our approach to wellness. We identify underutilized programs as opportunities for joint intervention.
chapter house
nursery greenhouse
food prep.
PLAY
wash/locker
library information center
event/ market
transportation
By weaving a flexible infrastructure into the existing landscape, provisional resources perform multiple functions to strengthen community programs while fostering intellectual, physical, and spiritual growth. We are finding that chapter house sites have the potential for transformation by engaging the community in a process that offers them a strategy to effectively change their landscape and utilize its resources. This project offers the Navajo people a means to cultivate their own wellness. PLAY plants the SEED and the Navajo grow their future.
waste management
ACCESS cluster
LEGEND connective program tissue program program cluster interstitial space connecting circuit
63
Integrated Vision Coppermineâ&#x20AC;&#x2122;s aspirations developed through PLAYâ&#x20AC;&#x2122;s integrated proposals
Aspiration Construct power lines and equipment for 45 homes with solar power Integrated Proposal Install solar power at Chapter House and battery exchange program so residents can have electricity at home
64
Aspiration Health care facility focusing on elderly care Integrated Proposal Health care facility with separate elderly care unit pharmacy
Aspiration Improve Navajo Route 20, as it is the main access to work, schools, grocery, and hospitals
Aspiration Chapter House renovation with new kitchenette
Integrated Proposal Development of Chapter House area will bring more resources to residents; groceries via the greenhouse, health clinic, jobs via new programs, auto workshop to improve and repair vehicles
Integrated Proposal Renovate meeting space in Chapter House, removing kitchenette and building new indoor food preparation area to teach healthy and nutritional eating habits
Aspiration Improve and enhance the quality of life and public health residents Integrated Proposal Enable the fostering of wellness at the scale of the individual, clan, community and broader nation connecting people to resources
Aspiration Waterline extension to serve 200 homes Integrated Proposal Improve access to Chapter waterline
Aspiration Telecommunication System Integrated Proposal Information center that provides digital communication linking Coppermine to the nation and the rest of the world
Aspiration Multi-purpose building that offers inter-generational activities in preserving the culture and traditions of Navajo people Integrated Proposal Cultural/senior center that allows elders to practice their craft and pass down traditions and language to younger generations
Aspiration Bathroom additions for residents (111 homes lack domestic water and wasted systems) Integrated Proposal Wash house and changing facility open to the residents of Coppermine
65
Event Prep To u r n a m e n t
Seed Arrival
Prep
EXPO MARKETING
Grant Applications
Pre-Design
Year One
Ph P hase I
T R AV E L I N G E X P O
B u i l d Tr o m b e W a l l Plant Greenhouse Plant Landscape
COMMERCIAL WEBSITE T- S H I R T S
outdoor basketball courts are best oriented along the north-south axis to minimize solar glare experienced during games
EAST WEST BUILDINGS
buildings weave into the landscape on an east-west axis to maximize efficient passive strategies in the regional high desert climate
BASHAS BARBECUE Attendance 2,000 (Page)
W
GAME ON TOURNAMENT Attendance 1,050 (Coppermine)
COURTS
STATE BASKETBALL TOURNAMENT Attendance 7,000 (Phoenix)
NORTH SOUTH
REGIONAL BASKETBALL TOURNAMENT Attendance 3,000 (Chinle)
N
Greenhouses Completed R e - a p p l i c a t i o n f o r N e x t Ye a r
F o o d P re p + Wa s h H o u s e
HIGH SCHOOL GAMES Attendance 1,000 (Western Agency)
PA R T N E R S H I P S & S P O N S O R I N G
SEED The SEED is a mobile infrastructure that is deployed at key moments in the development process to catalyze events and “plant” various phases of the project
Jan.
66
Feb.
M a r.
A p r.
May
Jun.
Jul.
Aug.
Sept.
Oct.
N o v.
Dec.
WELLNESS GARDEN P R O J E C T S T R AT E G Y 2 0 1 0 - 2 0 1 4 First 3 years (2010-2012)
$153,310
Small incremental Greenhouse growth*
approximate cost
TOURNAMENT REVENUE
$
G E N E R AT E D R E V E N U E
GRANT FUNDING PHOENIX SUNS P L AY M A K E R A W A R D
Provided grants for community-
based project with an emphasis
o n c h i l d r e n a n d f a m i l y.
U S G R A N T S D E PA R T M E N T OF THE INTERIOR
Grants for Navajo Nation
wellness and health.
U N I T E D W AY O F T H E N AVA J O N AT I O N
Provided funding support and
development for non-profit
organizations that serve the
N a v a j o N a t i o n ’s r e s i d e n t s w i t h
human care services.
PA R T N E R S H I P S N AT I V E A M E R I C A N BASKETBALL TOURNAMENT
Consult Coppermine Chapter
House to plan and coordinate
3 on 3 tournament event, giving
more opportunity for basketball.
SPONSORSHIP BASHAS’
Community partner committed
to redevelopment, education,
and wellness on the Nation.
P L AY
Entry fee for teams (Qty 54 x $45)
2,430
$
Ve n d o r c o n c e s s i o n s (Qty 10 x $350)
3,500
LAND PREP
Ye a r 2 0 1 0
2
1,440 sq. ft.
Ye a r 2 0 1 1
4
2,880 sq. ft.
Ye a r 2 0 1 2 : S e l f - s u s t a i n i n g
6
4,320 sq. ft.
Ye a r 2 0 1 3 : 1 0 % p r o f i t * *
7
5,040 sq. ft.
Ye a r 2 0 1 4 : 2 0 % p r o f i t *
7
5,040 sq. ft.
T O TA L s q . f t .
18,720 sq. ft.
Ye a r 2 0 1 5 : F o r w a r d m o d e l 2 5 % p r o f i t *Data ratios taken from University of Georgia College of Agriculture and Environmental Sciences **All projected profits go to Maintenance Fund
E x c a v a t i o n + Tr e n c h i n g
25,000
Arts and crafts (Qty 10 x $100)
1,000
We l l r e f u r b i s h
10,000
Company Match
5,930
Wa t e r s y s t e m
18,000
Cisterns
1,600
Outdoor irrigation
2,000
Crane / truck
2,000
Pop*
Labor Force*
Available*
Fork lift
1,000
TOURNAMENT EXPENSES
Chapter
Expo
9,000
Lechee
EQUIPMENT
1,890
1,890
1,890
Broadway/Gap
1,837
1,837
1,837
673
673
673
Kaibeto
1,970
1,970
1,970
Tu b a C i t y
8,836
8,836
8,836
EVENT PREP
Slab
45,000
L AT E N T P O T E N T I A L 11,860* G R A N D T O TA L * Est. revenue goes to maintenance fund
Surrounding Communities
Portable bathrooms (Qty 10 x $100)
Bleacher seats (Qty 6 x $115)
700
Tr a s h r e c e p t a c l e s (Qty 20 x $10)
200
Awards (Qty 10 x $20)
200
*Data collected from Chapter websites and Comprehensive Economic Development Strategy Navajo Nation 2005-2006
1,000
Coppermine
Radiant heating
Channel drain
2,200
Stem wall
2,000
Canopy
7,000
Joist
2,700
Basketball hoops
1,400
Signage (Qty 2 x $100)
200
EXPENSES
T- s h i r t s a l e s (Qty 300 x $3)
900
Material for raised beds
undetermined
8,000
Wa t e r b o t t l e s (Qty 500 x $0.5)
250
Soil
undetermined
Compositing
undetermined
Seeds/plants
undetermined
Benches
undetermined
Carts
undetermined
550
GREENHOUSE
Greenhouse kits
G R A N D T O TA L
137,450
VOLUNTEERS
COPPERMINE
Flexcrete wall
Framing
-
Insulation
-
Siding
-
Sheet rock
-
G R A N D T O TA L
500
500
Event management (4 people)
0
Parking attendants (2 people)
0
Event detail (2 people)
0
Security (1 person)
0
G R A N D T O TA L
3,500
$
O P E R AT I O N A L C O S T S
Energy
0
Wa t e r
0
Labor
0
G R A N D T O TA L
0
67
C hapter Ho u s e P h a s e 1 23
1 Existing Chapter House
24
2 Full Court
22
3 Half Court 4 Wash/Locker Pavilion 5 Food Preparation Pavilion 1 1 Algae Wall
4
1 9 Market
11
2 1 Bleachers 2 2 Windmill 2 2 Potable Water Cister n
21
21
2 3 Grey Water Cister n 2 4 Potable Water Cister n
21
2
21
3
19
21
21
5
1
N 0' 0'
1 16 "
68
= 1'-0"
1/ '=1'-0" 16
60'
60'
Site Infra s t r u c t u re
Phase 1
KEY 5 Rainwater from irrigation 6 Cooling canopy
We thought it might be nice to have fun along
6
the way, so we designed a healthy competition and home court. They built a fitness center and organized a nationally sponsored sports tournament that increased physical wellness, reducing
998 5
6
childhood obesity by 1/3.
Potable water cister n Non-potable cister n
Basketball Physical Competition Community Wash Pavilion Clean Water Access Food Preparation Social Kitchen Access Algae Wall Protein Energy Market Community Economy Bleachers Social Windmill Clean Water Energy Potable Water Cister n Storage Access Grey Water Cister n Storage Re-Use
HEALTHY COMPETITION
70
Event Program Shade canopy with integrated evaporative mist cooling system.
1
2 3
2 SHADE CANOPIES 5
4
1
2x 20' x 12" steel trusses
2
2x 6'6" x 10" steel trusses
3
1 CLUSTER 3 STRUCTURAL BAYS 20' wide 12' deep
4
1x 20' x 9' evaporative cooling shade canopy
4x
3" x 3" square tube columns
5
1x
18" high concrete stem wall (used as seating during event)
71
System Diagram
Misting panels
Misters Potable water line
Grey water line
Plumbing installed in slab for future use Coils for future radiant heating in slab
Black water line Pump for misting system
72
Exploded View of Chilled Panels
Polyurethane (2) tube misting/future radiant cooling system
Penetrations for future lights
Return for future radiant cooling
Aluminum cladding
Spline connection Flashing
Joists
Supply for future radiant cooling/misting system
Bottom panel
73
Slab Detail RADIANT HEATING SLAB Radiant heating coils run throughout the extended slab beyond the limits of the playing surface in anticipation of future programming.
CHANNEL DRAIN Rainwater is collected off of basketball court and channeled to non-potable water cister n where it is pumped to solar stills for passive purification.
74
Tournament Bracket Agency Tournament
Chapter Tournament
Tournament Winner
The tournament takes place at the loaction of the SEED, which is determined by specifications on the Chapter House Matrix.
The winner from each Chapter during the Agency Tournament moves on to the next round in the Chapter Tournament.
In their honor, the final tournament winner is the location of the following year’s tournament.
Tournament 1 Coppermine Western
Tournament 2 Cameron Semi Finals
Tournament 3 Chilchinbeto
Tournament 1 Cannoncito Eastern
Tournament 2 Chi Chilthan Tournament 3 Counselor
Tournament 1 Sweetwater Northern
First Round
Tournament 2 Cove
Winner
Tournament 3 Burnham Quarter Finals Tournament 1 Forest Lake Central
Tournament 2 Pinon Tournament 3 Tachee Finals Tournament 1 White Cone
Ft. Defiance
Tournament 2 Teesto Tournament 3 Indian Wells
75
Jan.
76 Feb. M a r.
T- S H I R T S F o o d P re p + Wa s h H o u s e
A p r. May Jun. Jul. Aug. Sept. Oct.
HIGH SCHOOL GAMES Attendance 1,000 (Western Agency)
WEBSITE
BASHAS BARBECUE Attendance 2,000 (Page)
COMMERCIAL
POW WOW Attendance 10,000 (New Mexico)
GAME ON TOURNAMENT Attendance 1,050 (Coppermine)
STATE BASKETBALL TOURNAMENT Attendance 7,000 (Phoenix)
REGIONAL BASKETBALL TOURNAMENT Attendance 3,000 (Chinle)
EXPO MARKETING Event Prep To u r n a m e n t
Seed Arrival
Prep
Grant Applications
Plan Overview
Year Two
T R AV E L I N G E X P O
PA R T N E R S H I P S & S P O N S O R I N G
Phase I I P
In-fill Columns Plant Greenhouses Greenhouses Completed R e - a p p l i c a t i o n f o r N e x t Ye a r
Phase I P
Clinic + Fitness
N o v. Dec.
$149,810 a p p ro x i mate cost
TOURNAMENT REVENUE
$
G E N E R AT E D R E V E N U E
P L AY
$
Entry fee for teams (Qty 54 x $45)
2,430
Ve n d o r c o n c e s s i o n s (Qty 10 x $350)
3,500
Arts and crafts (Qty 10 x $100)
1,000
Company match
5,930
LAND PREP
Crane / truck
2,000
Roof joist
1,800
Solar film
55,500
SIPS panels
14,000
Interconnection
system
1,000
EVENT PREP
Slab
Radiant heating
N AVA J O A G R I C U LT U R E T E C H N O L O G Y
Channel drain
E M P O W E R M E N T C E N T E R ( N AT E C )
Stem wall
2,000
Consult Coppermine Chapter
Canopy
7,000
House to set up Native
Joist
2,700
agriculture and food systems
Basketball hoops
network. Develop gardens
GREENHOUSE
based on Navajo knowledge,
while educating community
members about traditional
growing techniques.
GRANT FUNDING
Greenhouse kits
G R A N D T O TA L
45,000 550 700
700 16,000 133,950
F I R S T N AT I O N S D E V E L O P M E N T
COPPERMINE
INSTITUTE (FNDI)
Flexcrete wall
Consult Chapter House on
Framing
-
financial development on
Insulation
-
G r e e n h o u s e e c o n o m y. S u p p o r t
Siding
-
asset-based development
Sheet rock
-
efforts that fit within the
culture and are sustainable.
