Thesis Research (Draft)

CULTIVATE THROUGH

DESIGN

Project: Arusha Health, Education , and Dormitory CenterLocation: Arusha, Tanzania

Organization: International Medical OutreachResearch completed by: Alison Price

Montana State University, College of Architecture

The intent is to use architecture to cultivate social growth, opportunity, and prosperity. I propose an architectural process that achieves this by involving the community (people and culture) of Arusha in the design process, construction phase, and continually

through the activities and relationships that exist in and around the built structures.

Introduction 3

Seeds of Change 13

Arusha Almanac 19

Site Analysis 23

Field Requirements 28

Design Strategies 49

Conclusion 54

Appendix 57

Works Cited 65

Table of Contents

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CULTIVATION

“To be properly understood, Modernism is not just a matter of cubist spaces but of a whole appreciation of environmental design as a holistic approach to the matter of making spaces for people to live… Modernism, as I defi ne

and practice it, includes and is based on the vital archetypal needs of human beings as individuals as well as social groups” quoted by Peter

Walker and Melanie Simo.

CONTENTS:- Planting the Seed

- Cultivation- Knowing the Grower- Unearthing the Past

- Finding the Right Crops- Between the Rows

- Collaboration

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Planting the Seed:

Architecture has the ability to have a signifi cant social and economical impact. This impact can positively aff ect its occupants, community, and region if applied diligently. Architecture has the capacity to create not only physical structures but can also become the structure and foundation needed for social growth and sustainability. The concept of sustainability continues to take a more focused and refi ned shape. Outside of the typical implications such as material choices and daylighting, the application of sustainability goes considerably further. What is sustainability? Sustainable architecture includes ideas of fl exibility, location, permanence, identity, progression, adaptability, etc. It concentrates on the people that inhabit the space and its exterior and interior environment. This interaction between the users and building can be a profound relationship resulting in a better environment for the present time and future. Architecture is more than a shelter, it is a motivator. It can be as alive as its inhabitants. As architects and designers, we try to see architecture not as a temporary relief, but an ongoing facilitator; a cultivation of ideas to better its occupants and environment. A building is thought of not only as a container for the program at hand but as an active participant in a process that extends beyond the fi nal construction phase. This process exists socially, culturally, and economically. It is the idea that a building is a working system that understands its occupants and their activities and creates a foundation for their interactions. Similar to this idea English architect and writer, John Turner, writes that architecture is “a subsystem of the large system or systems of which it can been seen as a part. Any subject matter of value must have three elements: people, the things they do, and the relationships between the two. Or, as Geddes expressed it: organism – function – environment (where function is the relationship and the organism and environment are acting on each other)” (Turner 70).

These three entities are what make architecture an active participant, the “environment”. It sets the foundation for unchoreographed interaction while infl uencing such interplay through design. When creating a building, the architect should approach this concept before the fi rst line is drawn. People are the key ingredient to a design that cultivates and nourishes. Who is going to make this building? Who is it for? What activities will be held during the construction process between the people and the building? What activities will occur once the building is completed? If these questions can be addressed up front then the interaction between person and structure will strengthen, resulting in a more active,dynamic, and sustainable environment. As the fi eld of architecture matures, the focus of modernism and sustainability becomes more integral to design and theory. Landscape architect, Peter Walker states that “to be properly understood, Modernism is not just a matter of cubist spaces but of a whole appreciation of environmental design as a holistic approach to the matter of making spaces for people to live… Modernism, as I defi ne and practice it, includes and is based on the vital archetypal needs of human beings as individuals as well as social groups.”

This idea of architecture being based on people and social groups rather than just satisfying only the client is essential to designing sustainably. Modernism is an ethos and not just a style or fancy facade. It can be derived from social ideas, cultural issues, and economical situations. Architecture has the ability to be a platform for diverse ideas that can attempt to better the environment (people and landscape). Understanding architecture and its possible implications has enabled how we see design today. Instead of quick fi xes or iconic skyscrapers, the scale of our designs should be approached from a more intimate and social scale. For example, a project in Afi rca proved that “architecture can be a powerful instrument to aff ect social change. On a small scale, a well-designed school can positively infl uence individual learning and help children to identify themselves as parts of a larger community” (Lepkin, 12). The goal is to use architecture to cultivate through design and process. Cultivation of ideas, cultivation of progress, cultivation of identity, and cultivation of society.

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The intent is to use architecture to cultivate social growth, opportunity, and prosperity. I propose an architectural process that achieves this by involving the community (people and culture) of Arusha in the design process,

construction phase, and continually through the activities and relationships that exist in and around the built structures.

Cultivation:

“cul·ti·vate”

–verb (used with object), -vat·ed, -vat·ing.

1. to prepare and work on (land) in order to raise crops

2. to promote or improve the growth of (a plant, crop, etc.) by labor and attention.

3. to produce by culture

4. to develop or improve by education or training; train; refi ne

5. to promote the growth or development of (an art, science, etc.); foster.

6. to promote or improve the heath by caregiving, healing, and education

Origin of term “cultivate”: established in 1620, from the latin word cultivatus , pp. of cultivare , from L.L. cultivus “tilled.” Figurative sense of “improve by training or education” is from 1680s. (Cultivate | Defi ne Cultivate at Dictionary.com.)

Architecture can create cultivation in various ways. It must be seen as a process that starts before the fi rst shovel digs into the soil creating a strong foundation. Beginning with the understanding of the environment (both culturally and physically) the design fi nds it roots. It is then a continual eff ort that goes well beyond the fi nal construction phase. The most important ingredient to the cultivation of architecture and design is the involvement of people and the activities they perform on the site. Design must lend itself to the users, creating a platform for opportunity and fl exibility while nourishing its occupants. The word “cultivate” can be applied to all aspects of design and function. It exists in the program, the site, and the interaction between people and structure. German philosopher and writer, Martin Heidegger, investigated the idea of cultivation through dwelling (living) fi nding the word “bauen” to be appropriate. Heidegger states that “the old word bauen says that man is insofar as he dwells, this word bauen however also means at the same time to cherish and protect, to preserve and care for, specifi cally to till the soil, to cultivate the vine. Such building only takes care – it tends the growth that ripens into its fruit of its own accord” (Heidegger 101).

Knowing the Grower:

International Medical Outreach (IMO) is an organization that is based out of Austin, Texas. Founded in 1993 the organization has responded to the medical and educational needs of several third world countries. The organization’s mission is to “ deliver food, medicine, clothing and other necessities to individuals, children and families who lack these essentials due to famine, war, poverty, or natural disaster” (http://imoutreach.com). While contributing to countries all over the world, the organization has decided they would like to plant roots in Tanzania, Africa to help educate, prevent, and treat health issues as well as provide a learning center for the community in Arusha. Two plots of land has been designated in Arusha, Tanzania to build an outpatient clinic, children’s dormitory, and an education center. With these structures and their activities on the same site, there is an opportunity to use linkages within the individual programs to cultivate a social idea orchestrated and nourished by the users. The founder and president of IMO, Dr. Todd Price says the most important aspect of the facility is “both treatment and continuing public health teaching (with) exposure to educational materials in a restful environment.” He wants the center to not only address the programmatic needs but to be a place designated for hope and opportunity. The design of it should not be pretentious, but a refl ection of the

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community’s culture and people that it serves. It should be a place where people want to go to and feel good leaving; a positive and active experience.

The objective is not only to design sustainable and effi cient structures, but to promote a social program to the center focusing on the idea of cultivation. Through cultivation, the facilities will have a continual and active part in daily activity on the site. Each program (health, education, and dwelling) are to be positioned on the same plot of plan but as separate and individual structures. The space in between these buildings will be the progressive link that promotes social growth and cultivation. Philosopher and professor, Manuel De Landa, states that “other defenders of this approach argue that without relations of interiority a whole cannot have emergent properties, becoming a mere aggregation of the properties of its components. It may be argued, however, that a whole may be both analysable into separate parts and at the same time have irreducible properties, properties that emerge from the interactions between parts” (De Landa 10). This assemblage is a stronger more sustainable element than the separate functions on their own. Lindsay Prior is a well known sociology professor who has written several articles about the history of functions and activities relating to healthcare design over the centuries. In his research Prior documents that the social aspect of hospital design is essential. He states that “this notion of space as an active ingredient in, rather than just a passive refl ector of, social life is undoubtedly of recent origin” (Prior 88). Space, especially the in between space, is where the social program lives. This active element is key for the Arusha facility.

The organization hopes that with the new facilities, they will be able to reach more community members and to also establish an outreach program benefi tting greater numbers of people. Being able to give them not only immediate relief but the education to sustain the community’s health is the main goal. The center is to be seen as a place of opportunity. Most of the taught tools will be able to be taken home and implemented within the town. Basic health ideas will be taught as well as giving the knowledge of awareness. Building Without Borders is an international network of ecological builders who promote the use of local and aff ordable materials in construction. Much of their work has been applied to third world countries, very similar to Arusha, Tanzania. One of their beliefs coincides with the Arusha project speaking about sustainability for the people who inhabit the buildings they create. They state, “give a woman a fi sh and she will eat for a day. Now, give her a micro-loan and teach her to raise fi sh in an ecologically balanced way (feeding them waste products and selling both fi sh and fi sh fertilizer), and she will adapt and optimize the system through trial and error. All her neighbors will eat well, see her success, and start their own fi sh-farming operations. The whole region will thrive” (Kennedy 87). This is the cultivation aspect of the design. The center is a place for growing in a positive direction. A place where the both mental and physical healing, learning, and growing can help the community as well as the individual.

Unearthing the Past:

Looking at the history of Arusha, agriculture has been a strong force helping the town grow and become independent. Many of Arusha’s population came from Mount Meru and Kenya. Agriculture in those areas is slightly diff erent due to climate, resources, and location. Two writers and historians, Thomas Spear and Derek Nurse, looked specifi cally into how agriculture infl uenced the development of Tanzania. They state that “Meru settlement on the mountain was based on the development of strong localized lineage groups, descended from the fi rst settler, which controlled access to land and water sources, adjudicated disputes, maintained the ritual fertility of the land through appeals to ancestral spirits, and provided centralized political leadership. Arusha social organization developed very diff erently, adapting Maasai age-sets to serve many of the same purposes, and thus were little infl uenced by Meru social, political, or religious institutions” (Spear and Nurse, 487). As time progressed and the techniques of cultivation developed “Arusha thus came to serve as a vital and sustaining link between the plains and the highlands. By remaining within the pastoral cultural nexus while pursuing an uplands agricultural economy, they were able to help ensure the long-term survival of pastoralism on the plains, while at the same time, strengthen their own agricultural economy on the mountains” (Spear and Nurse, 486).

