1.1. Lessons from Peru

Welcome to the course disaster recovery and build back better. My name is Ram Sateesh. I am an assistant professor from Department of Architecture and Planning, IIT Roorkee. Today, we are going to take some lessons from a very different geography of the world from the South American side the Peru.

In this introduction, Prof. Ram Sateesh outlines the focus of the lesson, which is to draw insights from Peru regarding disaster recovery and rebuilding practices. The phrase "disaster recovery and build back better" suggests a two-fold approach: not only recovering from a disaster but doing so in a way that improves conditions and resilience for the future.

Think of it like planting a tree after a storm; while you could simply replace the old tree with another, it might be better to plant a stronger tree that will weather future storms better. This lesson emphasizes not just recovery but improvement.

I am going to discuss about information gathered from various resources; one is, the earlier discussed version of build back better by Michael Leone and Theo Schilderman and as well as with Camillo Boano.

Prof. Sateesh mentions that the information discussed will come from various sources, notably the works of Michael Leone, Theo Schilderman, and Camillo Boano. These sources are significant as they provide case studies that illustrate how communities in Peru have adapted to disasters and implemented recovery strategies. By referencing established research, the course aims to ground its findings in reputable studies.

It’s like an architect consulting best practices and previous projects before designing a new building. By learning from what others have done, one can avoid mistakes and create something even better.

They have taken about 6 study areas, which are affected by different earthquakes in different timings and different parts of Peru.

The case studies Prof. Sateesh will analyze encompass six different areas of Peru that have been affected by earthquakes over different periods. This variety allows for a comprehensive understanding of how various regions cope with similar disasters in different contexts.

Imagine studying different schools in a district to understand how they handle emergencies like fires. Each school might have its own way of preparing, which can inform a better, more effective emergency plan for all.

In 1990, in 29th May, Alto Mayo, which is this region we are talking at 6.2 Richter scale and it has killed about 70 people and injured 1600 and almost 6,000 homes either damaged or destroyed.

Focusing on the Alto Mayo region, the details of the earthquake on May 29, 1990, reveal the severe impacts of such natural disasters, including loss of life and extensive property damage. This data sets the stage for understanding the necessity of effective recovery strategies in disaster-prone areas.

Imagine your town suffers a big earthquake, and many homes are destroyed. Just like a community must come together to help those affected, Peru’s responses show how communities can rebuild and improve resilience against future earthquakes.

They want to promote the quincha timber-frame instead to be as a better earthquake-resistant material.

In response to the destruction of the 1990 earthquake, the community decided to abandon traditional building materials in favor of a stronger, flexible construction method known as 'quincha.' This method incorporates wooden frames which can better withstand seismic activity compared to traditional adobe bricks.

Think of how some toys are made from flexible materials that bend instead of breaking. Just like flexible toys can survive rough play, flexible building structures can survive earthquakes, enhancing safety.

They try to construct the public buildings like schools or the community buildings so that people get some awareness of this technology.

By constructing public buildings using new technologies, the project aims not just to provide immediate shelter but also to educate the community about improved building practices. This training is vital for empowering locals to implement the techniques independently in their homes.

When schools teach children about recycling, they are not just teaching an activity; they are educating the entire future generation. This ensures that the practice continues and spreads throughout the community.

By taking the inspiration there are many have been built in that particular province independently by both men and women.

The success of the quincha houses led to increased adoption of this building method within the community. As more people began to construct these homes independently, the practice not only gained popularity but also demonstrated the empowerment of local populations, enabling them to recover and innovate on their own.

Just like a successful recipe shared among friends can lead to everyone making their version at home, the widespread adoption of quincha houses showcases how successful models can inspire entire communities to thrive.

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