G R A N D T O TA L
500
500
G R A N D T O TA L
11,860*
TOURNAMENT EXPENSES EQUIPMENT
Portable bathrooms (Qty 10 x $100)
Bleacher seats (Qty 6 x $115)
700
Tr a s h r e c e p t a c l e s (Qty 20 x $10)
200
Awards (Qty 10 x $20)
200
Signage (Qty 2 x $100)
200
T- s h i r t s a l e s (Qty 300 x $3)
900
Wa t e r b o t t l e s (Qty 500 x $0.5)
250
1,000
VOLUNTEERS
Event management (4 people)
0
Parking attendants (2 people)
0
Event detail (2 people)
0
Security (1 person)
0
G R A N D T O TA L
3,500 * Est. revenue goes to maintenance fund
77
C hapter H ouse Phase 2 1 Existing Chapter House 2 Full Court
22
3 Half Court
10
4 Wash/Locker 5 Food Preparation 6 Clinic/Exam Pavilion
4
7 Fitness Center Pavilion
11
8 Greenhouse/Nursery 9 Communications Pavilion
21
1 0 Greenhouse/Agricul ture
21
6
1 1 Algae Wall 1 2 Parking 1 3 Library Pavilion
3
1 9 Market 2 1 Bleachers 2 2 Windmill
21
2
21 7
19 21
10 21
9
5 12
3 8 8 13
1
10 10
N 0' 0'
1 16 "
78
= 1'-0"
1/ '=1'-0" 16
60'
60'
Phase 2
Site Infra s t r u c t u re
Basketball Physical Competition Community
KEY 1 2 3 4
Wa s h / L o c k e r
Rainwater from roof Greenhouse irrigation Purified water from stills Non-potable water to stills
C l e a n Wa t e r Access Food
We thought it might be nice to have light at night
1
5 Rainwater from court 6 Cooling canopy 998
and shade during the day so we designed radiant heating, evaporative cooling, and a roof with recessed lighting. They built a classroom for
6
5 6
education and a place for elders to pass down traditions through stories, reducing the existing cultural gap.
1 1 2 4 3 4
P re p a r a t i o n Social Kitchen Access Clinic/Exam R e s o u rc e Access Education Fitness Center Community Physical Social G re e n h o u s e / Nursery Employment Cultural Medicinal A l g a e Wa l l P ro t e i n E n e rg y Parking Access Library
Potable water cistern Non-potable cistern
Information Te c h n o l o g y Education Bleachers Social Community Windmill C l e a n Wa t e r Energy
INTEGRATING
SYSTEMS
80
Pavilion Structural insulated roof panels with integrated flexible photovoltaic strips powering recessed LED lights and solar hot water coils feeding the radiant heating floor.
1
2 PAVILION SMART ROOFS
2
16x 30' x 4' x 1' structurally insulated roof panels with integrated solar water heating coils, pv panels, and recessed LED lighting.
1x
60' x 30" steel truss
3
4x
4
1x
3" x 3" square tube columns
1
tilt-up frame assembled outside concrete slab edges on pin-connection
60' x 8' flex crete trombe wall
2
1 CLUSTER
(from local Navajo industry)
4
3
81
Integrated Mechanical, Plumbing, and Electrical System
82
Heating System
Cooling System
Electrical System
Plumbing System
83
System Diagram North View
Solar laminate: Âź" thick
Mechanical seed Solar tube Vent fans LED lights Misting/radiant cooling panels
84
System Diagram South View
Solar thermal collectors
Cooling canopy system
LED lighting system connected to photovoltaic system
Mechanical seed
85
Exploded view of Roof Panel System Spray nozzles for future cooling system
Unisolar PV system
LED lights Ventilation fan
Solar thermal connector
Tankless water heater H e a t s w a t e r o n d e mand eliminating t h e n e e d f o r a s t o r age tank. Backs
Solar tube for daylight
Inverter Converts DC t o A C .
u p t h e s o l a r t h e r m a l system on cold d a y s w h e n t h e w a t er may not reach t h e d e s i re d t e m p e r ature.
Electric panel
PV System
Combiner for PV system Combines th e o u t p u t o f
1 building: 10 kW
the multiple p h o t o v o l t a i c source circui t s .
Utility meter
Heat exchanger
Water storage tank
Tra n s f e r s s o l a r e n e r g y
Stores t h e w a t e r
abs o r b e d i n s o l a r
used in t h e r a d i a n t
col l e c t o r s t o w a t e r
cooling s y s t e m .
use d i n t h e r a d i a n t
completed site: 90 kW
he a t i n g s y s t e m .
86
100 computers = 7 treadmills
=
Pump for future radiant heating system
Pump for cooling system
= =
900 computers 63 treadmills
Integrated rainwater collection
Solar Still
Non-potable water is pumped to solar stills for purification.
Water in solar still is purified through distillation. As the still is heated by the sun, purified condensation drains to an integrated structural gutter that piped the water to the potable water cistern.
Landscape irrigation lines form non-potable cisterns.
Rainwater collected off the roof is sent through a sand filter before being piped to the potable water cistern.
87
To u r n a m e n t
Event Prep
Seed Arrival
Prep
Grant Applications
EXPO MARKETING
Plan Overview
Year Three T R AV E L I N G E X P O PA R T N E R S H I P S & S P O N S O R I N G COMMERCIAL
Ph a s e I II
WEBSITE
Frame out interior walls: Install Bathrooms + Kitchenette Plant Greenhouses
T- S H I R T S
Phase I I Greenhouses Completed Re-application for next year
Clinic + Fitness
Phase I
Jan.
88
Feb.
M a r.
A p r.
HIGH SCHOOL GAMES Attendance 1,000 (Western Agency)
BASHAS BARBECUE Attendance 2,000 (Page)
GAME ON TOURNAMENT Attendance 1,050 (Coppermine)
STATE BASKETBALL TOURNAMENT Attendance 7,000 (Phoenix)
REGIONAL BASKETBALL TOURNAMENT Attendance 3,000 (Chinle)
Library Information Center
May
Jun.
Jul.
Aug.
Sept.
Oct.
N o v.
Dec.
$172,110 a p p ro x imate cost
COPPERMINE
$
WALL
Flexcrete
Framing
undetermined
TOURNAMENT REVENUE
Insulation
undetermined
G E N E R AT E D R E V E N U E
Siding
undetermined
Sheetrock
undetermined
Entry fee for teams (Qty 54 x $45)
2,430
Studs
undetermined
Plates
undetermined
Ve n d o r c o n c e s s i o n s (Qty 10 x $350)
3,500
Arts and crafts (Qty 10 x $100)
1,000
Company match
5,930
G R A N D T O TA L
500
500 +
G R A N D T O TA L
P L AY LAND PREP
Crane/truck
Roof joist
1,800
Solar film
55,500
Sips panels
14,000
Interconnecting system
1,000
Heat exchanger
GRANT FUNDING
3,100
Pumps
H E A LT H P R O M O T I O N S & D I S E A S E
Wa t e r h e a t e r
P R E V E N T I O N D E PA R T M E N T ( H P D P )
Wa t e r s t o r a g e
Promote healthy lifestyles, develop
Bathroom seed
2,500
community wellness plans and enhance
Kitchenette seed
3,700
nutrition and fitness activities.
Wa s h r o o m s e e d
2,000
$
11,860*
TOURNAMENT EXPENSES EQUIPMENT
Portable bathrooms (Qty 10 x $100)
Bleacher seats (Qty 6 x $115)
700
Tr a s h r e c e p t a c l e s (Qty 20 x $10)
200
Awards (Qty 10 x $20)
200
Signage (Qty 2 x $100)
200
4,400
T- s h i r t s a l e s (Qty 300 x $3)
900
30,000
Wa t e r b o t t l e s (Qty 500 x $0.5)
250
800 1,600 200
EVENT PREP
1,000
N AT I V E A M E R I C A N D I A B E T E S
Slab
PROJECT (NADP)
Radiant heating
550
VOLUNTEERS
Goal is to encourage the eating of
Channel drain
700
healthy foods and increasing exercise.
Stem wall
2,000
Event management (4 people)
0
Parking attendants (2 people)
0
700
Event detail (2 people)
0
Security (1 person)
0
24,000
Canopy
7,000
N AVA J O N AT I O N F I R S T L A D Y
Joist
2,700
F O U N D AT I O N ( N N F L F )
Basketball hoops
Engaging in Dine teaches gardening
GREENHOUSE
skills, provide healthy food for senior
centers and teach healthy eating to
elders through Chapter Gardens.
Greenhouse kits
G R A N D T O TA L
158,250
G R A N D T O TA L
3,500 * Est. revenue goes to maintenance fund
89
C hapter H ouse Phase 3 1 Existing Chapter House 2 Full Court
22
3 Half Court
10
4 Wash/Locker 5 Food Preparation 6 Clinic/Exam Pavilion
4
7 Fitness Center Pavilion
11
8 Greenhouse/Nursery 9 Communications Pavilion 21
1 0 Greenhouse/Agricul ture
21
6
12
1 1 Algae Wall 1 2 Parking 1 3 Library Pavilion
3
1 9 Market 2 1 Bleachers 2 2 Windmill 21
2
21
7
3
19 21
21
10
9
5 12
3
8 8
13
1
10 10
N 0' 0'
1 16 "
90
= 1'-0"
1/ '=1'-0" 16
60'
60'
Phase 3
Site Infra s t r u c t u re
Basketball Physical
KEY
5 6 7 9 10 11
Rainwater from roof Greenhouse irrigation Purified water from stills Non-potable water to stills Rainwater from court Cooling canopy Sinks and showers only Sinks, showers, washing machines Toilets Showers only 998
1 2 3 4
Competition Community Wash Pavilion
1,3 2 4
Clean Water Access
10 11 9
Food
1,3 2 4
We thought it might be nice to be able to wash their hands and keep their food cold , so we designed
a clean water supply and refrigeration . They built a community
5 1,3 2 4
6
10
bath house and shared kitchen, reducing
8 7
frequency of shopping at convenience stores.
5 6
Preparation Social Kitchen Access Algae Wall Protein Energy Market Community Economy Bleachers Social Windmill Clean Water Energy Potable Water Cistern Storage Access
4 1,3 2 4 3,1 2
Grey Water Cistern Potable water cister n Non-potable cister n
Storage Re-Use Greenhouse Library Community Education Employment Cultural Social
PLANTING THE SEED
Event Program Walls framed in by the residents of Coppermine with available resources obtained through their own means, the user-adapted spaces provide both the occupied spaces to program as desired, given new infrastructural resources as well as adding the unique character to each cluster through orientation applied by the local laborers.
Based on completion of full chapter development after
2 PROPOSED PROGRAMS
1
2
3
1 CLUSTER
1
14 x
2
6x
washhouse seeds - provides sink, shower, composting toilet
food prep seeds - provide sink, cook top, refrigeration
INFRASTRUCTURAL SEEDS P ro v i s i o n a l P ro g r a m C a t a l y s t 4
p ro p o s e d 7 y e a r p h a s i n g
4
3
4x
health clinic seeds - provide sink, examination bed, medicinal storage 4 Navajo framed walls
93
SEED Diagram Bathroom SEED
Product / Seed
shower head
Packing System
(2) 4' x 4' plywood panels
Reuse of Plywood
TOTO low flow toilet
IKEA sink
94
(4) 4' x 8' plywood panels
lines drawn at 1'-0" intervals to cut to any size needed
SEED Diagram Kitchen SEED
Avanti compact kitchen
Product / Seed
Packing System (2) 2’-10”‘ x 2-10’ plywood panels
Avanti compact kitchen
(2) 2'-10" x 2'-10" plywood panels
Reuse of Plywood lines drawn at 1’-0” intervals to cut to any size needed
Avanti compact kitchen
(4) 4' x 2'-10" plywood panels
lines drawn at 1'-0" intervals to cut to any size needed
(4) 4‘ x 2’-10’ plywood panels
95
Application of SEED
Bathroom Interior Layout
Application in Building
Kitchen Interior Layout
Application in Building
96
Photo-Bioreactor 4'1
0"
Transportable algae unit 2'
Water line Generator CO2 tanks
CO2 line Water pump
Handles-operable door panels
Operable Glass 6" diameter algae cylinder
CO2 line from compost septic incinerator
From potable water tank
97
98 Jan. Feb. M a r. A p r. May Jun. Jul.
Clinic + Fitness
Library Information Center
Aug. Sept. Oct.
HIGH SCHOOL GAMES Attendance 1,000 (Western Agency)
BASHAS BARBECUE Attendance 2,000 (Page)
RODEO Attendance 8,000 (Window Rock)
COMMERCIAL
POW WOW Attendance 10,000 (New Mexico)
GAME ON TOURNAMENT Attendance 1,050 (Coppermine)
STATE BASKETBALL TOURNAMENT Attendance 7,000 (Phoenix)
REGIONAL BASKETBALL TOURNAMENT Attendance 3,000 (Chinle)
Event Prep To u r n a m e n t
Seed Arrival
Prep
Grant Applications
Plan Overview
Year Four
EXPO MARKETING
T R AV E L I N G E X P O
PA R T N E R S H I P S & S P O N S O R I N G
WEBSITE
Phase III
T- S H I R T S Complete
Phase II P Greenhouses Completed R e - a p p l i c a t i o n f o r N e x t Ye a r
Phase P h I
Cultural Center Preschool
N o v. Dec.
$165,910 a p p ro x i mate cost
$
P L AY LAND PREP Crane / truck
2,000
Roof joist
1,800
Solar film
55,500
Sips panels
14,000
Interconnection
system
Heat exchanger
Pumps
Wa t e r h e a t e r
Wa t e r s t o r a g e
Clinic seed
1,000
GRANT FUNDING
Radiant heating
800 200 2,400
Ve n d o r c o n c e s s i o n s (Qty 10 x $350)
3,500
Arts and crafts (Qty 10 x $100)
1,000
Company match
5,930
G R A N D T O TA L
11,860*
TOURNAMENT EXPENSES Portable bathrooms (Qty 10 x $100)
Bleacher seats (Qty 6 x $115)
700
Tr a s h r e c e p t a c l e s (Qty 20 x $10)
200
700
Awards (Qty 10 x $20)
200
Signage (Qty 2 x $100)
200
28,000
T- s h i r t s a l e s (Qty 300 x $3)
900
Wa t e r b o t t l e s (Qty 500 x $0.5)
250
Channel drain Stem wall
2,000
P R E V E N T I O N D E PA R T M E N T ( H P D P )
Canopy
7,000
Promote healthy lifestyles,
Joist
2,700
develop community wellness
Basketball hoops
plans and enhance nutrition
GREENHOUSE
and fitness activities.