In Dar el Salaam, a town similar to Arusha, in Tanzania, a study was conducted by Spear and Nurse examining the importance of agriculture to its community today. The research reveals that “household income is diversifi ed and dependent on several income sources. Families participate in multiple activities using diff erent strategies, namely selling their farms as a last resort to get capital to invest in other activities, or using tomatoes from their farm

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for cooking at food vending kiosks and hiring the youth the sell their tomato produce in the market or on the roadside to travellers” (Mushi 139). More so than any other source of income, farming has always been reliable to the community. “Agriculture has tended to become a secondary subsistence activity when other income earning alternatives are in full swing. Yet, agriculture is a fallback activity when other activities are not paying. Such a trend should be viewed positively because it involves higher incomes accruing from the non-farm activities” (Mushi 140).

Looking at the statistics from this case study, it is evident to see how useful it could be for all of the individuals at the center to benefi t from learning about their agriculture and its signifi cance. By implementing a learning garden at the center the concept of cultivation can be explored. Teaching both visitors, patients, and the children in the dormitories simple techniques of harvesting, planting, and caring for their local produce can give them food for themselves and family or give them a product to sell for money. When farmers in the area would sell their tomatoes and other fruits to the market, they would sell for half of the selling price, losing fi fty percent of the possible profi ts. With just the children from the orphanage selling their vegetables to the visitors, they could sell their product for less than market price and use the money to purchase books, supplies, or even more farming tools. When the children graduate from the orphanage, the skills they learned can be easily transferable to their adulthood. “Promotion of a local resource-conserving and environmentally compatible development in the delineated functional region. A sustainable future of such a region, can only be achieved in the long-term search and coordination process, whereby social demands of land use are reconciled with the natural fundamentals of life” (Mushi 144).

Finding the Right Crops:

Introduction:

International Medical Outreach has explicitly stated that they want three separate buildings on a singular site. Each of these structures and their programs respond to a specifi c need in the community. In Arusha, health and education are lacking, especially when compared to other countries. Infant death rates are extremely high, HIV/AIDS kills thousands each year, and illiteracy aff ects more than half of the population. In hopes to alleviate these cultural issues, IMO wants an education center, outpatient clinic, and dormitory for orphans. When examining the three functions on the site they can be seen as linkages. De Landa states“unlike wholes in which parts are linked by relations of interiority (that is, relations which constitute the very identity of the parts) assemblages are made up of parts which are self-subsistent and articulated by relations of exteriority, so that a part may be detached and made a component of another assemblage” (De Landa 18). These buildings will be treated as center of cultivation specifi c to their function (education, health, and dwelling) and will be held together by the social and public aspect of the design; the interaction of people.

1. Education:

Responding to the need of education in Arusha, the Education Center will provide several tools to remedy the issue. To cultivate through education the relationship and process of learning and teaching is important. It starts in the classrooms and library and then extends beyond the center and into the community. The Education Center, a separate but corresponding linkage, will house a library, computer room, and a multi-purpose room. The multi-purpose room has the ability to serve as a classroom, conference room, and offi ce. Internet is uncommon for many people in Arusha, so providing this access tool will educate its users tremendously, connecting them to other countries around the world. The vast amount of information delivered through the internet will be endless to the village. In the Education Center, the main goal is to inform people to better care for themselves. This process will not be static, but an evolution of teaching skills. For example, at the Education Center visitors can teach themselves on how to take better care for their family’s health as well as their own through classes taught by volunteers, nurses, and/or doctors. Also, the center can upload previously recorded health classes to computers to be accessed at any time. Other essential videos could include agriculture techniques and methods as well as standard primary school lessons. Another aspect of learning is implemented during the construction phase. By hiring locals to help build the facilities, they will be learning new construction skills implemented for this Arusha Education, Health, and Dormitory Center.

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2. Health:

Cultivation through medicine and health is directly linked to the process of treating and healing. The Health Center’s main objective is to provide prevention, diagnostics, and remedies to the village. Although the clinic does not house patients overnight, its daily implications are profound. The idea of a sick or injured individual coming to this designated place of hope is inspiring. The design of the clinic should refl ect its intentions, to heal and nurture. The programmatic requirements are very common for outpatient clinics in the region. Such needs include a pharmacy, examination rooms, medical ward, lobby, etc. The concept of health goes beyond just medicine, it is both physical and mental. When patients come to the facility they should feel, through architectural design, a clean healthy environment. It serves mentally as a beacon of hope and betterment and the architecture will refl ect that.

3. Dwelling:

Cultivation through dwelling is focused around “living”. Having the opportunity to have children potentially spending their entire childhood in the center can be a profound design opportunity. Heidegger believes that the act of dwelling/living can be defi ned into three simple descriptions:

”1) Building is really dwelling.

2) Dwelling is the manner in which mortals are on the earth.

3) Building as dwelling unfolds into the building that cultivates growing things and the building that erects buildings” (Heidegger 102).

The dormitories are considered to be more than a house, but a home for these children. It should be designed to be safe and secure, yet open to activity and interaction. This home, dwelling, needs to provide all the care and needs that a typical home would provide. If designed properly, it could even be more given the education and health accessibility on site. Designing four dormitory bedrooms for ages ranging from newborns to young adults can be very diffi cult. Diff erences in scale, protection, and amenities varies in each age group. Public, shared space will be the key ingredient that ties these diverse elements together. A playroom and ample outdoor space will serve the social aspect.

4. Social:

The Education, Health, and Dormitory Center combined have an innate ability to bring people together. To further this collaboration, the center will provide areas designated for social activities and opportunities. The physical space in between the three buildings is integral to the communal success of the project. Creating an atmosphere of caring,

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teaching, learning, and growing is essential. By utilizing the outdoor space, the programs can begin to infl uence one another. Most architecture is considered to be just the building or series of buildings. But to make architecture work better for the people that utilize it, the design must strongly focus on the social aspects of the public spaces. Generally, people feel more comfortable in public arenas rather in hallways or small study rooms. By designating both scripted and unscripted public space, Arusha’s community will be able to take ownership and pride in this open area. Letting the community to be actively involved, the in between space will have a multivariate element to them, allowing for various activities to take place in the same area. For instance, a stage that can be viewed from inside the dormitory could extend outside, allowing for larger performances or story-telling for the community. Or the landscape itself can provide a playground for the children on one side and a learning garden on the other side, allowing the two to interweave. The products from the food garden could then be sold at a small market on the weekends, also located on the main deck. On other days of the week, the main deck can as a classroom for the orphans in the dormitory. By inviting the community to use the facilities, these structures can host opportunity and communal growth. A group of people is always stronger than an individual. So to give the visitors an opportunity to assemble will strengthen the town of Arusha. For them to connect and learn about health, education, and agriculture, the possibilities are endless.

Between the Rows:

“As architects, we can be responsible for imagining counter-spatial procedures, political, and economic structures that can produce new modes of sociability and public culture” Teddy Cruz.

The cultivator of this project is the “in between space”, the public capacity. When examining projects that serve a commu-nity or large group, the essential element is the social arena. Whether it is a lounge, foyer, cafe, plaza, courtyard or hallway, these spaces are where buildings come to life. It takes people, a diverse group of people, to facilitate growth within a building. “Space constitutes as well as represents social and cultural existence; space enters into the very production and reproduction of human life and any analysis of institutional architecture has to indicate the ways in which this is so” (Prior 90). Focusing on this idea of space, the building’s design should be concentrated on how these public spaces can infl u-ence the program as well as its community. Tieing into the culture will help nourish and connect the design process with the community.

To step away from programmatic issues, there are a few questions that need to be addressed. These questions need to be analyzed both separately and as one. How they interact and overlap is important to fi nding linkages, making the center a true place of continual growth. The questions are as follows:

1. How will the Education Center cultivate learning?

2. How will the Health Center cultivate healing?

3. How will the Dormitory cultivate dwelling?

4. How does architect help these entities cultivate?

1. How will the Education Center cultivate learning?

Within the Education Center, books and computers alone help the community with academic needs. But this idea of cultivation needs to be explored. Learning is the key to education. To conduct learning you must have teachers and pupils. Giving them a place conducive to this kind of environment will help productivity level in the center. Having fl exible spaces, indoors and outdoors, can help the variability for teaching. California architecture consulting fi rm, Heschong Mahone Group, did a study on natural lighting and the benefi ts it has on learning. It was proven that students with natural light in their classrooms test over twenty percent better than students who have only artifi cial lighting. In response to this study the Education Center will integrate natural lighting and views to the outdoors. In the survey included in the Appendix of this document, it states that one of the greatest attributes that Arusha has its is “raw beauty.” Nature is a very important aspect to the culture of Arusha. Taking this element and overlapping it with education, the center can install an outdoor classroom for various types of classes. Having a solid fl oor outdoors can provide stability for arranging chairs but

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also can serve as an outdoor stage for performances and other cultural activities. By using an outdoor space, the about of surface area is greater allowing for a larger group of community members to be included. This idea of duality is important to architectural design. For example, inside a wall will serve as a structure that holds racks of shelves for books. On the exterior, the wall can have a blackboard, giving the outdoor classroom as much opportunity as the indoor classrooms. Teaching and learning are ongoing processes and never static. Both children and adults have the chance to educate themselves alone and with others. But the education does not need to be contained in the Education Center or outdoor garden. It will begin day one, when the fi rst soil is lifted from the ground to begin the construction of the facility. Locals will be hired to help with the physical building of the center. With knowledgeable people on site, the people can learn the trade of a craftsmen and implement in their future. These educational opportunities will then extend out into the community, helping to change the education statistics in a positive way.

2. How will the Health Center cultivate healing?

For this structure, it’ll be as much about the materials as it will be about the actual structure itself. Materiality will be clean creating a sanitary environment. The focus of the Health Center cultivates through the process of healing. An open aired system as well as views outdoors will mentally let the patients feel comfortable in a conducive environment for healing. Materiality will be clean. For example, a thatch roof would not be acceptable for this center. Bugs and other bacteria can make home to a thatch roof and could fall down into the examination rooms. Successful options would be a corrugated metal roof or a living roof with a layer of metal underneath. The lobby of this structure will be the core of the center. Having enough room for children to play on the fl oor with other children will start the social process. With simple seating strategies, small conversations can begin amongst patients and their families. Here is where the healing begins. Not only sharing what remedies they fi nd eff ective, the act of conversing is healing. A small community exists in the lobby. It is a support for one another as well as a place of pause. IMO would also like to attach an outreach program to the facility. This way doctors and nurses will be able to make house visits, allowing for more patients to be reached and does not discriminate amongst those who cannot physically travel to the clinic.

3. How will the Dormitory cultivate dwelling?

Dwelling is living. The cultivation of dwelling stems from the household and extends out into the community. “When we speak of dwelling we usually think of an activity that man performs alongside many other activities. We work here and dwell there. We do not merely dwell – that would be virtual inactivity” (Heidegger 100). Dwelling is a verb and should be designed in that manner. Activity will be the essential element to the design. Creating spaces for the children to interact in will help tie the diff erences in age and situation. Also thoughts of how the activity can interweave the children inside the facility and in the neighborhood will be important. The Hananel House will consist of four dormitory bedrooms with six children in each room, having a capacity for 24 children. Ranging from newborns to eighteen years old, opportunities of scaled design will be explored. For instance, in the kitchen countertops can accommodate smaller children as well as full grown adults. This gives the children the chance to learn domestic skills that they would have been taught by their mother’s in a traditional home and will benefi t their future.

4. How does architect help these entities cultivate?

The site that these structures reside on will be able to help delineate where the social programs land. Relationships between these buildings as well as within its surroundings (whether it is in a neighborhood or in a rural area) will infl uence the design. “Quantitative methods cannot describe the relationships between things, people and nature – which is just where experience and human values lie. They may be essential for determining resource allocation, and as aids in identifying complex systems and their components, but quantitative methods can only indicate, not measure, non-quantifi able components – the human realities of housing” (Turner 66). Thoughts of fl exibility and future expansion should be considered strongly. As designers, we should not see buildings only as isolated objects but as facilitators of growth. For example, rain water collection for food gardens that help feed and sustain the orphanage. Walls are three-dimensional and can have a polyvalent capacity. The term “polyvalent” generally refers to chemistry and bacteria, but in this case is speaks to the architectural design. By defi nition is means to have more than one valent (reaction, ability, etc). Finding the opportunity to explore these elements through architect will help benefi t the overall design. For example, the roof not only acts as protection from weather, but can also collect water for the garden. Wall can do more than hold the roof and position blackboards, they could also be living systems. This would help the garden grow vertically while introducing to its visitors the versatility that a plant has.

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The Arusha Health, Education, and Dormitory Center needs to be approached as an ongoing process. “Things which, as locations, allow a site we now in anticipation call buildings. They are also called because they are made by a process of building construction. Of what sort this making – building – must be, however, we fi nd out only after we have fi rst given thought to the nature of those things which of themselves require building as the process by which they are made. These things are locations that allow a site for the fourfold, a site that in each case provides space” (Heidegger 105). It begins with the research and design portion of the project but continues to daily life in the future for its users. The intention is to design a building that is a cultivating system that will continue to work and grow after that building is complete. Interactions between the three programs will contribute to this process. But the design for it must be eff ective. The goal is not to create a utopia for the community of Arusha, but to design a stepping stone. Architecture will be an active participant in the growth of its users and can serve as the social, economical, and cultural structure. The events and activities on the site will give the center the kinetic energy that it needs. It will be designed specifi cally to accommodate this while also having fl exibility to adapt to any future opportunities. It is the “in between space” that is the foundation for cultivation. The Center depends on the interactions of people and can be designed architecturally to infl uence them. It is intended to maximize opportunity and contribute to the community.

The people of Arusha are quite proud of their African culture. The culture can be seen in many diff erent ways from language to colors on their clothes. Plants and vegetation are also a signifi cant aspect to their culture. One approach to cultivating a social and cultural existence is to implement a fl ower and vegetable garden for the center. Taking advantage of the climate and environment in Arusha, the garden will serve as the facilitator between the three programs on site. Using agriculture as the anchor not only ties the people together, but also identifi es them on larger scale. The garden can be seen as a refl ection of how their people got to Arusha and how they were able to sustain on the mountain’s slopes and how they continue to develop.

“Space does not exist as either a pre-given artifact, nor as an afterthought and refl ection of human deliberations but is integral to, and create in the maelstrom of social action. Space and society are not, therefore, two separate realms of reality but are intertwined in a single order of existence” (Prior 93). It is important to study the three components (medical, educational, and dwelling) and evaluate how they can nurture each other. Moments of cross-interaction will be a key indicator of growth for the center. For example, the children from the orphanage can be taught how to take care of the garden. This not only gives them something to ‘own’ but provides them with an acceptable skill for making money in the region.

When patients and their guests are waiting in the Center, they can refl ect in the garden, eat from the garden, or learn in the garden. The interactions between the three programs will help build the framework for social interconnection. Having the benefi t of letting the three programs reside on the same site, the buildings will inherently be seen as a “whole”. Their commonalities will be expressed in the physical space between the structures as well as through social implications.

“Building in the sense of the farmer’s cultivation of growing things, and of erecting edifi ces and works and the production of tools, is already a consequence of the nature of dwelling, but it is not its ground, let alone its grounding. This grounding must take place in a diff erent building” (Heidegger 112).

Typical Focus: Buildings (interior) Arusha Center’s Foc us: The In-Between (social)

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Collaboration:

All successful projects consider the people who are involved. In this case, the relationship between International Medical Outreach, the town of Arusha, and Montana State University will result in the fi nal outcome: the Education, Health, and Dormitory Center for Arusha. The diagram below illustrates the diverse groups of people involved to make this project a success.

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SEEDS OF CHANGE

“Assets, in this particular context, are defi ned not only as natural (i.e. land, water, resources, fl ora, and fauna) but also social (i.e. community, family,

social networks), physical (i.e. roads, health facilities, schools), human (i.e. education, labor, health), economic (i.e. income, jobs, markets) and political

(i.e. participation, empowerment). In view of that, sustainable livelihoods refer to the capability of people to make a living and improve their quality

of life without jeopardizing the options of both now and in the future” (Mushi 129)

CONTENTS:- Meti-Handmade School

- Primary School- Ipuli Rural Center of Excellence

- Arusha Concept Plans- Daycare Centre I

(Case Studies)

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SEED

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ECase Study #1:

Meti-Handmade School, Rudrapur, Bangladesh 2004-06, Anna Heringer

For a graduate thesis project, Anna Heringer designed a school for the small town of Rudrapur. Heringer’s idea was to “off er the children brighter, better-ventilated spaces and explained the benefi t of earth construction in giving chil-dren a healthier and more pleasant environment for learning” (Lepkin, 23). Having spent much time volunteering in Rudrapur, Heringer decided to help the community by designing a building that could have an impact for both the students at the school as well as the construction workers that learn the techniques proposed. It was noted by the town that the “potential impact that building with earth could have for local workers and the village as a whole, and it eagerly accepted her proposal” (Lepkin, 23).

To delve past simply designing a structure, Heringer’s classmates from Linz, Austria came and helped construct the building alongside many natives of Rudrapur. A few improvisations were made to the cob construction to improve its strength and durability. Heringer introduced an improved foundation method. Using a layer of brick foundation with a layer of plastic over top serves as a moisture barrier between ground and earth walls. The walls were thickened with the implementation of more straw for increased stability. The roof with carefully crafted bamboo structure is extended well over the perimeter of the building to protect the earth walls from the rainy seasons. No heavy machinery was needed for the construction of the project. All elements of building were easily constructed by humans with the help of one water buff alo that helped mix the cob.

Creating a better environment for the children, colors are implemented to lighten the space with curtains and bright ceilings. Playful positioning of windows on the walls is meant to invite people into the space in a curious and light-hearted fashion. In addition to the school future plans include a school garden and teaching spaces for older and adult students. This idea of continuing education is essential to helping the community in Rudrapur. Education is the sustainable components alongside materiality for this project.

Main Concept: Materiality (Cob)

- “clay, earth, sand and straw mixed with water that is shaped by hand or towel in layers and dried- with the hope of creating a new appreciation for this sustainable building material” (Lepkin, 23)

- lower level made from cob, holds up lightweight bamboo structure

- interior walls covered in plaster (aesthetics, lighter)

- caves carved out of cob serve as reading rooms, play tunnels, etc

- upper fl oor open fl oor plan, closed off with wood framing fi lled with bamboo

-“the bamboo off ers protection from the sun while still lending a light and airy feeling to the interiors, as well as off ering views of the village” (Lepkin, 24)

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Case Study #2:

Primary School, Gando, Burkina Faso, 1999-2001, Diebedo Francis Kere

The Primary School is located in one of the poorest countries in the world with more than the majority of it people living well below the poverty line. In the town of Gando, electricity, plumbing, and paved roads are nonexistent. Like Arusha, the town is dependant agriculture for income. More than sixty percent of the adult population is illiterate, making it one of the highest illiteracy rates in the world. Kere, the architect and project facilitator grew up in Gando and decided to improve his community. While studying architecture in Berlin, Kere realized that the way to help his people was through education, the cornerstone for advancement. The design was to easily built with sustainable materials constructed by locals in the area. “Kere introduced a simple machine, powered by nothing but two people, that makes more stable, uniform bricks by forming them in a mold and then pressing them. This, together with a small amount of cement added to the adobe (roughly 6 percent), makes the bricks stronger and more uniform. The result is straighter walls and a stronger surface that better weathers the elements” (Lepkin, 34).