700
N AT I V E A M E R I C A N D I A B E T E S 150,050
Goal is to encourage the
eating of healthy foods and
COPPERMINE
increasing exercise.
Flexcrete wall
N AVA J O N AT I O N F I R S T L A D Y
Framing
-
F O U N TAT I O N ( N N F L F )
Insulation
-
Engaging in Dine teaches
Siding
-
gardening skills, provide
Sheet rock
-
healthy food for senior
Studs
-
centers and teach healthy
Plates
-
eating to elders through
Chapter Gardens.
G R A N D T O TA L
550
G R A N D T O TA L
2,430
EQUIPMENT 30,000
PROJECT (NADP)
Entry fee for teams (Qty 54 x $45)
1,600
H E A LT H P R O M O T I O N S A N D D I S E A S E
Greenhouse kits
3,100
EVENT PREP Slab
$
G E N E R AT E D R E V E N U E
TOURNAMENT REVENUE
1,000
VOLUNTEERS 500
500
Event management (4 people)
0
Parking attendants (2 people)
0
Event detail (2 people)
0
Security (1 person)
0
G R A N D T O TA L
3,500 * Est. revenue goes to maintenance fund
99
C hapter H ouse Phase 4
12
1 Existing Chapter House
10
2 Full Court
22 10
3 Half Court 4 Wash/Locker 5 Food Preparation
4
6 Clinic/Exam Pavilion 7 Fitness Center Pavilion
11
8 Greenhouse/Nursery 9 Communications Pavilion
21
1 0 Greenhouse/Agricul ture
21
6
12
1 1 Algae Wall 1 2 Parking 1 3 Library Pavilion
3
1 4 Greenhouse/Library 1 5 Cultural/Senior Cen ter Pavilion 1 6 Pre-school Pavilion
21
1 7 Shaded Canopy 1 9 Market
2
21
19
2 1 Bleachers 21
2 2 Windmill
7
3
10 21
9
5 12
15
3 8 8
3
13 14 16
14
1
17
17
10
10
10
10 10
N 0' 0'
1 16 "
100
= 1'-0"
1/ '=1'-0" 16
60'
60'
Phase 4
Site Infra s t r u c t u re
Basketball Physical
KEY 1 Rainwater from roof 2 Greenhouse irrigation
Competition
1,3 2 4
Community Wa s h P a v i l i o n
3 Purified water from stills 4 Non-potable water to stills 5 Rainwater from court 6 Cooling canopy
C l e a n Wa t e r Access Food P re p a r a t i o n
998
11 11
We thought it might be nice to have everything fresh and clean so we designed a greenhouse . They built a water
7 Sinks and showers only 9 Sinks, showers, washing machines 10 Toilets 11 Showers only
purification
plant that turned into a micro economy employing nearly 25% of those currently unemployed.
1
6
Social Kitchen Access A l g a e Wa l l P ro t e i n E n e rg y Market Community Economy Bleachers Social Windmill C l e a n Wa t e r E n e rg y P o t a b l e Wa t e r Cistern
1 2 1,3 4 2 1,3 4 2 1,3 4 2 1,3 4
5
Storage
6
Access G re y Wa t e r Cistern Storage
4 1,3 2
Potable water cistern Non-potable cistern
Re-Use G re e n h o u s e Library Community Education Employment Cultural Social
GREENHOUSE
Greenhouse Kit of parts assembly for passive water filtration plant and drip irrigated greenhouses that provide a controlled environment to grow the landscape on site as well as provide local chapter residents with an opportunity to own “plots” to cultivate their own wellness into micro economy.
1 2
2+ GREENHOUSES
3 4 1 5
1 CLUSTER
10x 6'-6" x 4' x ½" polycarbonate roof panels
2
12x 10' x 2" c-chanel joists
3
4x 6'-6" x 10" steel trusses
6 PLANTING BAYS
4
2x 10' x 8' x 4" passive solar stills for evaporative water filtration
10' wide 12' deep 5
4x 3"x 3" square tube columns
103
Passive Solar Greenhouse
solar tube
solar
spray nozzles
1 2 â&#x20AC;? deep sanctuary
photovoltaic
thermal
f o r ro o f m i s t i n g
i n s u lated panel
laminate
collectors
system LED lighting 10" joist
s till gutter purified wate r solar still w i n d o w ro o f
t win wall
event canopy (phase 1) light penetration m i s t i n g / r a d i a n t c o o l i n g c a p i l l a r y tubes p h a s e 3 e n c l o s u re
longspan joist Navajo line of future expansion
ro o f v e n t i n g
framed 2x6 wall
f l e x c re t e b l o c k
4" steel
(2) 3x3 steel
( t ro m b e w a l l )
column
columns
expansion
fly ash concrete
joint
slab
polycarbona t e
rigid
32k7 vulcraft
radiant tubing
insulation
t y p i c a l b u i l d i n g - g re e n h o u s e s e c t i o n
104
1/2" = 1'-0" scale
Weaving Landscape Wayfinding In the micro urban environment, landscaping becomes the wayfinding mechanism and the means of establishing connecting lines to distant program. Plants with medicinal use, such as Goosefoot, denote the way to the health clinic, while those with ceremonial significance and use in crafts, or dies for weaving, align with the cultural center. Plants used in cooking and food preparation lead to the communal kitchen.
105
Landscaped Programmatic Wayfinding 6'-0" 5'-0" 4'-0" 4’-0” 3'-0" 3’-0” 2'-0" 2’-0” 1'-0" 1’-0”
YUCCA Scientific Name Yucca Angustissima Navajo Name Nideeshijiin Ceremonial Used in almost every ceremony Medicinal Used in child birth. The roots are soaked in water, the liquid strained and given to a woman having a long labor Uses Robe fiber: used as a tie for hoops, and prayer sticks Painting: juice used to make paint leaves that deep jumped over are heated in coals Bathing: ceremonial baths for the patient and cleansing rituals, used for weaving
106
SPIDERWORT
CROWNBREARD
Scientific Name Tradescantia Navajo Name Altsini lilt’aa’i Ceremonial Prairie spiderwort root is medicine used in the Nightway Medicinal Spiderwort root is used for internal injuries
Scientific Name Verbesina Navajo Name Nidiyilii Libahigii Ceremonial Used for medicine in the Beauty Way and for prayer sticks in the Nightway Medicinal The crushed dried leaves are mixed with water and the strained liquid used for stomach troubles as well as internal and external use for spider bites Other It is a good luck token. Hung upside down in the hogan it is said to stave off lightning. Hunters chew the petals for good hunting
EVENING PRIMROSE Scientific Name Oenothera Navajo Name Tlee Iigahiis’ooz Ceremonial Used as a Bead Way emetic and Big Star Way, Red Ant Way and Blessing Way medicines Medicinal White-stemmed evening primrose is used as a lotion for boils. It is mixed with flax and erigonum to treat disease. The whole plant is used as a poultice on spider bites, and the ground on plant is used as dusting powder on sores
WILD BUCKWHEAT Scientific Name Eriogonum Navajo Name Leetsoh yilijaa’i One of the life medicines Medicinal Redroot wild buckwheat is used for a variety of internal injuries: blood poisoning, backache, sideache, venereal disease. Soak the whole plant in water; the resulting liquid is drunk Household Use Redroot wild buckwheat is edible; the leaves and stems can be eaten raw
6'-0" 5'-0" 4'-0" 3'-0" 2'-0" 1'-0"
BEEPLANT
WESTERN YARROW
HOREHOUND
GOOSEFOOT
PURSLANE
Scientific Name Cleome Navajo Name Waa’ Ceremonial Waa’ is a food and a medicine in the Night Way Other Waa’ was said to have saved the Navajos from starvation and is one of the few wild food still in use. The young plants, not more than 4 inches tall, are boiled as long as a day, then drained and boiled two more times. Also used for seasoning
Scientific Name Achillea Navajo Name hazelyiltsee i One of the life medicines Ceremonial Is used in Mountaintop Way, Night Way, and Enemy Way. It is made into a fumigant and a medicine in the Mountaintop Way and Enemy Way Medicinal “Medicine twig” part of Navajo life medicine. Dried and stored for use when necessary. Taken on trips for emergencies. Used for fevers, healing, sores, and sore eyes
Scientific Name Marrubium Navajo Name Azee’nidoot’eezhii Libahigii Ceremonial It is used as a medicine in the Shooting Way, the Navajo Wind Way and ceremonies to treat lung disease and fever Medicinal A plant used to treat a variety of illnesses. The liquid resulting from soaking the plant is used to treat indigestion, stomach ache, influenza, sore throats, etc. Other Most medicines used in Navajo ceremonies include an aromatic plant from this plant family Often eaten by livestock but is said to give mutton and goat meat a bitter flavor
Scientific Name Chenopodium Navajo Name Tloh Ligaii Ceremonial Used as a food in the Night Way Medicinal “Medicine twig” part of Navajo life medicine. Dried and stored for use when necessary. Taken on trips for emergencies. Used for fevers, healing, sores, and sore eyes Plants are burned, ashes applied as “blackening” in the Enemy Way Other Lambsquarter goosefoot was once a major food plant for the Navajo people. Dried plants were threshed on a blanket to winnow the seeds. After ground lightly, washed and dried, they are mixed with corn
Scientific Name Portulaca Navajo Name Tsegha Nilchi Medicinal To cure stomach ache and used as a smoke treatment to clean out the body; the smoke causes the patient to vomit and thus, cleans him out Other Mush and bread can be made from seeds. The leaves are used as greens, either boiled alone or with stew
107
108 Jan. Feb. M a r. A p r. May Jun. Jul.
Clinic + Fitness
Library Information Center
Aug. Sept. Oct.
HIGH SCHOOL GAMES Attendance 1,000 (Western Agency)
BASHAS BARBECUE Attendance 2,000 (Page)
RODEO Attendance 8,000 (Window Rock)
COMMERCIAL
POW WOW Attendance 10,000 (New Mexico)
GAME ON TOURNAMENT Attendance 1,050 (Coppermine)
STATE BASKETBALL TOURNAMENT Attendance 7,000 (Phoenix)
REGIONAL BASKETBALL TOURNAMENT Attendance 3,000 (Chinle)
Event Prep To u r n a m e n t
Seed Arrival
Prep
Grant Applications
Plan Overview
Year Five
EXPO MARKETING
T R AV E L I N G E X P O
PA R T N E R S H I P S & S P O N S O R I N G
WEBSITE
Phase III
T- S H I R T S Complete
Phase II P Greenhouses Completed R e - a p p l i c a t i o n f o r N e x t Ye a r
Phase P h I
Cultural Center Preschool
N o v. Dec.
$163,410 a p p ro x i mate cost
$
P L AY LAND PREP
IHS
Crane / truck
2,000
Roof joist
1,800
Solar film
55,500
Sips panels
14,000
Interconnection
system
Heat exchanger
Pumps
Wa t e r h e a t e r
Wa t e r s t o r a g e
1,000
800 200
Slab Radiant heating
550
Channel drain
700
Stem wall
2,000
Canopy
7,000 2,700
Staff and operate well clinic.
Joist
Preserving and improving the
Basketball hoops
Indian health care system
GREENHOUSE
through health promotion and
disease prevention.
T R I B A L L I B R A RY P R O G R A M S
Greenhouse kits
G R A N D T O TA L
30,000
2,430
Ve n d o r c o n c e s s i o n s (Qty 10 x $350)
3,500
Arts and crafts (Qty 10 x $100)
1,000
Company match
5,930
G R A N D T O TA L
11,860*
TOURNAMENT EXPENSES EQUIPMENT
Portable bathrooms (Qty 10 x $100)
Bleacher seats (Qty 6 x $115)
700
Tr a s h r e c e p t a c l e s (Qty 20 x $10)
200
Awards (Qty 10 x $20)
200
28,000
Signage (Qty 2 x $100)
200
147,550
T- s h i r t s a l e s (Qty 300 x $3)
900
Wa t e r b o t t l e s (Qty 500 x $0.5)
250
700
Consult Coppermine Chapter
House to establish a
library program and
COPPERMINE
t e c h n o l o g y c e n t e r. P r o m o t e
Flexcrete wall
and support information
Framing
-
access in tribal communities
Insulation
-
with emphases on current
Siding
-
technology and tribal library
Sheet rock
-
development. Provides funding
Studs
-
for collection development,
Plates
-
furniture, computers
and software.
G R A N D T O TA L
Entry fee for teams (Qty 54 x $45)
1,600
3,100
$
G E N E R AT E D R E V E N U E
EVENT PREP
GRANT FUNDING
TOURNAMENT REVENUE
1,000
VOLUNTEERS 500
500
Event management (4 people)
0
Parking attendants (2 people)
0
Event detail (2 people)
0
Security (1 person)
0
G R A N D T O TA L
3,500 * Est. revenue goes to maintenance fund
109
C hapter H ouse Phase 5
10
12
10
3
1 Existing Chapter House
10 22
2 Full Court
10
3 Half Court 4 Wash/Locker
12
18
5 Food Preparation 6 Clinic/Exam Pavilion
4
7 Fitness Center Pavilion
11
8 Greenhouse/Nursery 9 Communications Pavilion
21
21
1 0 Greenhouse/Agriculture
6
12
1 1 Algae Wall 1 2 Parking 3
1 3 Library Pavilion 1 4 Greenhouse/Library 1 5 Cultural/Senior Cen ter Pavilion
2
1 6 Pre-school Pavilion
21
21
3
7
1 7 Shaded Canopy 1 8 Transportation
19
1 9 Market 21
2 0 Event Market-overflow
10 21
2 1 Bleachers 9
2 2 Windmill
3
5
15
12 8 8
3
13 14 16
14
1
17
17
10
10
10
10
10
10
10
10
10
10
N 0' 0'
1 16 "
110
= 1'-0"
1/ '=1'-0" 16
60'
60'
Phase 5
Site Infra s t r u c t u re
Basketball 1,3 5 4 1,3 5 4
Physical Competition Community
KEY
Wash Pavilion
1 2 3 4
Rainwater from roof Greenhouse irrigation Purified water from stills Non-potable water to stills 5 Rainwater from court 6 Cooling canopy
Clean Water
5 6
Access Food Preparation
998
Social Kitchen
11 Showers
1
We thought it might be nice to connect with
Access
where they came from so we designed irrigated plant beds. They planted seeds to connect with their land , reinforcing a connection to their heritage.