“Not only did he design the school and raise the funds to build it; he also secured government support to train people in building with local materials, and drew on the strong tradition of community solidarity to engage all of the villagers in the construction of this school for their children” (Lepkin, 34). Building construction was all able to be done without the use of machinery. Part of the program relied on the process of teaching people in the community the skill to build so they can implement this to their own lives and careers. “The Gando model stands out as a striking example of how building techniques that are sustainable as well as appropriate to local conditions can produce architecture of far su-perior quality. More importantly, the facilities provide the children of Gando with a place where they can acquire the basic skills that will benefi t both them and their families” (Lepkin, 35).

Main Concept: Materiality (Adobe bricks)

- 3 detached classrooms on one site, placed in a row

- high ceilings to compensate for capacity (50 pupils)

- hinged metal louvers in ceiling bring light and air across rooms

- red, adobe walls

- abundant air circulation is a main component

- corrugated metal roof sits on distinctive girders rather than the walls

- large overhangs to protect from the extremes: heavy rain, intense sun

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ECase Study #3:

Ipuli Rural Center of Excellence, Ipuli, Tanzania, Design Like You Give a Damn

The Rural Center of Excellence, located in Ipuli, Tanzania is home to a Mother-Child Medical center. The design was created by Design Like You Give A Damn through a competition hosted by Architecture for Humanity. The facility’s function is to provide care to local mothers and children in a location six miles from the Ipuli’s main hospital. Taking advantage of the climate of Tanzania, the Center has an open-aired system. By positioning the four individual buildings on each side of the rectangular open space, air passes through the structures with ease. The entire Center is located on a raised platform accessible from all sides. Using several sustainable design techniques such as refl ective roofi ng, active ventilation, solar panels, water collection, and operable louvers, the facility is self-sustaining.

The design accommodates two functions: a maternity ward and a clinic for regular care to the mother-child patients. Also included in the master plan is a dormitory for visiting health care professionals and spaces for public education and interaction. The second element to the Center is the education. “Students will be taught skills that can be applied locally. In the future it is hoped to link students to people and institutes doing similar projects and thus open the door for future learning and job opportunities.” (CITE THIS!!!) The classrooms open to the public platform, allowing it to be an outdoor classroom as well. The signifi cance of the project is the idea of collaboration and opportunity between the people. Providing education, care, as well as a implementing a social courtyard is essential to create a sense of com-munity and trust in the center.

Main Concept: Sustainability

- glulam wood framing - Hardie-Plank platform (made from recyclable materials)

- metal roofi ng - rain containers

- Densarmar-Plus (drywall typical for humid climates) - Solatube (solar panels)

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Case Study 4:

Arusha, Tanzania, Concept Plans from International Medical Outreach (IMO), 2008

Several conceptual attempts at a combined clinic/dormitory facility were undertaken by associates of International Medical Outreach in various locales around the world. These locales included unspecifi ed sites in Mexico, Honduras, Ukraine, Kenya, and Tanzania. Except for more detailed design of a renovated school in San Pedro Sula, Hondorus, no project processed beyond the conceptual level.

The conceptual plan of the African project includes some of the programmatic data and functional ideas of the Arusha Complex. Dr. Todd Price (founder and president of IMO) and his team helped develop the program, with the result being a two story, 8,000 sf facility comprised of two functional concepts: a dormitory space and clinic, linked by a common waiting lobby. Although the exact site was unknown, natural ventilation and traditional/ simple forms were recognized as important.

This concept and its development process proved valuable in illustrating one way their ideas could become a built form. In its development, Dr. Price’s team was “primed” in having to think terms of spaces, areas and adjacencies (a diffi cult process for the group) and has led to a refi ned program of three independent structures sharing one “campus” location.

Below are two conceptual plans as well as a perspective completed during this design process in 2008.

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ECase Study #5:

Daycare Centre I, Delft, Cape Town, South Africa, 2002, Noero Wolff Architects

Noero Wolff Architects, based out of Cape Town, have been designing in South Africa for several decades. This project entailed two phases of daycare facilities. Located on separate sites, the buildings are distinct and refl ect their immediate surroundings. The design for the Daycare Centre I was derived from physical and cultural context. The objective was to connect the buildings, landscape, and city through careful articulation of architecture. The slope and shape of the roofs mimic the mountains visible from the site. Located in the fl at lands near the sea, the building is colored blue and green to respresent the ground and sea while distinctly contrasting the white abrupt roofs.

Extending further into contextual design, the project is brought together by a communal space. Although the area is owned by the Daycare Centre I, it is able to be used by the local community members creating a rich and diverse environment. The roof overhangs into the communal space as well as over the public sidewalks to provide comfort through shade to the passerby. Each structure on the site has a specifi c language, representative of the culture and program through color variation. A large pier, detailed in all of the colors, acts as the anchor of the facility as well as for the community. Visible from the street, it pulls the public into the space purposely.

In addition to the contextual design, the project is in an area that needs protection, especially for young children. The spatial layout, or set of spaces, of the building mediate between the busy streets to the privacy of the sleeping quarters. Large thick walls are just above the average person’s eye level to create a level of privacy and protection. The more public rooms then greet the street with the private rooms in the deepest layer of the site.

Day-lighting is important to this project but was diffi cult to balance between protection and privacy. Using opportunities such as the where the ceiling and wall met created a unique design implication. Separating just a foot off from the wall, light can travel down into the room. Windows are articulated into the courtyard area, but used metal grids for additional protection.

Main Concept: Context

- connection of building, landscape, and city through colors, angles, and placement

- courtyard usable by children and public

- extends into street, large overhangs for shade (climate)

- privacy walls, layers of spaces

- colors on individual buildings (creates dialogue)

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ARUSHA ALMANAC

“Complex places demand sensitivity to cultural languages and codes, catching the drift of forms of life, sensing the narrative surrounding an

action and realizing that a signifi cant move has happened or is now being called for, knowing what to do and how to go on from here” (Kolb 60).

CONTENTS:- Arusha

- Climate and Geography- Land Features

- Economy- Arusha Health Statistics

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CArusha, Tanzania

Tanzania, located in Eastern Africa is home to 36 million people. Nearly 85% of the population is living in rural areas. The country has one of the highest infant-mortality rates in the world with 109 in 1000 births and life expectancy is roughly 44 years. With most of Tanzania’s population resides in rural areas making the distance to travel to a medical clinic problematic. Many families have to travel 37 miles to their nearest clinic, resulting in many preventable deaths. There is only 1 physician for every 20,511 people in Tanzania. Medical access is essential.

Arusha is the capital city of the Arusha Region. Located on the slopes of Mount Meru, this town is amongst beautiful landscapes as well as national parks. Arusha is Hindi for “rising sun.” According to the 2002 census, Arusha’s population is 1,288,088.

Climate and Geography:

Even though Arusha is located just south of the equator, its temperature is quite moderate due to its elevation (1,400m or 4,600 feet). Situated on the southern slopes of Mount Meru, the temperature ranges between 55 and 86 degree Fahrenheit. Cool dry air is prevalent for much of the year. It has two distinct seasons each year (wet and dry) like much of Eastern Africa. The Indian Ocean is a few hundred miles away, but sends eastern winds to the town of Arusha. It has been said that “within the entire city; if you go north you will be going up hill, and going south is always down hill” (Wikipedia). Average rainfall is 19” with a maximum of 26” during the wet season. Arusha has seven rivers fl owing through the town, most of which come from a protected source, Mount Meru.

*Design Implications: Utilize an open-aired system for structure, taking advantage of the climate’s relatively cool temperature. During the rainy season, water collection can be implemented through corrugated metal roofs then reused during dry seasons.

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Land Features:

1. Arusha National Park

2. Serengeti

3. Ngorongoro Crater

4. Lake Manvara

5. Olduvai Gorge

6. Tarangire National Park

7. Mount Kilimanjaro

8. Mount Meru

Tanzania: Africa

Arusha: Tanzania Arusha: Mount Meru

Town of Arusha

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CEconomy:

Tanzania’s economy is one of the poorest in the world, based on the UN statistics for 2009. Almost 36% of the total population (in excess of 43.7 million) lives below the international poverty line. The majority of Arusha’s population depends on agricultural productivity for economic growth. Both fl owers and vegetables are exported to Europeans countries, as well as coff ee. But like many third world countries, Tanzania has always been resilient and able to make ends meet whether through small manufacturing companies, markets, or through tourism.

Mining: Tanzanite

Factories: brewery, tyre and fi berboard plant, and a large pharmaceuticals maker.

*Design Implications: Use outside space as a fl ower and vegetable garden. Allow it to be used as an “outdoor classroom.” Let this be an opportunity to let the community and children from the orphanage learn tricks of the trade that can benefi t individual career opportunity.

Arusha Health Statistics:

Currently, International Medical Outreach Organization has been working hand-in-hand with Mount Meru Hos-pital. To better understand the typical needs of the medical department for our facility I have listed information (gathered from the hospital’s site) about most common diagnoses. Mount Meru Hospital is completely owned and operated by the government.

TOP 10 OUT-PATIENT DIAGNOSES (<5 years):

1. Malaria 21.4%

2. Minor surgical conditions 14.8%

3. Acute respiratory infections 14.3%

4. Pneumonia 13.9%

5. Non-infectious eye conditions 10.6%

6. Diarrhoeal diseases 6.4%

7. Urinary Tract Infections 6.2%

8. Skin Infections 4.6%

9. Intestinal worms 4.4%

10. Eye Infections 3.4%

MOST COMMON DISEASES (in the region)

Yellow Fever, Typhoid Fever, Malaria, HIV/AIDS and Sexually Transmitted Diseases, Hepatitis A, and Cholera tat

*Design Implications: Currently, IMO has been using a school building to distribute medicine and give general outpatient services to the town of Arusha. The image above is taken from the Arusha school, showing a volun-teer nurse and doctor from IMO distributing medicine relief to the Arusha’s community. Sanitation is a important issue for a medical clinic. Such precautions are needed to help maintain health in the center. For example, a few rooms will be separated from the others to keep tuberculosis patients at distance. Even though they are physical-ly separated from the others, they need to feel part of the center. Perhaps the designated rooms have a specifi c view looking out to the land, connecting them to a greater context. Also, the examination rooms should have a clean feeling to them. Windows, materials, and scale can contribute to the over sense of the rooms, refl ecting its purpose, to heal.