Energy
Algae Wall Protein Market Community Economy Bleachers Social Windmill Clean Water Energy Potable Water Cistern Storage Access Grey Water
1 4 1,3 5 4 1,3 5 5 1,3 4 5 1,3 4
Cistern Storage Re-Use Potable water cister n
4 1,3 5
Non-potable cister n
Greenhouse Library Community Education Employment Cultural Social Event Market Overflow
112 Jan. Feb. M a r. A p r. May Jun. Jul.
Tr a n s p o r t a t i o n
Aug. Sept. Oct. HIGH SCHOOL GAMES Attendance 1,000 (Western Agency)
Cultural Center Preschool
BASHAS BARBECUE Attendance 2,000 (Page)
NATION FAIR Attendance 25,000 (Window Rock)
RODEO Attendance 8,000 (Window Rock)
COMMERCIAL
POW WOW Attendance 10,000 (New Mexico)
GAME ON TOURNAMENT Attendance 1,050 (Coppermine)
STATE BASKETBALL TOURNAMENT Attendance 7,000 (Phoenix)
REGIONAL BASKETBALL TOURNAMENT Attendance 3,000 (Chinle)
Event Prep To u r n a m e n t
Seed Arrival
Prep
Grant Applications
Plan Overview
Year Six
EXPO MARKETING
T R AV E L I N G E X P O
PA R T N E R S H I P S & S P O N S O R I N G
WEBSITE
Phase III
T- S H I R T S Complete
Phase P ha II Greenhouses Completed R e - a p p l i c a t i o n f o r N e x t Ye a r
N o v. Dec.
$163,410 a p p ro x i mate cost
TOURNAMENT REVENUE
$
G E N E R AT E D R E V E N U E
Entry fee for teams (Qty 54 x $45)
2,430
Ve n d o r c o n c e s s i o n s (Qty 10 x $350)
3,500
Arts and crafts (Qty 10 x $100)
1,000
Company match
5,930
G R A N D T O TA L
$
P L AY LAND PREP
11,860*
TOURNAMENT EXPENSES
Crane / truck
2,000
EQUIPMENT
Roof joist
1,800
Solar film
55,500
Portable bathrooms (Qty 10 x $100)
Sips panels
14,000
Interconnection
Bleacher seats (Qty 6 x $115)
700
system Heat exchanger
Tr a s h r e c e p t a c l e s (Qty 20 x $10)
200
Pumps
Awards (Qty 10 x $20)
200
MESSENGERS OF
Wa t e r h e a t e r
Wa t e r s t o r a g e
Signage (Qty 2 x $100)
200
HEALING WINGS
T- s h i r t s a l e s (Qty 300 x $3)
900
Wa t e r b o t t l e s (Qty 500 x $0.5)
250
GRANT FUNDING
1,000 3,100 800 1,600 200
Goal is to educate and
advance solutions that will
foster care for the environment
and improve quality of life
COPPERMINE
while encouraging
Flexcrete wall
community involvement.
Framing
-
PA R T N E R S H I P W I T H F I R S T
Insulation
-
THINGS FIRST OF AZ
Siding
-
Grant funding for pre-school
Sheet rock
-
programs. Provided funding
Studs
-
for childcare centers with an
Plates
-
emphasis on culturally
responsive quality care.
G R A N D T O TA L
G R A N D T O TA L
147,550
1,000
VOLUNTEERS 500
500
Event management (4 people)
0
Parking attendants (2 people)
0
Event detail (2 people)
0
Security (1 person)
0
G R A N D T O TA L
3,500 * Est. revenue goes to maintenance fund
113
10
Chapter House Phase 6
10
12
10
3
1 Existing Chapter House
10
2 Full Court
22 10
3 Half Court 4 Wash/Locker 5 Food Preparation
18
12
6 Clinic/Exam Pavilion 7 Fitness Center Pavilion 8 Greenhouse/Nursery 9 Communications Pa vilion
10
4
10
11
10
21
21
1 0 Greenhouse/Agriculture
6
12
10
1 1 Algae Wall 1 2 Parking
17
17 3
1 3 Library Pavilion 1 4 Greenhouse/Library 1 5 Cultural/Senior Center Pavilion 1 6 Pre-school Pavilion
21
1 7 Shaded Canopy 1 8 Transportation
20
1 9 Market
2
3
7
19 21
2 0 Event Market-overflow
21
10 21
2 1 Bleachers 9
2 2 Windmill
3
5
15
12 8 8
3
13 14 16
14
1
17
17
10
10
10
10
10
10
10
10
10
10
N
10 0' 0'
1 16 "
114
= 1'-0"
1/ '=1'-0" 16
60'
60'
Site Infra s t r u c t u re
Phase 6 1,3 2 4
Basketball Physical Competition Community
KEY
Wash Pavilion
Rainwater from roof Greenhouse irrigation Purified water from stills Non-potable water to stills
998
1 2 3 4
Clean Water Access 2 1,3 4 2 1,3 4 2 1,3 4 2 1,3 4
We thought it might be nice to stay in touch while addressing a mobile priority so we designed a fuel source and
partnered
with the Gates Foundation to provide internet and telephone service. They built an algae farm and a communication
network across 17.5 million acres of Navajo land, connecting over 200,000 Navajo.
Food Preparation Social Kitchen Access Algae Wall Protein Energy Market Community Economy Bleachers Social Windmill Clean Water Energy Potable Water Cistern Storage Access Grey Water Cistern Storage Re-Use Greenhouse
Potable water cistern Non-potable cistern 2 1,3 4
Library Education Social Event Market Overflow Senior Center Culture Center Transportation
Site Section
1.0 Pre-School 1.1 “Play” Court 1.2 Gardening Education Greenhouse 2.0 Cultural Center 2.1 Cultural Activities Court 2.2 Cultural Vegetation Greenhouse 3.0 Fitness Center 3.1 Exercise Center Court 3.2 Nutritional Foods Greenhouse 4.0 Clinic 4.1 Meditation Court 4.2 Medicinal Greenhouse
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1.2
1.0
1.1
2.2
2.0
2.1
3.2
3.0
3.1
4.0
4.1
4.2
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COMMUNITY WELLNESS
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Site Systems E
A
Organic Architecture
Water Collection
F
B
Water Filtration Plant
Program G
C
Algae Bio-Reactor
Cultural Garden H
D
Park Complex
Solar Power Plant 119
A
B
Water Collection
Water Filtration Plant
All roofs and courts are used as water collection surfaces. Rainwater flows into gutters and down into sand filters, where sediment is removed before moving to the potable storage tank. All courts are crowned and bordered by channel drains connecting to lines that return to a grey water storage tank.
Water from the existing well is high in uranium content. To remove the uranium, water from the well is pumped to solar stills in the roofs of the greenhouses where the water evaporates, leaving heavy metals behind. The result is potable water which is delivered to an adjacent potable storage tank.
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C
D
Cultural Garden
Park Complex
Gardens are selected and planted from a library of culturally significant plants. For the Navajo, plants have ceremonial, spiritual, and medicinal use and these such plants comprise a wayfinding system through the site.
The weaving landscape of plant beds, waffle agricultural pieces, culturally significant vegetation, surfaces for events, and basketball court courtyards for gatherings make up an active, culturally rich park complex.
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E
F
Organic Architecture
Program
The greenhouses operate at 3 scales: independent family, school-run, and as an industry beyond the chapter. Native Navajo foods grown include corn, tomatoes, squash, pinto beans, potatoes, alfalfa, and wheat.
Adjacencies were determined through research of problematic Navajo social conditions. Adjacencies bring together elderly and children to tend to nursery greenhouses. The proposed clinic is adjacent to fitness programs to enforce a relationship of preventative reactionary healthcare. The food preparation is in proximity to the pre-school and cultural center to serve daily meals. The bath house is in proximity to the clinic and fitness center to serve as changing rooms. The existing chapter house serves the library and communication center.
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G
Algae Bio-Reactor Carbon dioxide from the compost septic incinerator is piped to an algae photo-bioreactor. The harvest of algae from the wall system is used as a high-protein food additive. Additionally, algae can be refined into a fuel source. Eventually, Coppermine would have algae-fuel dependent cars for rental at the transportation center.
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H
Solar Power Plant Solar roofs feed electricity back into the existing power grid.
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125
Public Forum FINAL EXHIBIT AND REVIEW
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APPENDIX OF RESEARCH
EXECUTIVE SUMMARIES NARRATIVE STORIES WHAT IF STATEMENTS BIBLIOGRAPHY
ACKNOWLEDGEMENTS
SOCIAL
STUDENTS
PROFESSORS
Kerri Badura Gregory Brown Jessica Corfman Lisa DiMaggio Maria Grimm Chad Haller Stephanie Hicks Chuck Jentlie Lauren Landy Erin Kwiatkowski Emiy Newcomb Darren Ray Gina Santangelo Aubri Smith
Darren Petrucci Phil Hor ton Wil Heywood Jamil Alshraiky
Aylen, a middle aged woman who is a mother of four children finds herself feeling tor n about the changes she is seeing as time progresses in the tribe. She is feeling caught in the middle of a generational gap between her parents and children. Her parents, who believe in shamanism
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and traditional beliefs raised her to know about the impor tance of spirituality and being in hozho, or harmony, with the ear th. Even though her children know this because it is common knowledge among the tribe, she is finding that they are more open-minded in their ways. She is noticing that most of the younger generation identifies themselves as Christian and not with our traditional beliefs of shamanism. She sees that her children know more English than the Navajo language, especially since her kids go to school with Americans. She is happy that there is the notion of a bilingual program because she wants her kids to talk to her parents. The way her three daughters communicate with their grandmother is through weaving, since that it passed down and the patter ns are memorized. She hopes that they always keep this tradition. She really wants them to be able to connect with their grandparents, especially since Naalnish, her father, isn’t doing too well. The family and community might have to have a three day or longer ceremony for him with a haatali to take away the evil in his body with a sand-painting. Aylen hopes this isn’t the Creator’s way of getting back at him when he was younger. He was an abuser of alcohol and it had gotten him in trouble. He went to the peacemaker to discuss his problems with the community and after that was resolved, he seemed to come out of that as a stronger, more responsible person. She hopes he is well enough to see her only son get married soon. He will sadly be leaving the hogan and joining his bride’s family. When her daughters are of age to marry, they will have all of their spouses and children living together. Right now one of them recently had a kinaalda ceremony, so now she is a woman, and Aylen can’t believe how fast the time has gone. One of her other daughter’s will be coming up soon, since she is 13 now. Her son is marrying someone from the Ashiinii clan. He almost fell for a girl in our own clan, but that is looked down upon so he found someone else. She worried that the younger generations know of the traditions but seem to want to change things. MY FAMILY My family is very impor tant to me as well as many other Navajo people. My mother, Nizhoni, runs the family and helps to keep things organized. She, along with many other women, head our families, as this is a matrilineal society. The mother is “resilient and capable” and she holds much of the power in the family and in our religious culture. Women throughout the reser vation also help with making sure the traditions are passed down. My mother and grandmother are trying to teach me how to weave rugs on the loom right now. I have much more responsibilities now and expectations since I have had my kinaalda ceremony. My first menstrual cycle happened about two months ago, so the whole family and sometimes the community celebrates this special occasion. Every girl goes through this, although the men don’t have a coming of age ceremony. Since my ceremony, my grandmother already asks me when am I going to have children! Children are the pride and joy of our parents and help to continue the growth of our families, clans and tribes. I don’t even know who I would choose as a husband yet, I know I still have some time to figure that out! Speaking of marriages, my brother, Naalnish, just got married to a beautiful woman. I am very happy for them, although I will be sad that he will have to move away. Whenever a couple gets married, the men will move in with their bride’s family into their hogan. The hogan, the sheep and goats are considered to be the woman’s proper ty while the man gets to own the horse, cattle and saddle. He was lucky that he got to choose her. My grandparents said that they had an arranged marriage. This is star ting to change and become more acceptable where you can pick who you want to
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CLAN STRUCTURE When I first introduced myself to you, I said “My clan is Ashiinii and my name is Aylen”. I said this because it is impor tant to first say your clan name and then your name when meeting people. This is the proper way to meet people from other tribes. The way it works is that a Headman divides people into communities and governs them. The tribe is then broken up into clans. The clan is an impor tant par t of your identity. There are about 140 today from 21 major groups. Here are some things to know about clans: • You should not marry within your clan name because it isn’t looked highly upon. • When you are bor n, you are bor n as par t of your mother’s clan, and “born for” your father’s clan • A Navajo will have 3 additional clans, your father’s, your mother’s and your father’s father. This helps to know which clan you belong to and what your relationship and role is in the clan. • Within the clan I have many brothers and sisters. They are not born from my mother, (the Americans would call them cousins) but we all share the same clan name and treat each other like one big family RELIGIOUS BELIEFS As of now, our culture seems to be tor n with it’s beliefs. There is the traditional belief of shamanism, which my grandparents believe in. The medicine man is the one who is recognized among everyone and holds great power and respect from the community. The younger generations are either trying to blend some of these traditional ways or are just conver ting to Christianity through the Navajo American Church (NAC). Most identify themselves now as Christians. CEREMONIES We have ceremonies quite often and for many different reasons. The reason we have them is so that we can be har monious with the ear th and cure any problems that one may have. My grandparents and parents like them because they said that it keeps our culture alive and they love sharing it with us kids. In our ceremonies, we lear n about life lessons, either how to help someone in our community or how to connect with the world. Many go to connect with the Holy One and the Creator. We celebrate when we are happy, as well as when we need to solve a problem with our families or the nation. We always try to come together until we agree on things. If someone is ill, we will get a haatali, or a singer to help heal them- their body and spirit. The haatali has to know about medicine and a proper chant to conduct the ceremony. The ceremony can last 3-9 days, depending on how sick someone is and what the singer needs to do. The way someone heals is through the ar t of sand-painting. I think that these paintings are really cool because the haatali transforms them so that the illness is taken out of the person when they sit on the painting while the healing powers of the painting transfer to the person to make them well. The painting is then thrown away afterwards. SONG AND DANCE I love when we have a song and dance ceremony. Many couples and families get together in a hogan to show off their skills and to have a good time. It is quite beautiful, I love the traditional dress of the tiered skir ts , velveteen blouses, moccasins and jewelry as
well as the music. It is tense, rhythmic and vocal. Most of the time we will have these ceremonies to heal someone. We have a few different kinds: • Enemy way Ceremony: helps to cure someone if they went to fight and became ill. Dancing is supposed to relieve the pain from the person. • Squaw Dance: originally this was a war-dance, but now it is known because it is the only ceremony where couples dance. It is curing ceremony that can be up to 3 days long. LANGUAGE Since I go to school with American kids, my parents have been worried about me losing the native tongue. Most people don’t know that our language is very impor tant to us, especially because it carries a sense of humor as well as make ease of the hard times. When my brother has a child with his wife, the moment the baby laughs is considered to be honorable. My grandparents speak the language, which is a dialect from Athapaskan, in the hogan. They want me to learn it so that it can be passed down to my children too. They are afraid of me becoming too “Americanized” and losing the language. Many other kids parents are afraid of the same thing, which is why we have a bilingual program at school. My mother told me that the tribal gover nment is trying to spread the idea of the bilingual education to others schools too TRADITIONAL CRAFTS The crafts that are most commonly passed down through the families and communities are weaving and silversmithing. Some people do this to make some extra money and try to sell them or go to the trading post. The main reason we do them though is to keep passing down the craft to each generation so that it is never forgotten. Like I said earlier, I am in the process of lear ning how to weave on the loom. There are so many designs and patterns to the rugs, it is sometimes hard to remember them all. Since there are no written directions on how to make them, I have to memorize and remember everything my grandma and mother teach me. The crafts that are most commonly passed down through the families and communities are weaving and silversmithing. Some people do this to make some extra money and try to sell them or go to the trading post. The main reason we do them though is to keep passing down the craft to each generation so that it is never forgotten. Like I said earlier, I am in the process of lear ning how to weave on the loom. There are so many designs and patterns to the rugs, it is sometimes hard to remember them all. Since there are no written directions on how to make them, I have to memorize and remember everything my grandma and mother teach me. PEACEMAKING I remember hearing about a terrible crime last year in another family. One girl’s father was an abusive alcoholic and was unkind to his son. He was only getting worse and worse as time went on and the family was scared that he might commit a crime or someday be extremely violent. He had to go through the peacemaking process so that this would get worked out. Peacemaking is something that us Navajo’s believe in to help solve crime/ violence problems. It is our justice system rather than the American way with lawyers and written laws. Some people hur t others and don’t really know it. This is when they need to talk