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SITE ANALYSIS

“Projects and programmes should be planned with “full” knowledge of local contexts. Institutions are embedded in history, way of life, and politics are an integral part of the society and history of a village or local community”

(Mushi 128)

CONTENTS:- Site Relationship- Site “A” Analysis- Site “B” Analysis

- Summary

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Site Relationship:

Currently, IMO has two sites within Arusha that they would like to build on. The fi rst site, “Site A”, is located roughly 2 1/2 miles from Arusha’s town center. The second site, “Site B”, is located less than a mile from the town center. Both plots of lands have their benefi ts as well a their problemmatic issues. Location, proximity, context, access, size, and vegetation diff er greatly in each one.

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Site “A” Analysis:

Benefi ts:

- Large plot of land (fl exibility, expan-sion, spatial layout)

- Water existing near site (could be used for vegetation needs)

- Safety (away from town)

- Existing vegetation (banana trees, acacia, etc)

Issues:

- Proximity/ Access (not near most patients)

- Alongside busy highway

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Site “B” Analysis

Benefi ts:

- Accessibility (within walking distance of majority of Arusha’s population)

- Existing vegetation on site (trees)

- Located in dense area

- Strong, distinct vernacular and culture in the area

Issues:

- Safety is comprised due to high traffi c of people

- Small plot of land, less fl exibility and room for expansion

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Summary

When examining each site, several issues will arise. Some of these issues are physical, such as slope, vegetation, access, and orientation. Other issues are more conceptual. The site, like the buildings, must have a level of cultivation in it. This concept transcends into the articulation of the site. An architecture professor at University of Calgary, Marc Boutin, had the opportunity to hear Roger Riewe from Roger Riewe Architects (RRA) speak about the importance of site to his projects. RRA is a fi rm that strongly believes in the cohesiveness of a project. Once the overall concept is determined, the idea must transfer into all areas of the design starting with the site. Boutin critiques RRA’s work by stating, “Here, as in the other examples of postmodern practice, the intentions of the architecture is to construct, in this case, constructing place through the careful defi nition of particular relationships between site and artefact. The central argument in Riewe’s theory of place to space is the provision of not a single and idealized conception of place defi ned by the architect, but of numerous and diff erent potentials of place, defi ned by its occupation and the forces already present in the site” (Boutin). In other words, the site already has an existing function whether it is dictated by vegetation or proximity to town. Understanding this activity and infusing it with the building’s new activities, a somewhat natural and strong force will take place on the site. It is a layered process that must consider the past (current site conditions) with the present (building’s activities) and continually with the future (fl exibility of the space).

These two sites selected by IMO are on opposite sides of the spectrum but will both take on the responsibility of helping the Arusha Health, Education, and Dormitory Center cultivate. Whether it becomes the linkage between urban-rural or becomes a piece of infrastructure in the middle of town, the site will provide more than a place of destination. Ideally it will be an active element within its surrounding context, benefi tting its neighbors as well as the existing landscape. If vegetation exists on site, as much of it will be saved to help respect the exiting terrain. To preserve the existing, the buildings could stand on piers allowing air to pass underneath and let low growing plants continue to fl ourish. Conceptually, the site must be treated as an element of cultivation that positively infl uences and informs the buildings that reside on it.

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This is an image taken in 2008 from Site “A” showing the existing access

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FIELD REQUIREMENTS

“Housing must, therefore, be used as a verb rather than as a noun- as a pro-cess that subsumes products. Real values are those that lie in the relation-ships between the elements of housing action – between the actors, their

activities and their achievements” (Turner 66).

CONTENTS:- Program

- Spatial Analysis: Building A, B, C- Overall Facility Spatial Analysis- Construction/ Material Studies

- Material Examples- Collaboration

- IBC Analysis: Building A, B, C

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Program:

Below is a space chart indicating spaces, unit area, quantity, total area, notes, and circulation needs for each of the three programs. At this moment, the entire project consists of 15,445 gsf.

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*Design Implications: The layout of the clinic and education center should be strategic and effi cient. Finding groups within the program that can utilize the same equipment, space, restrooms, etc. will help consolidate the scale of the building. The space plan will concentrate on the gathering of similar functions. For instance, surgery and emergency care will be located near one another while individual examination rooms will be grouped together.

Daylighting will be essential for the patient rooms as well as the nurses’ stations to promote a sense of health through air fl ow and light. The Children’s Dormitory will be connected by a covered walkway to the medical ward but on oppo-site ends to help with noise reduction and privacy. Between the medical ward and dormitory, a security divider will be installed for safety. The dormitory will have a primary access point with a large lobby to accommodate visitors as well as the children. This will also serve as the connection point for the children to the communal garden outside.

The Education Center needs to accommodate both natural lighting and artifi cial lighting. To buff er the two extremes, the classroom can serve as a divider of the computer lab (artifi cial lighting, able to be closed off ) with the library that will have natural lighting and many views to the garden.

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Spatial Analysis: Building A (Clinic)

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Spatial Analysis: Building B (Hananel House)

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Spatial Analysis: Building C (Education Center)

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Spatial Analysis: Building C (Education Center)



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Spatial Analysis: Overall Center

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Construction/ Material Studies

Introduction:

The material selection and construction process as just as important as the space planning for this project. By wisely considering the best methods for each, the building will have an effi cient structure that can last decades. The idea is for the architecture to continually provide a positive element to its users. It can be as simple as demonstrating to its occupants how the material is used or as complex as creating a climatically responsive structure that can store and release energy at diff erent times to cut down on utility costs. Construction methods and materials for this part of Africa are somewhat varied. It is the intent of this project to utilize the elements that enhance the following:

- Sustainability

- Climatically Responsiveness

- Economically Viability

- Aesthetics/ Contextualism

A short description of each follows. Also included is a listing of possible material choices and a building code analysis of the project.

Sustainability:

Sustainable goals will include the actual materials selection as well as the design itself. Materials will be reviewed as selected but only for its own “screen” merits but also for its inherent “waste” by-product. Ideally, there is no waste on any by-product; all elements should be put to practical use. Certain materials, such as bamboo, could be grown on site in anticipation for future expansion/construction in response to cultivation. Or scraps of wood could be utilized to help with the framework for the garden space.

Climatic Responsiveness:

The design of the site will endeavor to respect the natural ability of the site particulars (vegetation, hydrology, etc.) as well as the climatic reality of the Arusha area (temperature diff erentials, rain water expectations, etc.). For example, by understanding rain statistics, the water could be collected from the roof to be used for landscaping opportunities which would help the fruit and vegetable garden to grow, thus feeding the children.

Economic Viability:

Initial construction costs and long-term maintenance costs (including utility) will be considered as part of the design process. It is not the intent to build the least expensive (fi rst costs) project that requires continual maintenance. Ideally the construction process will add jobs for the local population and as well as encourage the learning of construction skills whose benefi ts will extend beyond the time frame of this particular project. Roof overhangs (sun protection), rain collection, natural ventilation, etc. will be incorporated to keep operating costs minimized. Also, with the programs on site the occupants will have access to education and health needs that will help them cultivate themselves into a more viable candidate for various work opportunities.

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Aesthetics/ Contextualism:

The interior/ exterior aesthetics of the facility should “fi t” with the Arusha context and culture yet off er all users and the Arusha community a sense of identity and pride. One strategy to achieve this “fi t” is to understand the current vernacular. The design should keep true to the area’s integrity regarding material, scale and presence. Each building component (education, dormitory, and clinic) should be somewhat unique in its character, appropriate to its function. However, each must work together as a complete, unifi ed complex. Ideas of scale and proximity will be studied to ensure that the structures respond appropriately to their surroundings.

Summary:

In conclusion, the fi nal construction methods and materials selection will be a by-product of the design phase exercise. Multiple options of proven techniques are available as this time as both the climatic realities of the Arusha area and the initial code analysis are not restrictive. The intent is to consider the concept of “cultivation” with each element and its articulation. If possible, the overall construction and material choices will portray how architecture can cultivate in various ways. Ideally these choices will result in an active system Sustainable materials, climatic responsiveness, economical viability, and aesthetics/contextualism will infl uence cultivation. This concept has been tested by the architecture and civil engineering fi rm RRA (Riegler Riewe Architects) based out of Austria. RRA insists that “the development of the construction details and the selection of materials are the extension of the same design process. Specifi cally, (they) recognize that the exploration into the details must commence during the analysis of the utilization, imbuing the design of the detail with the same conceptual questioning, thereby “…integrating it into the context of the task to be solved” (Boutin). In this case, materials are not simply cladding or a quick cover-up. They must be of the same concept and same system as the rest of the building. It is a cohesive entity that helps create a more solidifi ed project.