it out to the appointed peacemaker and the community and see why this is happening. Everyone wants this person to express their feelings and for them to understand what they did in order to resolve the problem. The peacemaker let’s everyone speak and oversees the process until an eventual solution has been made. This usually works most of the time because it allows the problem to be confronted and resolved. WHAT IF there was a way to provide programs that are both cultural and educational that can appeal to all generations of the family and get the message of wellness across? For example, somehow being able to weave the information into a ceremony or dance that could be understood throughout the generations. WHAT IF there was a way to incorporate the traditional crafts to help heal and promote economic benefits? Possibility of using weaving to help “weave” and connect families and generations together as well as selling their goods- self-empowerment, community-empower ment. Possibly obtaining a vendor or sponsor to help promote the crafts and sell their goods at the prices they deser ve. Maybe the vendor gets a cut of the profits, but it would still be more than if the Navajo’s sold themselves shor t. WHAT IF there was a facility that was mobile and multi-functional that is a possible expansion or additional to the chapter house? This facility can either attach itself or be an extension of the current chapter houses, where most people already go for their recreation. It can work in conjunction with the facility and add extra programs. The mobile unit can also help by going to a family (almost like a house call) who may not have the means of getting there. http://www.pbs.org/indiancountry/challenges/navajo.html http://jan.ucc.nau.edu/~jar/TIL_20.html http://www.iirp.org/library/nacc/nacc_zio.html http://navajo_nation.tripod.com/nav.html http://freddyhall.org/about_navajo.htm http://www.everyculture.com/multi/Le-Pa/Navajos.html http://www.crystalinks.com/navajos.html http://www.wellbriety-nci.org/Publications/myth.htm http://www.nativepeoples.com/ar ticle/ar ticles/217/1/native-american-traditionaldance http://www.uwgb.edu/walterl/kinship/304withe.htm http://www.meredith.edu/nativeam/navajo_ceremonies.htm http://www.religiousworlds.com/fondarosa/navajo.html http://www.sanjuan.k12.ut.us/Schools/mzc/Navajo.html http://www.angelfire.com/sc3/smmindex3/navajo.html http://www.indiancountrytoday.com/living/reviews/28091479.html http://www.navajocentral.org/faq02a.htm http://www.stpt.usf.edu/ar thurj/Hopi_Navajo.htm http://www.mountainhome.af.mil/news/story.asp?id=123032770 http://www.anthro4n6.net/navajo/ http://www.lawrencelab.org/Outreach/2006/SharonPage/Dine%20Clans.html http://www.sacred-texts.com/nam/sw/dg/dg09.htm http://www.geocities.com/navajonation1/NavajoNation.html http://www.westernindian.org/nav_religions.htm http://www.americana.net/jewelry_history_ar ticle. http://southwestaffinity.com/navajo.htm http://www.sltrib.com/health/ci_10509729 http://www.iirp.org/library/nacc/nacc_zio.html Marcello, Patricia C. The Navajo. San Diego: Lucent Books, 2000.Coolidge, Dane and Mary
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R. Coolidge. The Navajo Indians. Boston: Houghton Mifflin (reprint), 1979 Witherspoon, Gary. Kinship and Marriage. Chicago: University of Chicago Press, 1975.
SPIRITUALITY / EMOTIONAL
CONFLICT Modern day Navajo are torn between traditional Navajo Culture and the modern “white” world Navajo tradition, spiritualism and the Navajo language are so tied together that to lose one, you lose them all. The current old generation is still traditional, speaking mostly Navajo. Their sons and daughters are the boarding school generation that were cruelly punished for their native culture in order to strip it from them and not allowed to use the Navajo language. The younger generation is just now reaching out to their grandparents to learn the Navajo way before it is lost forever. DECEPTION For 300 years, the white world has exploited, hunted, imprisoned, deceived and massacred the Navajo People. In the last 100 years, Christian missionaries, the US Government and others have assumed they have known what is best for the Navajo and have led them astray more times than not. Treaties and contracts have been promised yet rarely delivered upon for the Native Americans. In the quest for adequate water, the Navajo relinquished majority rights to the water of the San Juan River, flowing through their land into the Colorado River, in exchange for water delivery infrastructure to pipe water to all of the Navajo Nation’s population. The government has used the water rights, the Navajo people are still waiting for their plumbing. ACCEPTANCE The Navajo people are very accepting of ritualistic spiritualism. Many Navajo, in addition to subscribing to the Navajo traditional ways will also belong to a Christian religion and/or the Native American Church. The statistics I have seen are far from comprehensive as they only show the religious beliefs of the healers and of the patients inter viewed in a few studies on depression and alternative treatments and even in that, they claim one age group is 131% Christian. Now that’s faith… In Navajo traditional culture, there is not even a word for religion. To the Navajo, it is not something that they can separate from, it is a way of life, life and nature itself. Shor tly after a child is conceived, as soon as they are aware they are with child, both parents are very careful not to do this that would be considered bad or even witness anything mysterious or evil, as it is believed their unbor n child can be har med if they do. When their child is bor n, with great care, a sacred name is chosen. In traditional ways the name might not even be spoken outside of ceremony. He may be simply called boy by his parents and other family members. Education in the ways of the Navajo tradition is the responsibility of the entire extended family. Grandfather, grandmother, aunts and uncles tell the children stories about ancient Navajo people and traditions that teach balance and honor in his Navajo land. They learn of the first three worlds and the four world on which the currently live. Stories about Spider Woman, Changing Woman, First Man, Monster Slayer and Y`e’iitsoh tell them how they came to be, what it takes to be a good person and why we have good and evil.
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If a child gets sick and they follow traditional ways, his parents take him to a healer. The healer may use salves and herbs but is that is not enough he sends him to a hand trembler. This hand trembler, also called a diviner or seer, goes into a trance over the patient. While in a trance, the seer will discover things that are out of balance in the child’s life. It often is a series of event, some of which the patient might be aware of, like a fight he had with a school mate, but it also is likely to include things he would not know about, such as a close lightning strike to his mother before he was born. Anything with a lightning strike is bad, even if you eat food from a plant that was hit by lightning. Rainbows are considered good but one still needs to be put in balance if one is seen to have been washing in a rainbow. If the trembler is not able to fully cure the patent, he will send him to a singer for a healing ceremony. There are many different singers with over 100 songs. Each singer knows only one or two of them. The seer will know which one the child must go to. These ceremonies will usually involve the entire family and some will include others outside the family. It is deter mined by what has harmed the person and who might have been involved. These curing ceremonies can last up to nine days and usually involve sacred sand paintings. There are between 600 and 1000 sand painting designs and one ceremony could use as many as 9. Each painting must be destroyed before sunset of the day it was created. Navajo stories are passed down in the Navajo language and interpretation is difficult as the pauses and silence used in the language mean as much as the words, therefore it is necessary to know both English and Navajo if one wants to know the sacred ways and still lear n the moder n ways. Once a child goes to school, it can be very confusing as the lesson and the very means there are taught, conflict with their cultural ways of learning. If a Navajo child makes it through the primary and high schools in the Navajo Nation and would like to continue his/her education. They have only the Din`e Community College available on the reser vation. To take advantage of more, one needs to go away to a University where little in the way of Navajo culture is available and once completed; there is very little economic or academic incentive to return to the Navajo Nation, even if their hear t is pulling them back. WHAT IF we could build a space that could become a spiritual space that might become a sacred space in generations to come? Could we take the sacred ideas already in the Navajo tradition and add to it some meditative and spiritual ideas from the west and make a truly unique spiritualistic experience. WHAT IF we could empower the Navajo people to determine their own future? What if we could build a greenhouse garden with traditional Navajo healing herbs and plants? Planting traditional herbs could foster traditional Navajo teaching through stories while at the same time teaching agricultural and greenhouse gardening. At the same time it fosters new interests, activities and passive exercise. WHAT IF we could build a windmill that could generate and then store power? Two ways that could be accomplished are by pumping water into a raised tank, as the water is released, it could generate power as it is needed. Another way, utilizes a more high tech solution, where the energy is used to create hydrogen from the water; then that hydrogen is used to power a fuel cell. Both systems would allow the water to be used after the energy was har vested from it. The hydrogen fuel cell would also yield extremely pure
water. WHAT IF we could transpor t power from the windmill fairly easily to other locations? The fuel cell acts as a battery and can be moved to places other than the base of the windmill. WHAT IF the hydrogen from the fuel cell that comes from the water that comes from the windmill pumping that comes from the wind blowing that comes from air currents caused the sun heating up surfaces at different rates making heat move to cooler regions. We could run cell phones and laptop computers directly from small fuel cells. WHAT IF we used the water pumped out by a windmill to water crops and animals? We could grow crops where they haven’t been able to and enhance their diet. We could star t growing vegetation that might be used as a building material, like wood or bamboo. WHAT IF we used the wind to power a saw mill to cut the wood into board? Making lumber and creating jobs at the lumber mill and also in the building industry. Creating buildings with the wood. Creating saw dust as a by-product for fuel, insulation or pressed board materials. The Navajo Creation Story http://www.lapahie.com/Creation.cfmUtah History http://historytogo.utah.gov/utah_chapters/american_indians/navajoindians.html http://historytogo.utah.gov/people/ethnic_cultures/the_history_of_utahs_american _indians/chapter7.html Navajo (Dine`) http://cpluhna.people/navajo.htm Navajo meanings of color http://www.princetonol.com/groups/iad/lessons/middle/color2.htm Navajo Color Symbolism http://courses.washington.edu/anth310/southwst.htm Sand paintings http://www.hanksville.org/voyage/navajo/sandpaintings.php3 http://www.essor tment.com/all/navajosandpaint_rjrl.htmNavajo stories http://gocalifornia.about.com/od/nainavajostories/Navajo_Stories.htm Symbolic elements in Navajo Ritual http://www.jstor.org/stable/3629279 Life in Balance http://www.parkridge center.org/Page126.html Navajo Healers http:www.america.gov/diversity-english/2008/September/20080919 Navajo Indian Herbal Medicine http://ethnobotany.suite101.com/ar ticle.cfm/navajo_indian_herbal_medicine http://ethnobotany.suite101.com/ar ticle.cfm/native_american_healing_remedies http://ethnobotany.suite101.com/ar ticle.cfm/native_american_spiritual_rituals Witch hazel http://garden.lovetoknow.com/wiki/witch_hazel “Ceremony” by Leslie Marmon Sliko “The Navajo” by Patricia Cronin Marcello “The People of the Deser t” by Time Life Books
EDUCATION
Education within the Navajo Nation is an issue of concern as most school districts consistently test low on Arizona’s Instrument to Measure Standards. However, low rankings are not evident across the entire Navajo Nation and that is why education can be broken into two primary groups: schools that implement bilingual and cultural programs and those who do not. Studies have shown that bilingual and cultural programs have increased student perfor mance. The key is that it works with the Navajo’s culture to integrate ways and methods of teaching rather than forcing a foreign, ineffective Anglo Saxon method. Use of bilingualism is also key as students often encounter Diné within the home and frequently are not strong in either Diné or English. A bilingual program accommodates all students despite their primary language. It is also instrumental to keep the language alive and communication across generations is heightened. One may ask, why is a bilingual and cultural program not implemented within every Navajo school. A predominant reason is the lack of cultural experience and knowledge teachers have. A majority of the teachers are White, and have not and are not immersed in the Navajo culture. This prevents them from not only speaking the language, but also being able to create lesson plans that cater to the children and their culture. Even schools that implement a bilingual program can run into this problem. This occurred at Leupp Bilingual Education Program where a third of the teachers are for the bilingual program, a third against it and a third unsure. The lack of resources in teachers and learning materials are contributing to sub-standard test results. EDUCATIONAL PERSPECTIVE FROM A SCHOOL ADMINISTRATOR’S VIEWPOINT: I can not believe we did not meet the Average Yearly Progress (AYP) requirements again this year! That makes it three years in a row and that can/will have drastic impact on the school. We might have some students who will transfer to another school that is meeting the AYP and then we have to pay for their transpor tation to that school! If this continues, next year we might have to reassign or fire some staff and adopt a new curriculum. And then, if that does not work, our school district will loose control of the school and it could be closed or reopened as a state or corporate administered char ter school which will probably be even less successful. I thought this No Child Left Behind Act put in place in 2001 would be a good thing. At least the intentions behind it were good, but I know that only seven out of sixty-three schools in the Navajo Nation met the AYP requirement in 2003-2004 and 2004-2005. We can not let this school continue on like this. If the school closes, then a lot of natives are going to loose their jobs. They might end up having to move, students might have to transfer to other schools and take long bus rides or be sent away to boarding school. I think the problem is that we are not catering to our students. A lot of them have culture shock between school and home, and they do not know how to deal with it. If there was a way to incorporate Navajo culture and language into school, our children might be more successful at school. I have heard of a program implemented at the Navajo Language Immersion School that has seemed to have had great success with higher test scores. Their kindergar ten and first grade classes are all taught in Diné and then English is slowly implemented until sixth grade where half is taught in Diné and half in English. I’ll have to look into this more to see where we might make some changes to help our students succeed but also to keep the Navajo culture and language alive. EDUCATIONAL PERSPECTIVE FROM A NAVAJO CHILD’S VIEWPOINT: Today in class the teacher invited one of the community elders to come in to tell us stories about our Navajo ancestors. Our ancestors were taught through storytelling along with watching and listening to their mothers and grandmothers. Our culture was
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not passed down through books and for mal education like today, but rather through hands-on interaction.