Material ExamplesInformation derived from: (Kennedy 175-189)

Foundations:

* Stone foundations: sturdy and eff ective ( although building with stone can be a time-consuming)

* Concrete: easy to learn, but it is susceptible to poor building practices

* Rubble trench: fi lled with large gravel with a drain to a dry well to take away collected water (reduces the amount need for concrete)

* Bamboo posts/ Pier foundation: penetrated into the earth, raising structure up into air, allowing for air to pass underneath

Walls:

* Abode: sun-dried mud bricks, eff ective in dry climate, fl exible in shape

* Cob: moist earth and straw, good for seismic areas, 6-18 inches thick walls, inexpensive, not time effi cient

* Compressed Earth Blocks: like adobe, but less water, more dense and more uniform in shape

* Earth bags: soil-fi lled fabric sacks or tubes (long term durability is unknown)

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* Leichtlehm: (“light-clay”) loose straw, wood chips, or other fi bers coated in clay and pressed into forms, generally used as infi ll between supporting elements (post and beam like cob)

* Rammed Earth: great thermal mass, strength, and comfort. Simple tools to build but need complex form work that could diffi cult to unskilled builders

* Wood: strong in compression and tension, easily worked. Burns easily and less sustainable. Scraps could be reused

* Concrete: well-documented structural characteristics, can be used in hybrid system

Roofs:

* Bamboo: grows quickly, renewable, can be used structurally as well for details

* Thatch: consists of reeds, grasses, or palm fronds, can last 60 years, time consuming, fi re hazard

* Wood: most commonly used in construction, easy to work with, strong in tension

* Living roofs: blend into its environment and provide climatic stabilization, need to be on strong frame (ongoing maintenance, fi re hazard, roof shouldn’t be used for source of drinking water)

* Metal: relatively inexpensive, durable, easy to install, and lightweight (collect water, recyclable, no thermal control)

Insulation:

* Wool: excellent insulation, especially available where sheep are common. Can use wool clothes (recycled) in plastic bags or sacks

* Straw: moderately eff ective roof insulator, mix with clay to reduce fi re hazard

* Cellulose: inexpensive nontoxic recycled product (from old newspapers), blown into walls/roof

Floors:

* Concrete Slab: expensive but durable; can be covered with tiles, has natural thermal mass

* Bricks on Sand: effi cient and easy to repair

* Soil cement: can be made into pavers

* Stone on sand: diffi cult to clean, but durable

* Earth: can be poured or tamped; is beautiful, soft, warm to touch, must be sealed with oil for durability, thermal qualities, can take a long time to dry

* Wood: best for above ground fl oors; potential for rotting if too near ground

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Collaboration:

The material choices and construction methods should coexist together. For example, if the material bamboo is chosen for the Arusha Education, Health, and Dormitory Center it should be explored as an ongoing cycle rather than a one time installment. The diagram below shows how the materiality and construction work together. In this case, it begins with the bamboo being planted as a seed. Then through nourishment and care, it cultivates into a resource accessible for construction. Once the harvesting is completed, the bamboo plant should be replanted for future use.

During the construction phase, many steps should take place. Once taking the harvested bamboo and building with it, it should be seen as a learning process. Examining what works well will help improve construction techniques for future building. This augmented construction process should then be taught to locals, benefi tting not only their jobs but strengthens the actual buildings a well in the community. This will result in a more stable environment for the town of Arusha, but it all begins with the planting of the seed. With nourishment, the materials and construction will cultivate themselves into a working system.

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Building A

Arusha Health Center

Building Code Analysis

I. General Description

A. Project Description -

The project consists of 5,305 gsf, one or two story health care building.

B. Applicable Codes -

2006 International Building Code (IBC)

C. Occupancy Classifi cation -

Occupancy Designation

1. The heath care building is classifi ed as a Group I-2 Sec. 308.3

D. Construction Type Designation

1. Area Calculation per construction type

a. Type II -

A - Allowable are for one-story 11,000 sf/fl oor Table 503

B - Multi-story permitted (X2) 15,000 sf/fl oor Table 503

b. Type V-B -

A - Allowable are for one-story 9,500 sf/fl oor Table 503

2. Construction Type Designation

a. Type II - Construction are those types of construction in which the exterior walls are of noncombustible materials and the interior building elements are of any material permitted by this code. Fire-retardant-treated wood framing comply with Section 2302.2 shall be permitted within exterior wall assemblies of a 2-hour rating or less.

b. Type V - Construction is that type of construction in which the structural elements, exterior walls and interior walls are of any materials permitted by this code.

II. Construction Standards

A. Type II-A - Elements Min. Fire Resistance

Structural Frame 1 hr. Table 601

Exterior Bearing Walls 1 hr.

Interior Bearing Walls 1 hr.

Nonbearing Exterior Walls 0 hr.

Nonbearing Interior Walls 0 hr. Table 602

Floors; Floor-Ceilings 1 hr.

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Roof; Roof - Ceilings 1 hr

B. Type II-B - Elements Min. Fire Resistance







Roof; Roof - Ceilings 0 hr.

C. Type V-B - Elements Min. Fire Resistance







Roof; Roof - Ceilings 0 hr.

FIELD R

EQU

IREM

ENTS

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FIEL

D R

EQU

IREM

ENTS

Building B

Arusha Hananel House




The project consists of 6,900 gsf, one story 24 hour childcare building





1. The dormitory building is classifi ed as a Group I-1 Sec. 308.2



a. Type II-A -

- Multi-story permitted (X2) 15,000 sf/fl oor Table 503 b. Type V-A -

- One story 9,500 sf/fl oor


a. Type II - Construction are those types of construction in which the exterior walls are of noncombustible materials and the interior building elements are of any material permitted by this code. Fire-retardant-treated wood framing comply with Section 2302.2 shall be permitted within exterior wall assemblies of a 2-hour rating or less.

b. Type V - Construction is that type of construction in which the structural elements, exterior walls and interior walls are of any materials permitted by this code.


A. Type II-A - Elements Min. Fire Resistance








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B. Type V-A - Elements Min. Fire Resistance








Roof; Roof - Ceilings 1hr.

FIELD R

EQU

IREM

ENTS

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Building C

Arusha Education Center




The project consists of 3,240 gsf, one story education building.





1. The education building is classifi ed as a Group E Sec. 305.1



a. Type V-B -

- Multi-story permitted (X2) 9,000 sf/fl oor Table 503


A. Type V - Construction is that type of construction in which the structural elements, exterior walls and interior walls are of any materials permitted by this code.


A. Elements Min. Fire Resistance

Structural Frame 0 hr. Table 601 Exterior Bearing Walls 0 hr.






FIEL

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DESIGN STRATEGIES

“It is a redefi nition that shifts an objective, exclusive, and defi ned paradigm, to an open-ended, evocative and inclusive paradigm – the creation of an

architecture of conditioned openness” Boutin.

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DES

IGN

STR

ATE

GIE

SIntroduction:

At this point in the project, research has been conducted on architectural precedents, current Arusha statistics, and possible material/construction ideas for the area. The information gathered has been integrated with the concept of cultivation. In doing so, specifi c design ideas have emerged alongside the programmatic requirements. Exploring opportunities of how the buildings function as assemblages will better inform their design qualities. In other words, defi ning how these elements can work together creating activities will help to create a progressive yet secure platform for the town of Arusha. Each decision will ask the question of how it can “cultivate”. For instance, how will it be built? Who will build it? How will the it connect to other elements? How will it be organized? How do the elements interact with one another? In this series of questions the word “it” refers to architectural elements as well as the whole structures themselves. It is an interior and exterior approach that focuses on the activities that can occur within and/or around them.

To categorize the two major components of cultivation through design they are: building components and spatial manipulation. Each of these areas need to be addressed more in depth during the design phase, but thus far certain ideas have developed. Building components refer to how the individual buildings are constructed. Spatial manipulation refers how the organization of the buildings and how they relate to one another through the space in between them.

One main theme that unifi es both components is the idea of these entities is the idea of a polyvalent element. For instance, a wall has more responsibility than holding up the ceiling. It is a three dimensional object that can enhance spaces on all sides, whether it is holding a chalk board, a vertical garden, or is the background to a cultural performance. This concept of polyvalent elements or multiple-functioned elements will help the architecture cultivate ideas of culture, economy, and education allowing the entire building to be an active component refl ecting the uses and needs of its users.

Building Components:

Each component will be studied in hopes of applying a multivariate element to as many architectural elements as possible. The elements are the foundation/structure, fl oors, walls, and ceiling/roof. Looking at specifi c relationships and design opportunities will push the design to off er more than just structural responsibilities.

For instance, the roof component can have a singular and tradition function: to serve as a layer between the outdoor and indoor environment. For the Arusha Education, Health, and Dormitory Center the roof will be expanded conceptually and physically examining how it can become polyvalent. By allowing for a larger overhang, the roof protects the walls of the facility from rain. Extending it even further away from the walls, the roof creates a designated outdoor space for either circulation or gathering, creating a social arena. The roof itself can always contribute to sustainable eff orts as well. Researching materials showed that using a corrugated roof could collect rain water that would then be reused on the site. To push it even further, the roof could have even more systems integrated. By utilizing a green or living roof, the facility gains thermal mass as well as increasing the accessible square footage. In response to Arusha’s unstable and sometimes unsafe environment, the garden could be located on the roof providing the protection it needs by allowing access through a controlled environment (the interior of the building). Diagrams expressing this idea as well as several others are as follows:

51

DESIG

N STR

ATEG

IESA. Closed GridG B. Bearing Wall SystemG

C. Open Columns D. Long-span Columns

A. Protects Wall B. Protects Wall and Creates Shade C. (A + B) and Creates Covered Outdoor PSace

Diagram One: These diagrams show the three degrees of function that an overhang can have to the facility.

Diagram Two: With placement and organization of the structure it can allow for spaces to be more fl exible and adaptable through spacing and materiality. The last one shows how a blur exists between outside and indoor spaces.

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DES

IGN

STR

ATE

GIE

S

A. Fixed Ceiling B. Adjustable Ceiling

A. Slab on Grade B. Raised Foundation

A. Static Roof

B. Collects Rain Water

C. Green Roof and Deck

Diagram Three: The diagrams below demonstrate the fl exibility that a ceiling can have. By having an adjustable ceiling (operated by louvers) the spaces inside can adapt to specifi c functions over time.

Diagram Four: Placement of the ground fl oor can enhance natural ventilation. By raising the fl oor up (with use of piers) air circulation can fl ow beneath, in, and out of the structure.

Diagram Five: Articulation of the roof plane does not need to be a static element. It can promote several sustainable elements such as rain water collection, green roofs, or an integration of the various systems.

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Spatial Manipulation:

To have three separate buildings located on a singular site, the placement of each structure is integral to the overall design. The buildings have an impact not only on the other buildings, but on the landscape and in between space as well. With strategic spatial orientation, specifi c relationships and dialogues can occur resulting in a more cohesive assemblage (the Arusha Health, Education, and Dormitory Center). Although each building will be articulated to best accommodate its specifi c users and activities, it will also be designed as a part of a whole. De Landa believes that these pieces are linkages that collaborate with one another creating a system. He expresses that an “assemblage theory can provide the framework in which the contributions of these and other authors may be properly located and the connections between them fully elucidated. This is because assemblages, being whole whose properties emerge from the interactions between parts can be used to model any of these intermediate entities” (De Landa, 5). The space between these structures will allow the center to be understood and function as “one”. The activities found in this public “in-between” space include but are not limited to the following:

- Outdoor waiting room

- Playground

- Fruit, vegetable, and fl ower garden

- Outdoor theatre/ stage

- Outdoor classroom(s)

- Story-telling area

- Unscripted and/or “raw” space

To architecturally respond to each of the activities that take place in the public space between the buildings, specifi c design decisions need to be made. Using scale, height, materials, proximity, and hierarchy these spaces can diff erentiate from one another. What is used should be dictated solely by the region and architecture vernacular that comes naturally to Arusha.

Like the building components, these spaces will have a multivariate element to them, allowing for diff erent functions to occur in the same space. The placement of these spaces will rely on the amount of protection and privacy the activities may need. For instance, the food garden should be in a secure location not accessible but directly related to the necessary light sources. Also, places where people congregate should be in more inside spaces and away from any traffi c patterns. With careful placement of the three buildings and how the public space is articulated can also respond to security/privacy issues. Instead of letting the outdoor space be accessible directly from the street, fences or dense vegetation can block pedestrian entry making it only accessible through the buildings (a security check point). A layering of security zones is represented in the diagram below to express this idea.

DESIG

N STR

ATEG

IES

Protection/ Accessibility Layers of Privacy

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CONCLUSION

“We imagine that, to produce, no matter how, or why, or by whom, means ‘civilization,’ whereas on the contrary civilization is concerned with the

interaction between people and their activities in terms of each other and their environment. When these activities result in tangible forms, these are symbols of a civilization only by virtue of the manner in which they came

about, which is refl ected in their form” (Habraken 16).

55

CO

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LUSIO

NCultivate Through Design:

The area of Arusha in Tanzania, Africa is a poverty stricken third-world country that is in desperate need of a source of hope and help. Thanks to IMO, this Health, Education and Dormitory Center will be just that. Through the design and construction of the Center, this project will cultivate healing, learning, dwelling, with an active social element that serves as the glue between the facilities. It has been discussed that architecture can be more than just a shelter it can be an active and adaptive participant. For this project, the intent is to use architecture to cultivate social growth, opportunity, and prosperity. In doing so, the programs themselves are a place of opportunity and betterment due to the services they provide. But the process to achieve this goals of social growth and opportunity start well before the doors open to the public. I propose an architectural process that achieves this by involving the community (people and culture) of Arusha in the design process, construction phase, and continually through the activities and relationships that exist in and around the built structures. It begins by letting the community become involved in the process from the very beginning. By studying Arusha’s culture, environment, and social needs, the design begins to take form. It is my goal to fi nd a construction process that can be implemented and built with the help of locals in the area. Ideally, this construction method will be an improved process that can then be taken back out into the community. This will help cultivate jobs and skills outside of the center and into the streets of Arusha. With the use of sustainable materials, whether it is bamboo or adobe bricks, the aff ordability and easy construction methods can be transferable to several other building types, making it accessible for the entire region.

The programs and their activities described by IMO will help alleviate many of Arusha’s needs. With the research provided in this document, it is evident that education and health are well below average standards. Many Tanzanians lack proper health treatments as well as awareness. The accessibility to medical facilities is also a fatal issue. It was stated that nearly ten percent of deaths that occur each year could have been prevented if a health clinic had be closer. With the Center being in a town of 1,288,088 people and within walking distance of the majority of the population, the Health Center can help bring those preventable casualties down. In addition, IMO will be establishing an Outreach Program that will send the staff to patient’s homes as well as schools and other public buildings. With this specifi c program, many more people will be able to be treated and in the process the awareness of the Center has potential to cultivate and grow.

Much of Africa continues to struggle with the disease of HIV/AIDS. It has been stated that 1.6 million Tanzanians are infected with the disease, resulting in early deaths. Many children lose their parents, siblings, and family members due to this disease and are left alone to fend for themselves. IMO wants to establish a children’s dormitory for HIV/AIDS victims who have either lost parents or are infected themselves. The Dormitory Center accepts newborns up to the age of eighteen years old in the facility. The intent is to create a center for these children to have great resources as well as a safe environment to dwell in. Designing for the vast range of ages will be diffi cult with only four individual dormitories with an occupancy of six in each dorm. But by categorizing the kids into age groups, a proper scale will be set to give the children a place unique to them. Architecturally, the typical service rooms for the dormitory will be designed to have a multivariate aspect as well to include learning. For example, the kitchen will have two counter heights. Children will be encouraged to learn how to prepare food for themselves as well as for their friends. Each room will have a polyvalent function with a layer of education letting the facility function and serve the children more eff ectively.

This layer of education transcends into the Education Center. With the illiteracy level astronomically low in Arusha, more than half of the population unable to read and write. The Education Center will give the tools to the public as well as to the dormitory children to aid the people in their quest for knowledge. The Center encompasses both self-learning as well as group/organized learning. Classrooms will accommodate teaching opportunities for both health (awareness, prevention, and treatment) and primary school levels, taught by doctors, nurses, volunteers, and community members. But the learning process goes well beyond the classrooms. The Arusha Education, Health, and Dormitory Center will implement “outdoor” classrooms as part to the cultivation of learning. Going beyond the standard approach to teaching, this will let the community utilize the outdoor place as a platform for various types of learning such as cultural, agricultural, and social learning. The architecture of this space in between the buildings will be fl exible and adaptable to lend itself to its users.

It is here where the three facilities (or assemblages) will interact with each other. The in between space is the social ingredient to the project. It fuses the three programs and their corresponding people/activities in one area. This area is to be articulated to accommodate as many functions as possible, ranging from children’s performances to growing a food garden to larger social gatherings. For architecture to be an active participant it must adapt and lend itself to

56

its users. Here, the outdoor space will demonstrate the relationship of the buildings, its occupants, and the activities that occur between the two. In other words, Turner wrote “ between the actors, their activities and their achievements” (Turner 66). The environment will be both designated as well as unscripted. Allowing for open space, the community can make the space adapt to their activity. It can be broken into smaller assemblages or read as one cohesive space.

In Arusha, the physical environment is extremely important to their culture. Being located on the slopes of Mount Meru, the area has a powerful relationship to the mountain as well as the forests and streams that run through and around the town. With this outdoor space, a garden will be implemented to represent how the people of Arusha came into existence. Agriculture and land was the most important factor for wealth, power, and political infl uence during the transition to their new settlement, now called Arusha. Paying homage to this signifi cant cultural event, the garden will not only tie back to their history but also provide food to those who cultivate it. Children as well as community members will be able to learn how to care for these victory gardens. This skill can transcend into patients’ homes as well as into the community. In addition to the garden in the central open space, the three facilities will each have private outdoor areas. From inside the structures, many views will be articulated to connect the people visually with their surrounding environment.

The design of the Center will implement several sustainable techniques to strengthen the connection to the natural environment of Arusha. It has been noted in this document that the average temperature is moderate and rainfall is categorized into two seasons: wet and dry. During the wet seasons, rain water will be collected and stored to help nourish the food garden during the dry months. An open-aired system in the facilities will also contribute to sustainable eff orts with natural ventilation as well as raising the structures above ground allowing air to pass underneath and into the interiors of the buildings.

Each design decision will be approached with the idea of applying a polyvalent element. This concept is addressed with both building components as well as spatial manipulation of the buildings. Trying to challenge the typical singular function element will help the architecture cultivate itself into an adaptive and fl exible system. For example, by pushing the limits of a roof system one can cultivate more public space both on top of the structure as well as underneath the overhangs. The overhangs can also provide covered walkways that physically connect the three buildings as well. Outside of interior protection, the roof will contribute to thermal mass with the roof garden on top.

During the design phase, an in-depth study will be taken on picking the more appropriate site with IMO. Each site has both positive and negative characteristics that will help infl uence the fi nal decision. Orientation, accessibility, soil, space, etc will each help the decision be made. The potential sites have been identifi ed by the client. One is more rural, with abundant land, yet remote from the population base. The other, closer to the city center, is land poor and part of an established, though poor, neighborhood. Both will be reviewed early in the design process and one will be selected for further development.

The project’s program consists of three separate building (clinic, dormitory, and education center) linked together by a common courtyard on a common mission. Staff , too, will possibly “fl oat” between the diff erent facilities to minimize operation costs. Construction/ material choices will be based on sustainability, climatic responsiveness, economic viability, and aesthetic/contextualism, with the fi nal design following guidelines set by the 2006 International Building Code. During the research phase, multiple case studies have been explored off ering a diverse amount of ways to solve the architectural solution. A variety of forms, materials, construction technologies, and design philosophies are documented, each off ering possible clues for this project’s design direction. Although each varies in function and “style”, each is similar in its “appropriateness” to the setting and context.

In conclusion, the hope is that the design process itself will expose other questions, thoughts, and deliberations. The program, context, and far-reaching social/community benefi ts provide fertile ground for as yet unknown possibilities. In practical terms, this project has the potential to be a real project off ering real solutions to the health, education, and dwelling needs of the Arusha community. There is also the possibility that this fi rst project can become the catalyst for other similar eff orts in other parts of Africa and other third world countries around the world. The physical/economic/ governmental support for this eff ort is “solid” and it appears the time is at hand. In non-practical terms, the potential of this overall “good” that this project can aff ect in people’s social, emotional, and spiritual growth is immense. As in the planting of a small seed, and through its cultivation and nourishment as it grows, the end result may prove to be more interesting architectural exercise but a real catalyst for positive community change.

CO

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ON

57

APPENDIX

“Housing must, therefore, be used as a verb rather than as a noun- as a pro-cess that subsumes products. Real values are those that lie in the relation-ships between the elements of housing action – between the actors, their

activities and their achievements” (Turner 66).