My favorite par t of class is when we are allowed to work in small groups. It is even better when we get to do projects. I like making things that represent what I have learned.
Our story teller also told us of his experience in the boarding schools set up by the White people. When he was still very young, he was no longer allowed to live with his clan. He was taken to a school run entirely by White people. They cut his hair and made him wear a uniform that was uncomfor table and made him look like all the other little boys. He was only allowed to speak English, which he knew very little of, and when he did, he was punished for it. He was also only allowed to practice the White man’s culture and religion.
WHAT IF it becomes a homework club? What if it becomes a place of intellectual reinvestment? What if parents and grandparents were allowed to be present while the children do their homework to infor m the guardians but also lend the chance of intellectual pollination?
Just like our ancestors, we are struggling with the way of the White people now. Although some of us still live with our clans, we have to go to a school that is predominately taught by White teachers who do not understand our culture or the way we work. Often they require us to par ticipate in activities that make me feel uncomfor table. I do not like raising my hand and the few White students that are in my class are always noisy and anxious to answer questions. They seem to get some kind of pleasure out of being the first ones to answer. My favorite par t of class is when we are allowed to work in small groups. It is even better when we get to do projects. I like making things that represent what I have lear ned. EDUCATIONAL PERSPECTIVE FROM A NAVAJO COLLEGE STUDENT’S VIEWPOINT: It is graduation day, and I can not believe I made it this far. So many of my classmates have left high school because they were bored or had problems with school. My counselor is encouraging me to go to college to be a teacher so I can come back and teach other Navajos. The tribe leaders also encourage me to go and soak up the Wester n culture so that I can return home with experience and ideas of how to improve the community’s condition. They claim that we will be able to bridge the gap between Navajo culture in and out of school better than non-Navajo teachers. Navajo and understand our culture. I have looked at several colleges with my parents. They are strongly encouraging me to attend a school with other Navajo students and teachers. They claim it will make the transition easier since I will have a suppor t group around me. Those students might be able to help me manage the change, but I am still not sure whether or not I want to go. Today in class the teacher invited one of the community elders to come in to tell us stories about our Navajo ancestors… Our culture was not passed down through books and formal education like today, but rather through hands-on interaction. WHAT IF the project became a place where elders and children could periodically come and share stories? Create a story program… Spinning a tale. What if it became a par t of the library circulation? (New books could be rotated in and out every month.) …Predominately taught by White teachers who do not understand our culture or the way we work. Often they require us to par ticipate in activities that make me feel uncomfor table… WHAT IF it becomes an infor mation center for teachers to access infor mation on Navajo culture and society for teachers to be more infor med to teach? What if they star ted to interact with parents and grandparents to also get their perspective on life, things they would like their children to lear n, their values, etc… intellectual networking.
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…So many of my classmates have left high school because they were bored or had problems with school. My counselor is encouraging me to go to college to be a teacher so I can come back and teach other Navajos. The tribe leaders also encourage me to go and soak up the Wester n culture so that I can retur n home with experience and ideas of how to improve the community’s condition… WHAT IF it becomes a school suppor t center? What if it becomes a resource center of colleges and programs of study? The Core. I think the problem is that we are not catering to our students. A lot of them have culture shock between school and home, and they do not know how to deal with it. If there was a way to incorporate Navajo culture and language into school, our children might be more successful at school. WHAT IF it became a place to ease the culture shock? What if it became a place to mentor students in how to deal with such issues?
Arizona Depar tment of Education. Research and Evaluation. 2007-2008 State Repor t Card. <http://www.azed.gov/srcs/staterepor tcards/>. Benally, Joe and Jane McCar thy. “Classroom Management in a Navajo Middle School.” Theory into Practice (2003). Accessed at <www.eric.ed.gov/>. Brandt, Elizabeth A. “The Navajo Area Student Dropout Study: Findings and Implications.” Education Resources Infor mation Center. <www.eric.ed.gov/>. Fox, Mary Jo Tippeconnic, Shelly C. Lowe, and George S. McClellan, eds. Ser ving Native American Students. San Francisco: Wiley Periodicals, 2005. Navajo Nation http://enavajo.org/ Navajo Nation Depar tment of Head Star t http://www.nnheadstar t.org/default.asp?DomName=nnheadstar t.org Patrick, Rober t. “Perspectives on Change: A Continued Struggle for Academic Success and Cultural Relevancy at an American Indian School in the Midst of No Child Left Behind.” Jour nal of American Indian Education 1 (2008): 65-81. <www.hwwilson.com/>. Reyhner, Mar tin, Lockard, and Gilber t, eds. Learn in Beauty. Flagstaff: Nor thern Arizona University, 2000. Rhodes, Rober t W. Nur turing Lear ning in Native American Students. Hotevilla: Sonwai Books, 1994. United States Census Bureau. We the People: American Indians and Alaska Natives in the United States. Feb. 2006. 14 Feb. 2009 <http://www.census.gov/prod/2006pubs/ censr-28.pdf>. U.S. Depar tment of Education, Institute of Education Sciences. National Center for Education Statistics. Navajo Nation Adequate Yearly Progress Study Quality Assurance Strategies. Jan. 2007. 2 Feb. 2009 <http://nces.ed.gov/whatsnew/conferences/ statsdc/2007/session_IV.asp>. U.S. Depar tment of Health and Human Ser vices: Indian Health Ser vice
<http://www.ihs.gov/FacilitiesSer vices/Areaoffices/Navajo/index.asp>. Why are Stanford 9 Test Scores on Navajo and Hopi Low?. Ed. Dr. Jon Allan Reyhner. `1999. Nor thern Arizona State University. 9, Feb. 2009 <http://jan.ucc.nau.edu/ ~jar/NHO1.html>. Winstead, Teresa, Adrea Lawrence, Edward J. Brantmeier, and Christopher J. Fay. “Language, Sovereignty, Cultural Contestation, and American Indian Schools: No Child Left Behind and a Navajo Test Case.” Jour nal of American Indian Education 1 (2008): 46-64. Accessed at <www.hwwilson.com/>. Youth Development Offices http://www.youth.navajo.org/index.html Zehr, Mary Ann. “A Culture Put to the Test.” Education Week 28 (2007): 25-28. <http:// www.eric.ed.gov/>. Arizona Depar tment of Education http://www.azed.gov/ Bureau of Indian Education http://enan.bia.edu/home.aspx Depar tment of Diné Education http://www.dineeducation.navajo.org/index.htm Journal of American Indian Education http://jaie.asu.edu/ National Indian Education Association http://www.niea.org/ Office of Indian Education http://www.indianeducation.org/ U.S. Census Bureau ww.census.gov U.S. Depar tment of Education http://www.ed.gov/index.jhtml?src=a U.S. Depar tment of Education. A Handbook for Teachers of Navajo Children. Arizona, 2005.U.S. Depar tment of Education, Institute of Education Sciences. National Center for Education Statistics. http://nces.ed.gov/. Yazzie-Mintz, Tarajean. “From a Place Deep Inside: Culturally Appropriate Curriculum as the Embodiment of Navajo-ness in Classroom Pedagogy.” Jour nal of American Indian Education 3 (2007): 72-93. Accessed at <www.hwwilson.com/>.
in Medicine, a summer mentorship program at Kayenta Health Center on the Navajo Nation, will provide conduits for Native American high school students to succeed and take a larger role in health care development and delivery. By providing an exciting/innovative educational facility for Navajo youth, an early inter vention can achieve high-impact in the future of this community. The energy we create around our structure could increase this early interest and provide a preventative care message that will be disseminated throughout many generations. This system could be replicated in other Native American communities through an association with the Indian Health Ser vices.
http://www.tribalconnections.org/health_news/secondary_features/ GeorgeFactSheet.pdf Kids Care (Affordable Healthcare for Arizona’s Children) http://www.azkidscare.gov/ Navajo county public health ser vices - Five-a-Day http://www.navajocountyaz.gov/pubhealth/five.aspx Healthy Native Communities Par tnership http://www.hncp.org/wst/hpdp/restoringbalance/default.aspx http://en.wikipedia.org/wiki/Telemedicine http://www.medicalnewstoday.com/ar ticles/89560.php\ http://www.todaysdietitian.com/newarchives/dec2006pg52.shtml Navajo Agricultural Products Industry (NAPI), www.navajopride.com http://wester nfar mpress.com/mag/far ming_navajo_farming_works/ http://www.gallupindependent.com/2008/10october/102808farmboard.html http://www.indiancountrytoday.com/archive/28175149.html http://www.indiancountryextension.org/extension.php?=5 http://www.indiancountryextension.org/extension.php?=6 http://www.nativeseeds.org./
PHYSICAL WELLNESS HEALTHCARE
Education will be paramount in this project. Giving tribes control over development and implementation seem to be the central theme in the Restoring Balance Initiative. This will provide a system more responsive to local needs and an owning body for our effor ts. For our endeavor to be successful we should not try to envision a new approach, but build on existing programs. Programs that have been conceived from within the community and address what the community feels are dominant needs. This will boost those already active in providing health care education and provide an owner to our structure. Leaders will have to emerge from with in the Navajo community, and those leaders have to be on board from an early age. Enriching an existing ser vice such as Adventures
PAR FOR THE COURSE Awan woke up early Saturday mor ning with his golf clubs on his back, he star ted a long walk to the closest golf course. He had played golf since he was old enough to swing a club and now that Awan was in high school, it was impor tant to practice as often as possible to have the best chance of getting a college scholarship and being able to one day come back to Tselani and pass on what he had learned just like his Idol Notah Begay. It was through the Notah Begay III foundation that he had first begun his love for golf and he wanted to one day pay it forward. Tiger Woods, Begay’s roommate at Stanford University, had helped Notah put on the annual golf camp that year and had helped Awan with some basic techniques. Even more impor tantly, both Tiger and Notah empowered Awan with the idea that he could accomplish anything he set his mind to. Awan found golf to be his escape from life. After a long hard week, playing golf would clear his mind and help him 137
to re-focus on the week ahead.
to see anything change for the long run.
Awan lives with his grandparents, mom, dad, brother, and his two cousins who came to live with them soon after the death of their parents in an alcohol related accident. Money is always tight. His dad struggles with alcoholism just as his dad had, and has had a rough time holding a steady job. It is very impor tant to his mom that her children eat a healthy diet, but this is not always a possibility. The closest store is the Hubbell Trading Post a little over two miles away. It doesn’t carry many healthy options with the only fruits and vegetables available being the occasional potato or onion. Milk is available maybe 10% of the time, but without electricity at home, it would be hard to keep this fresh anyway. The responsibility of preparing the meal is rotated and everyone eats together. This makes it hard to be picky about what food is eaten. Recently, the chapter house planted a garden through the help and education of Sage Memorial Hospital in Arizona. The entire community is excited to not only have access to fresh food, but to remember their long-standing heritage and how cultivating the land used to be the way of life. Some were told that a mere half hour of gardening can bur n up to 120 calories which might encourage some of the members of the community to become physically active again. Games like Lacrosse and football are still played in schools today, but the rest of the community seems to have forgotten how impor tant spor ts used to be. They used to be a way of connecting individuals, communities, and tribes in a fun and energetic way. Because over half of the middle-aged adults in the community are very much overweight, playing spor ts could really help the physical wellness of the entire community. Awan’s mom is overweight and has been experiencing low amounts of energy and motivation, but has not had a chance to get to a doctor in many years. The doctor comes only once, usually at the end of the month when money is scarce and the cost to drive 90 miles into Gallup is not feasible. Awan wants her to get tested for diabetes because he learned in school that 40% of people over 45 years and older on the Navajo Nation suffer from this disease, most without knowing it. If only the doctor were closer.
WHAT IF we created a par tnership with the local hospitals to cure the root of the problem, not the symptoms? What if Education was in the form of a traveling vehicle? (TRAV-ICATE) – education through transpor tation)
Awan sees the golf course up ahead and quickens his stride. As he steps up to tee off on the first hole, his thoughts clear and he leaves his worries behind, remembering that he has the power to change. And once again he feels empowered just as he had on his first day of golf camp so many years ago. The traditional diet of the Navajo Nation was once cultivated on local ground where corn, beans, squash, vegetables, berries and other healthy foods were grown. Today, the primary source of food comes from trading posts and convenient stores. Over 72% of these stores carry less than two varieties of fresh fruits and vegetables and only 13% of trading posts carry low-fat milk. WHAT IF we par tnered with Bashas to bring fresh food to local communities? What if instead of the ice cream truck, it was the fresh food truck? (the tasty SPIN) (the fit mobile) (MOBILE ENERGY) Diabetes is highly correlated with poor diet, limited physical exercise, and the lack of ser vices in remote areas on the reser vation. More than 40% of Navajo adults over age 45 are diabetic, and, even worse, 1/3 of this group is unaware of their diabetic condition. Without the proper education and access to a healthier diet, we can’t expect 138
The Navajo Nation considers alcohol abuse to be the most serious problem now facing the Navajo people. Alcohol related deaths are currently more than seven times the rate in the US and 770% more likely among natives than the general public. Even role models such as PGA golfer Notah Begay and world renowned football player Jim Thorpe allowed alcohol to taint their record. WHAT IF we could change the way people felt on the inside? Spor ts used to be highly adictive to the natives, what if spor ts became the new alcohol? (SPORTS ADDICTION) Spor t was always a vital par t of life within the Navajo Nation, but over time, physical activity, in general, has been declining and the reasons for this seem clear. First, a poor diet is aiding in the 53% of the adult population who is currently overweight/obese. Energy is low without energy supply from healthy foods and therefore motivation to exercise suffers. To make matters worse, even when the desire is there, the closest gym may be over an hour away. With limited transpor tation and income, it is easy to cross exercise off the list. WHAT IF we brought exercise to the Navajo people? What if this exercise was disguised in the for m of effor tless activities (EFFORT-LESS EXERCISE) such as gardening, mar tial ar ts, or yoga? What if there was an incentive for becoming active such as a free healthy meal afterwards? The Navajo nation has 119 chapters and only 9 of those chapters have wellness centers within them. WHAT IF every chapter house housed a wellness center? What if every chapter house housed a garden that grew healthy traditional food for the members of the local community. What if par t of that garden was mobile and members of the community could take par t of the garden home with them? What if this mobile garden was also a for m of transpor tation? (SPROUTING WHEELS) WHAT IF we use existing infrastructure to provide rental equipment such as bicycles, books, games, etc…
http://community.enavajo.org/chapters.do http://www.nativeamericanfitnesscouncil.com/about_press_idea.html http://the8colorsoffitness.com http://www.discover navajo.com/cdec/html http://tde.sagepub.com/cgi/reprint/26/1/113 http://apha.confex.com/apha/136am/webprogram/paper172279.html http://www.navajo.org http://www.navajodot.org http://www.navajobusiness.com http://www.navajonationcouncil.org http://www3.interscience.wiley.com
http://www.historytogo.utah.gov/people http://www.cdc.gov http://rrh.deakin.edu.au http://www.stanford.edu/class/e297c/Aboriginals%20in%20Pro%20Spor ts.doc http://www.tribalconnections.org/health_news/secondary_features/ GeorgeFactSheet.pdf http://www.jimthorpe.org http://www.usatoday.com/spor ts/2007 http://www.indycar.com
Post saving us another $20.00. We would be saving $65.00 a month that is over a 10% increase in our monthly income. Equally as impor tant we would be spending our money on the reser vation not taking it outside to New Mexico, Arizona, Utah or Colorado.
ECONOMICS
WHAT IF new business generated their own power i.e. wind or solar energy. “What if ” new businesses were located close to chapter houses and tapped into their power/water source. This could create a micro economy.
DRIVING THE DOLLARS OFF THE RESERVATION… Mary turns to her husband David and two kids to remind them this Saturday is “shopping day”. “Shopping day” is significant in the lives of the Juan Family because they depend on it for their livelihood. The Juan Family lives in an extremely rural landscape. There is not much around other than the well and the Chapter House which is located 25 miles down a dir t road. Imagine having to travel 25 miles to get your water because you have no plumbing, no sink, no toilet, nor tap. Imagine again, having to travel over 80 miles to get to a store that has a larger food selection than a convenient store. “Shopping day” is the last Saturday of every month. It is the time when the Juan Family gets into their truck and drives the 2.5 hours to Far mington, NM in order to arrive at the closest retail center. It is in these shopping centers that the Juan Family can get their everyday needs such as clothing, food, and cleaning supplies. Mary and David understand exactly how much rice will get them through the month, how much chicken, how many apples and so on. They understand that fresh food only last so long and therefore needs to be dried and canned. The Juan Family lives under the pover ty line and has a fixed income of $608.00 a month. They rely heavily on public assistance. They rely on this assistance because the Juan Family practices a traditional Navajo life-style of living off the land. They do not generate income by how we (white culture) measure it. They work for themselves to live every day without generating an income. The Juan Family has to be very careful with their money. They have to budget every last dime and there is usually just enough to get by. It is the eve before “Shopping day” and Mary is discussing with David the details of their last shopping experience and comparing the cost advantage to having a retail center much closer in Chile. If you do the math we live about 160 miles round trip of Far mington. We own a 1995 Ford truck, which has a fuel economy of 20 miles per gallon. It costs us $64.00 round trip. Let’s say we spend $200.00 on food and $50.00 on cleaning products for four people leaving us with a balance of $264.00. Remember how hungry we were after a long day of shopping. We had to stop at Applebee’s for dinner that added another $40.00 to the total expense, leaving us with $246.00 for the rest of the month. If only the Navajo Government could figure out a way to bring more business into the reser vation. Let me tell you how much we would save if a large retailer such as Target opened in Chinle. If Target was located in Chile we would drive less than 60 miles round trip. That means we would save roughly $45.00. We would also eat at a local restaurant the Trading
“The Navajo Nation is challenged daily by the tasks associated with attracting businesses to an environment that has little or no infrastructure. On a regular basis, several businesses explore the possibility of locating to the Navajo Nation before realizing the obstacles of inadequately paved roads and the lack of electricity, water, and telecommunication ser vices, not to mention limited police and fire protection.” (www.navajonationcouncil.org/NNprofile.htm)
“In 1997, fifty-six percent of Navajo people lived below the pover ty level and the per capita income was repor ted to be $5,599. Twenty-four percent of personal income made on the Navajo Nation is spent on the reser vation leaving vast potential for onreser vation economic development.” (http://www.navajobusiness.com/fastFacts/ index.htm) WHAT IF businesses changed their structure from a centralized plan to a decentralized plan attempting to reach out to more rural areas. “The BIA (Business of Indian Affairs) business site leasing process has been seen as the most for midable barrier to Navajo economic development.” (www.azcentral.com/ arizonarepublic/news/ar ticles/2008/11/17/20081117navajocasino) WHAT IF business lease process was streamlined by removing the BIA from the approval process and reducing approval times from 3 to 5 years down to 3 to 6 months. WHAT IF this transfer of control created a tighter link between decisionmaking and its consequences. WHAT IF a tighter control created a stronger incentive to make appropriate development decisions because they are more directly impacted by the costs and the benefits. “By far the largest barrier to attracting significant outside investment is unwillingness to waive the Sovereign Immunity and insistence on the exclusive use of Tribal cour ts. How do you expect the world to do business with you if you enter into a contractual arrangement and I say “I can sue you if you breach our contract; however, you cannot sue me if I breach”.” (http://www.navajobusiness.com/fastFacts/index.htm) WHAT IF the Tribal Gover nment agreed to waive Sovereign Immunity to all businesses conducting business on the Navajo Nation and allow binding arbitration. The tribe could select one arbitrator, the outside investor selects one arbitrator and the third arbitrator is selected by agreement between the first two arbitrators. Arbitrators are trained, experienced and relatively unbiased in the subject matter. 139
www.azcentral.com/arizonarepublic/news/ar ticles/2008/11/17/20081117navajocas ino www.dinecollege.edu/institutes/Gover nmentRefor mDraft.pdf www.indiancountrytoday.com www.navajo.org www.navajoadvantage.com www.navajobusiness.com www.navajonationcouncil.org http://wiki.colby.edu/display/es298b/Black+Mesa+Peabody+Coal+Debate
OCCUPATIONAL
GETTING OFF THE CAREER PATH Nascha, a Navajo father living in Chinle, Arizona, worries about putting healthy food on the table for his stay-at-home wife, their four year-old daughter, Lulu, and both of his parents who live with the young family in their tiny ear th built home. The family receives $605 per month in par t from federal assistance, combined with his wages earned at the Coca Cola Bottling Plant where he works 40 hours a week. Nascha wants to provide his daughter with a healthy childhood so that she can grow up and finish high school, unlike her parents. Without a strong education and proper training, she would not be able to pursue a job in the growing health care industry where a $535 million operating budget in 2003 d nearly four thousand Navajo health professionals across the 5 hospitals, 6 health centers, 15 health stations, and 22 dental clinics distributed throughout the reser vation, including in her hometown of Chinle. The family’s cost of living expenses spread their impoverished income thin. While they do not have mor tgage or utility payments on their small Hogan home, the family travels over two hours to Gallup, New Mexico each month to buy goods that will last them until their next check arrives. To fill up their 1997 GMC Sierra Truck’s tank with 26 gallons, at $3.22 per gallon, would cost them $83.72. With only 15 miles per gallon the round trip would use up 12 gallons of the 26 gallons. WHAT IF there was a greyhound bus ser vice running between larger communities that could transpor t multiple families together the first week of every month for a day to shop in Gallup and gather necessities? Then the community could split the cost of gasoline over many and avoid paying individually simply for transpor tation. The underser ved transpor tation industry only accounts for 6% of the local economy, and yet access is the single largest obstacle isolating the Navajo from the infor mation, medical care, employment oppor tunities, and communication with distant family members they desperately need. The family will spend $200 wor th on food and $50 on personal hygiene for five people with a balance of $271.28. The remaining budget must cover the costs of clothing, dining out in Gallup, and last the rest of the month. Nascha is swimming upstream – he makes less and pays more – just to provide basic human needs to his family. WHAT IF large discount depar tment stores, such as Wal-Mar t, were located in the Navajo Nation? The availability of low-cost goods at accessible travel distances would allow Nascha’s family to save over $50 round-trip on gasoline and provide an alternative local dining out experience at less cost than that available outside the 140
reser vation. RANK RATIONING: A hierarchical distribution of scarce resources. Transfer spending to what you need, not on the process of how to get it. Less on gasoline, more on groceries.
ACCESS
ROAD INFRASTRUCTURE Only 20% of Navajo Nations roads are paved leaving the other 80% in a state of neglect. So why not pave the remaining 80% by creating an infrastructure that connects communities to resources? Currently the Federal Government grants only 1.5 million dollars annually to the Navajo Nation to spend on road improvement. This 1.5 million is then split equally between the three states of Utah, Arizona and New Mexico. This simply is not enough. MODES The car is the leading means of transpor tation averaging 1.9 cars per household. While the car is preferred means of transpor tation many do not have the money or access to fuel to operate the car and as a result the car ser ves no functional purpose. Navajo Transit offers a one way flat rate fare of $1.00 to ride anywhere in there network. Unfor tunately the network doesn’t reach many within the “rural network”. Any prospect for long distance transpor tation/travel forces one to travel off the reser vation to Flagstaff, Far mington or Page to access air travel or Greyhound bus ser vice. EDUCATION: Only 30% of adults have above a ninth grade education. The day of an average school aged child begins at 4:30am and consists of morning chores followed by a one way 90 minute commute along a dusty, pothole filled road. If it has rained in the past 24 hours the prospects of making it to school are slim to none as school buses are unable to traverse the flooded roads. The long bus ride and poor school conditions are contributing factors to the dropout rate of students. FOOD: Over 40% of available food comes from convenience stores resulting in limited access to whole foods, fruits and vegetables fur ther suppor ting the increase of diabetes and obesity and a plethora of other health issues of which no public health program is in place to treat or educate preventative measures. FUNDAMENTAL MACRO ISSUES: • Federal Funding isn’t enough • There is a need for common needs • Little incentive to stay on the reser vation… • Poor conditions • Little oppor tunity • 60% of income is spent off the reser vation • 50% of the Navajo nation population is projected to live off the reser vation in 1012 • So What? We are not fund-raising for improving roads. Pouring money into road improvement is not the answer. We must create an infrastructure for living.
American Public Health Association. Public Health Without Borders 172279 Food Environment on the Nation: Availability of healthy foods by food source. October 29, 2008. <http://apha.confex. com.apha/136am/webprogram/paper172279.html>. Arizona State Legislature: Joint Legislative Study Committee on the Relationship between the State and The Navajo Nation. www.azleg.state.az.us/iminute/senate/0620% 20relationship%20w%20navajo%20nation.doc.htm. June 20, 2002. McCloskey, Joanne and Chee, Melvatha An Ethnographic Study of the Factors Affecting the Nutritional Patterns of Navajo Women and Their Children in the WIC Program. USDA Small Grants Program and American Indian Studies Program at the University of Arizona. June 2006. Navajo Nation IGR committee members decides to revamp policies. www.navajonation council.org. February 2007. Navajo Nation Parks and Recreation Depar tment. April 2005. Navajo Transit System. www.navajotransit.com 2008. Navajo Nation takes position on BIA Road Maintenance Budget Reduction. www.Navajo nationcouncil.org August 13, 2008. Peer Exchanges. Long Range Plans: Experience of Tribal Planners. FHWA/FTA Transpor tation Planning Capacity Building Program. www.planning.dot.Gov/Peer/ Arizona/scottdale.htm. Speaker Morgan, Navajo Transit System sign MOU for purchase of new buses,$1 per day flat rate. www.navjonationcouncil.org. December 26, 2008. S578 Congressional Record – Senate. January 26, 2005. The Navajo Nation. Economic Development. Fast Facts. www.navajobusiness.com/fast Facys/laborForce.htm. 2004. Tracey Re-Elected Vice President of Inter tribal transpor tation association. www. navajon ationcouncil.org December 2005. U.S. Depar tment of Transpor tation Federal Highway Administration: Tribal Transpor tation.
ENVIRONMENTAL
The personal safety on the Navajo Nation is below average. There are 6 fire depar tments within the Navajo Nation. Due to a limited budget, each station has 1-2 paid firefighters and 10-15 volunteer firefighters. Other communities are protected by a community fire depar tment or the Bureau of Indian Affairs. The Navajo Nation Emergency Medical Ser vice has 11 field offices and there are 7 Navajo Nation police districts that ser ve the entire population. Although fire & rescue & EMS ser vices exist, response time is slow due to access. There is also a poor communication system due to a lack of infrastructure that makes it difficult for residents to aler t these ser vices. The police officer/person ratio is 1.9, lower than the U.S. average of 2.5. The majority of the problems with the living conditions on the Navajo Nation revolve around the issue of access and isolation. This is not an easy problem to solve. With such a low population density and the way the houses are scattered across the landscape, this is a hard problem to solve.
ENVIRONMENTAL CONDITIONS On a broad scale, the Navajo Nation resides in a moderate-arid climate zone. However, the Navajo Nation can be fur ther broken down into two specific micro-climates. These are differentiated by elevation as a mountain range runs through the center of the nation. The cooler climate is located in the central and southern por tion of the climate zone at an elevation of approximately 5,000 – 6,000 feet above sea level. This micro-climate receives approximately 12.5 inches of rainfall per year and experiences summers in the low 90s, winters in the low 20s (with a presence of snowfall), and the terrain is populated with pine forests. The warmer climate is at an altitude of approximately 4,000 – 5,000 feet above sea level. This micro-climate receives approximately 7.5 inches of rainfall per year and experiences summers in the high 90s, winters in the mid to high 20s and the terrain is scarcely populated by brush. Pollution levels on the Navajo Nation are high due to abandoned uranium mines and the presence of several coal power plants. The abandoned uranium mines are found across the reser vation and have found to have contaminated several wells and land areas. A study done by the EPA tested 227 land and water sites in the Navajo Nation and found that 68% had some cancer risk and 20% had a higher cancer risk. The air pollution levels are higher than the US average due to the several coal plants located on the edge of the reser vation. Additionally, because many people do not live in close proximity to a trash dump site and do not have the ability to receive trash pick-up ser vices, there are problems with trash dumping throughout the nation. Ahasteen, Larry. Navajo Wind Energy Feasibility Study on the Navajo Nation. 2007 Program Review Meeting. Office of Energy Efficiency and Renewable Energy, Tribal Energy Program, Denver, CO. 6 November 2007. Arizona State Map Collection. 2009. Geology.com. 18 March 2009. <http://geology. com/state-map/arizona.shtml>. Bodaway/Gap Chapter. Navajo Nation Design and Engineering Ser vices. 18 March 2009. <http://bodaway.nndes.org/>. Cameron Chapter. Navajo Nation Design and Engineering Ser vices. 18 March 2009. <http://cameron.nndes.org/>. Chichiltah Chapter House. Navajo Nation Design and Engineering Ser vices. 18 March 2009. <http://chichiltah.nndes.org/>. Cove Chapter. Navajo Nation Design and Engineering Ser vices. 18 March 2009. <http://cove.nndes.org/>. Grand Canyon Association Kolb Studio Exhibition: In the Fifth World: Por trait of the Navajo Nation. 2009. Grand Canyon Association. 18 March 2009. <http://www. grand canyon.org/kolb/itfw_imageonly.asp>. Greasewood Springs Chapter. Navajo Nation Design and Engineering Ser vices. 18 March 2009. <http://lowergreasewood.nndes.org/>. Helms, Kathy. “Liquid of Life: Water Haulers Victims of Water Politics.” Gallup Independent. 20 September 2007. Independent: Web Version. 18 March 2009. <http://www.gallupindependent.com/2007/september/092007kh_lqdoflife.html>. Higgins, Bruce. “Navajo Nation Waits for Water: Building Pipelines in a Remote Area Will be a Massive Under taking.” Associated Construction Publications: Reed Construction 141
Data. 22 December 2008. Reed Business Infor mation. 18 March 2009. <http:// www. acppubs.com/ar ticle/CA6620982.html>. Indian Community Profiles. 2009. Arizona Depar tment of Commerce. 18 March 2009. <http://www.azcommerce.com/SiteSel/ProfilesINDIAN+community+profiles. htm>. June-Frieson, Katy. “Is it a Doc on Water Needs or a Paid-For Lobbying Tool?: Opponents say KMNE Funders Got Friendly Treatment.” Current.org. 24 September 2007. Current Publishing Committee. 18 March 2009. <http://www.current.org/ news/news0717water.shtml>. Kinlichee Chapter. Navajo Nation Design and Engineering Ser vices. 18 March 2009. <http://kinlinchee.nndes.org/>. Kraker, Daniel. “Navajo Hope Stimulus Will Fund Jobs, Infrastructure.” nrp.org. 16 February 2009. National Public Radio. 18 March 2009. <http://www.npr.org/ templates/story/story.php?storyId=100746969&ft=1&f=3>. Map of the Navajo Nation. 25 September 2002. Harrison Lapahie, Jr. 18 March 2009. <http://www.lapahie.com/Navajo_Map_Lg.cfm>. Mariano Lake Chapter. Navajo Nation Design and Engineering Ser vices. 18 March 2009. <http://marianolake.nndes.org/>. McKinnon, Shaun. “Navajo Nation Endures Water Crisis.” The Arizona Republic. 26 August 2007. azcentral.com. 18 March 2009. <http://www.azcentral.com/specials/ special06/ ar ticles/0826water-navajo0826.html>. Nahata Dziil Commission Gover nance. Navajo Nation Design and Engineering Ser vices. 18 March 2009. <http://nahatadziil.nndes.org/>. Navajo Nation. 2003. Four Cor ners SW US. 18 March 2009. <http://fourcor nerstour. com/navajo_nation.htm>. Navajo Nation. John Lowe. 18 March 2009. <http://www.geocities.com/ navajonation1/ NavajoNation.html>. Navajo Nation: Chapters. 2006. Navajo Nation Por tal. 18 March 2009. <http:// community.enavajo.org/chapters.do>. Navajo Nation Division of Public Safety. 2004. DPS Headquar ters. 18 March 2009. <http://navajodps.org/default.asp?DomName=navajodps.org>. Navajo D.O.T. 18 March 2009. Navajo Nation Depar tment of Transpor tation. 18 March 2009. <http://www.navajodot.org/default.asp?CustComKey=282865&CategoryK ey=2 82869&pn=Page&DomName=navajodot.org>. “Navajos Set to Tap Power of the Wind.” National Wind Watch. 28 March 2008. National Wind Watch, Inc. 16 February 2009. <http://www.wind-watch.org/ news/2008/03/ 28/navajos-set-to-tap-power-of-the-wind/>. Pasternak, Judy. “Still No Toxic Cleanup Plan for Navajos.” Los Angeles Times. 7 December 142
2007. Los Angeles Times. 18 March 2009. <http://www.latimes.com/features/ health/ la-na-navajo7dec07,0,5010766.story>. Red Lake Chapter #18. Navajo Nation Design and Engineering Ser vices. 18 March 2009. <http://redlake18.nndes.org/>. Region 9: Superfund. 3 August 2007. U.S. Environmental Protection Agency.18 March 2009. <http://yosemite.epa.gov/R9/SFUND/R9SFDOCW. NSF/92ac13b32851770888 2574260073faee/4114c8585baae97c8825728b007ae50d!OpenDocument>. Rich, Eric. Navajo Nation Surface Water Quality Standards. National Tribal Conference on Environmental Management. 24 June 2008.Solar Electric Light Fund Project: Navajo Nation. 2009. Solar Electric Light Fund. 18 March 2009. <http://www.self.org/ navajo1.shtml>. The Water Haulers. KNME New Mexico PBS. 18 March 2009. < http://www.knme. org/ water/>. Tonalea Chapter. Navajo Nation Design and Engineering Ser vices. 18 March 2009. <http://tonalea.nndes.org/>. Tselani-Cottonwood Chapter. Navajo Nation Design and Engineering Ser vices. 18 March 2009. <http://tselani.nndes.org/>. Tseyatoh Chapter. Navajo Nation Design and Engineering Ser vices. 18 March 2009. http://tsayatoh.nndes.org/>. United States. U.S. Depar tment of Interior. Bureau of Reclamation. Reclamation: Managing Water in the West. Nor ther n Central Arizona Water Supply Study: Repor t of Findings. 2006. 18 March 2009. <http://www.usbr.gov/lc/phoenix/repor ts/ ncawss/ NCAWSSP1NOAPP.pdf>. U.S. Census Bureau. 18 March 2009. <http://www.census.gov/>. Weather.com. 2009. The Weather Channel Interactive, Inc. 18 March 2009. <http:// www. weather.com/>. Wikipedia: The Free Encyclopedia. Wikipedia: The Free Encyclopedia. 18 March 2009. <http://en.wikipedia.org/wiki/Main_Page>.
GEOGRAPHY
Upon the mapping of the 2000 US Census of Navajo Nation it became evident that those of the central chapters are the least educated and poorest of the reser vation. In comparison with the GIS data compiled, it is clear that it is due to a lack of accessibility to transpor t, electrical, and water infrastructure. The lack of infrastructure in these chapters could be a result of its geographical isolationism from mountains to the east and west. The majority of these chapters are just west of the Arizona-New Mexico border and adjacent to the Hopi Nation. The electric map shows a single branch of the network that penetrates the region. Additionally, only one major road passes through the ver tically through the central por tion of the spine. One existing bus route passes through the region. Based upon the data of the census, the chapters of Black Mesa, Tachee, Forest Lake, Hard Rock, Pinon, and Whipporpool seem to be good choices for the location of our Wellness Center. They have lower
populations, but are located along the bus transit route and near other densely populated cores, such as Chinle. Some statistics by chapter (2000 Census): • Lowest Per Capita Income: Forest Lake, Round Rock, Lukachukah, White Rock, and Counselor • Highest Populations: Chinle, Tuba City, Shiprock, Kayenta, St.. Michaels • Percent of individuals below pover ty line: Nazlini, Sheep Springs, White Rock, Forest Lake, Round Rock, Sweetwater • Percent of houses lacking complete plumbing facilities: Copper mine, Coalmine Mesa, Tonalea, Nazlini, Mariano Lake, Pueblo Pintado • Educational attainment-Percent with no education completed: Copper mine, Chilchenbeto, Tachee, Forest Lake, Mexican Water, Sweetwater SUMMARIES OF MAPS: • TOPOGRAPHY-The central spine of Navajo Nation appears landlocked • HOSPITALS-The majority of hospitals of the region are outside of the reser vation. Those within the reser vation are evenly distributed, but spaced far apar t. Some of these include Tuba City Hospital, Sage Memorial Hospital, Chinle Extended Care Center, and Monument Valley Adver tist Hospital. The Nor thwest cor ner extending into the region above Hopi Nation appears to be the most disadvantaged. These people must travel longer distances to healthcare. These chapters include Copper mine, Lechee, Kaibeto, Inscription House, Shonto, and Kayenta. • SCHOOLS-Schools seem to be pretty well dispersed. However, the nor thwest cor ner of NN appears to be lacking. These students must travel long distances to school. Hardest hit by this appears to be Copper mine. • CHURCHES-The majority of churches are to the east of NN. The only church to the west is Black Falls Bible Church. In Central NN there is Black Mountain Mission. These all appear to be Christian churches. • AVERAGE ANNUAL TEMPERATURE-The wester n and nor ther n por tions of NN experiences slightly higher average annual temperatures at 59 degrees Fahrenheit. • PRECIPITATION-NN receives very little rain. The entire region averages 7.5 inches of rain per year. • SOILS-The soils of NN are poor. The predominant soil type is war m arid. The nor thern border has better soil, which is described as moderate humid. • NATIONAL FORESTS-There are several national forests surrounding NN. The only forest area within NN is the Canyon De Chelly in Chinle. • TRANSPORTATION-There are state and US routes passing through Navajo Nation. The only interstate is I-40, which passes through the souther n border. The regions without state and US routes are predominantly the nor thwest cor ner and the central regions. There are NN roads as well, but most are likely poor quality, dir t, and susceptible to poor weather. There are a few surrounding airpor ts. Only one airpor t is in NN and is located in Kayenta. The railways are sparse. The only pass through the southern edge and follow the interstate. There is another railway in the nor thwest corner at Page Muni. The bus routes are also lacking. The radiate outward from the southeast corner of the nation. The wester n por tion of NN is completely without bus access.
• CRIME: Rates by county and specific criminal act • GEOGRAPHY: topography, geology, soil types, lakes, hydrology, location of coal deposits • INFRASTRUCTURE: dams, mines
National Atlas of the United States, 200506, Agriculture Census of the United States 2002: National Atlas of the United States, Reston, VA. http://nationalatlas.gov/ atlasftp.html?openChapters=chpagri#chpagri. U.S. Geological Sur vey, 199912, United States Mor tality Database, 1988-1992: U.S. Geological Sur vey, Reston, VA. National Atlas of the United States, 200506, United States Crimes Database 20012002: National Atlas of the United States, Reston, VA. United States Census Bureau. US Census 2000. Navajo Nation data extracted by Trib Choudhary. The Navajo Nation: Division of Economic Development. USGS - Geographic Names Infor mation System. GNIS Non-populated places. USDA/NRCS - National Car tography & Geospatial Center. Processed Annual Precipitation.
OTHER INFORMATION MAPPED IN GIS INCLUDES: • CLIMATE: solar radiation levels, annual average precipitation, wind • ECONOMICS: Unemployment by county 143