CONTENTS:- IMO Annual Letter

- Culture Questionnaire- Building Dynamics Questionnaire

- Addition Questions- Summary

58

International Medical Outreach

Annual Letter(* please note: the “Hananel House” is the dormitory aspect of this project, described at the

bottom of the letter)

915 Gessner Road, Suite 620, Houston, Texas 77024 (713) 935-9057, Ext.14 • [email protected]

w w w. i m o u t r e a c h . c o m

December 2010 Since 1993, International Medical Outreach (IMO) has been providing health care for those in need, worldwide. From our inception, programs, however small, focused on meeting the needs of those whom we have had the opportunity to serve. Recently, IMO has experienced explosive growth in response to ongoing healthcare problems around the globe. In the past three years alone, IMO has conducted 64 projects in 21 countries, providing medications and supplies valued at more than 500 million US dollars. During this time period, our deworming projects have treated over 44 million children, with additional untold numbers of patients benefitting from the hundreds of millions of dollars of IMO donated medications. Thousands more have been provided with vaccinations, health maintenance exams, drug rehabilitation, disaster relief, and specialty care for diseases such as HIV/AIDS among others. In 2010, this pattern has continued:

IMO dewormed 17 million children in India, Lebanon, Tanzania, Kenya, Philippines, Guatemala, Egypt, Ecuador, and Nicaragua. IMO’s HIV/AIDS programs continue to provide for orphans, widows, and others in Africa. School Health Maintenance is ongoing in Tanzania and Egypt. Community Health Programs continue in Ukraine and Guatemala. Distribution of Medications and Supplies valued in the millions of dollars have been donated to various hospitals and clinics worldwide. Emergency Disaster Relief was provided to Haitians in the aftermath of the recent disaster that struck in such a devastating manner.

In addition, IMO has also embarked on new projects. Recently we have been granted approval by the government of Tanzania to begin accepting HIV abandoned orphans into our home in Arusha. The orphans we are able to accept pale in comparison to the hundreds who have been treated for drug abuse and/or AIDS, the thousands who have been provided health maintenance, the millions who have been dewormed, and the hundreds of millions of dollars of medications that have been distributed to hospitals and clinics worldwide. Yet how can we forget that in some places there are children who, through no fault of their own, have been left sick and alone with little hope of survival? Our Hananel House will be a place for these: a tower of refuge, a place of healing, a home of nurturing, and an environment where God’s potential will be realized. Thank you for all you have done to make our last few years so successful! With great anticipation we look forward to 2011. Already developments are underway that will allow us to continue and even expand our current programs. IMO will continue to explore new opportunities to serve, just as we have done from the very beginning. Best Regards,

President, IMO

AP

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AP

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Questionnaire:

There are three categories of interest I would like to explore with the aid of this questionnaire. The same questions will be asked to a doctor, nurse, volunteer, and most importantly, locals that have been participating with Feed the Children in Arusha. The goal is to get a better understanding of the dynamics within the building, the culture of the people, and specifi cs of design ideas for the center.

The answers included on this survey were fi lled out by the head of the International Medical Outreach, Dr. Todd Price, MD. He has spent the past decade visiting Tanzania, treating the community for several health needs.

(Price, Todd M. “Questionnaire.” E-mail interview. 12 Dec. 2010.)

Culture:

1. What are some things that defi ne your culture? For example, music, language, agriculture…

- Music, Swahili language, coff ee and banana plantations. Mount Kilamanjaro and Ngaruroro Crater. Serengeti with African wildlife close by

2. What do you think is interesting about the culture?

- Frontier with dangers and raw beauty

3. In your culture is it polite to be straightforward and direct when you talk to someone?

* To whom is it OK and to whom is it not OK?

* Does this diff er in a clinic or education center? If so, how so?

- No. and no diff erent in the clinic setting

4. What do you like about your culture?

- It is African/Tanzanian

5. What don’t you like about your culture?

- Poor access to new ideas and facilities and health care

6. How are your language teachers who are not from your country diff erent from your other teachers?

* How are they the same?

- Better access to technology, unknown

7. If you could change one thing about your culture, what would it be?

- Would not change it except as to have better access to healthcare/education

60

8. What is the best/most important thing your culture has given to the world?

- Tanzanite

9. What is your opinion of health care (medicine, doctors, etc) in your community?

- Poor in all respects

10. What does the word “trust” mean to you?

- Trust is diffi cult in Tanzania because everybody is on the make (graft and corruption very ingrained within all levels of society, even within the churches)

11. What does “privacy” mean to you? Is it the same at your house, at the doctors, at school, etc?

- No one looking, no one asking questions. But there is no privacy in Tanzania

12. Are there activities that people in your family, neighborhood, tribe, or community do together in a social arena?

- All activities are social, very little individuality

Building Dynamics: Outpatient Center

* Lobby

1. What is the most important room in the building?

- The most important area is the lobby, esp the transitional entryway to the clinic rooms.

2. What is the function of the lobby/waiting room?

- To welcome patients/family in a nonthreatening and even relaxing environment with ample evidence of security

3. How many people will, on average, occupy the waiting room (patients and staff )?

- 10 to 15. But there must be two waiting arenas…one for noninfectious, one for infectious (ie TB) because of high incidence of TB (tuberculosis) the lobby should be an outside veranda, with ample expose to ultraviolet rays of the sun (which kills TB), perhaps a semi covered area. Also, a separate gazebo typo area should serve as waiting for the TB patients

4. Is there a focal point in the lobby?

- Nature. The lobby as above should be outside with a semi covered trellis or other covering.

5. How many staff members need to occupy the lobby (storage, desk space, computer requirements, etc)?

- one

* Medical Ward

1. How should the rooms in the medical ward be organized?

- One large open area for us in many ways, separated by dividers/ curtains for use as many exam rooms, or with dividers removed for use as possible recovery of patients from simple surgeries.

2. Should there be a range in the exam room (infant/ child/ adult or severe/ less severe)?

- Triage room (small)

3. Is cross-ventilation sanitary in medical ward?

- Treatment room separate from the large room, one negative pressure room for TB patients

4. How many exam rooms are needed? What size(s)?

-- One large open ward (with option for dividers), treatment room 10 X 20, isolation room negative pressure 10 X 12

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5. Is there a nurses’ station/support area?

- Yes

6. What other rooms are required to support medical ward (janitor, storage, ISO)?

- Storage, lab, pharmacy, offi ce space, break room/kitchen, bathrooms for employees and patients

7. What is the medical equipment needed for each room?

- Medical supply car/cabinet, sink, one per room, gurney, small table/desk

* Dormitory

1. How many bedrooms are needed?

- four

2. How many beds/ bunk beds are in each room?

- six

3. What is the age range for the children who occupy these rooms (should the rooms diff er for each age group)?

62

- Infant to 18 years

4. What is the range of time each child lives in these dorms?

- One to eighteen years

5. Are there other functions that the dormitories need (playground, playroom, library, etc)?

- All of those stated (playroom, library, playground)

6. Should the dormitory be attached to the medical ward?

- No

7. Are there nurses or staff members that operate the dormitory?

- Yes

8. Does this staff need sleeping quarters?

- Yes

9. What are the bathroom requirements for children and staff ?

- Staff Bedroom, separate men (boys), and women (girls), Bars

10. Is there a security requirement for the dorm rooms?

- Yes

11. Kitchen requirements?

- Yes

*Education Center:

1. What is included in the library?

- racks of shelves for books, tables (small study individual and larger for several people, study room(s), computer room

2. How much storage (shelving) is needed for books?

- estimated for 5000 books

3. Are the library and computer room separate rooms?

- yes

4. How many computers are needed?

- ten

5. Is it ideal to have the library well lit and computer room darker?

- yes

6. Can there be an “outside” educational component to the program (garden, community gathering, etc)?

- yes, encouraged

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Additional Questions:

1. What is the most important aspect of the clinic?

- both treatment and continuing public health teaching

2. What is the most important aspect of the education center?

- exposure to educational materials (books/computer) in restful environment)

3. What is the overall goal for the project?

- treatment and education to break the cycle of poverty

4. Can you see the community getting involved in the building/maintaining/ growing of the center?

- yes

5. What kind of architecture is commonly seen in Arusha?

- cinder block construction with plaster/stone veneer

6. What kind of architecture is considered “modern” in Arusha?

- no such thing as modern in Arusha yet newer offi ce buildings with glass veneer

7. What materials are common in the area?

- stone, cinder block, thatch, aluminum, brick

8. Are there common sustainable techniques used in the area? If so, what are they?

- none

9. Would water retaining be a possibility?

- yes

10. Are the staff members (doctors, nurses, maintenance) all year, seasonal, or volunteer based?

- all of the above

11. How will the center be accessed (car, pedestrian, public transportation)?

- pedestrian (access roads are very primitive)

64

AP

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DIX 12. What is the existing vegetation of the site? (*picture above is the access route to Site A)

- banana trees, bamboo, palms, acacia bushes/trees

13. Are there any specifi c design ideas that should be implemented (lighting, proximity, organization, materials, scale, etc)?

- none

14. Is bamboo able to grown and manufactured in Arusha?

- yes

15. Are there Tanzanian Building Codes?

- you would think not looking at the way they do things

16. Is it typical for buildings to be raised above the ground? Why?

- sometimes. Water, bugs, snakes

17. Can you describe the site (views, existing vegetation, slope, neighborhood, context, existing access)?

- access via road (yet one in which we here in USA would call a foot path), on level plain surrounded by banana and acacia. Other site in coff ee plantation

To Summarize:

Both the people who are orchestrating the facilities as well as the occupants, have common goal; to improve current conditions. With health and education being in the weak state that it is now in Arusha, the center will focus on providing a relief program allowing for books, computers, and medicine to be accessible at all times. But the center must not forget its context. Sitting in a rural area, the environment needs to be considered carefully. There were many references to nature and African culture as being a strong link to their identity. The architecture of the center should utilize to the best of its ability a strategy to focus on the vernacular and culture. With positioning of views, garden spaces, and an open aired system the building can physically and visually have a living relationship with the environment. While some children spend their entire childhood at this center, it needs to accommodate all of which they are missing by not having a standard home life. Giving attention to the kitchen, bathroom, library, and playground is just as important as their bedrooms. With a large range in age, an appropriate scale will be studied to accommodate the children and hopefully give them a place to call home, unique to them.

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WORKS CITED

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Works Cited:

2006 International Building Code. [Falls Church, VA]: ICC, 2006. Print.

“Arusha.” Wikipedia, the Free Encyclopedia. Web. 08 Sept. 2010. <http://en.wikipedia.org/wiki/Arusha>.

“Awards 2002-2004: Primary School, Gando, Burkina Faso.” Aga Khan Development Network. Web. 01 Dec. 2010. <http://www.akdn.org/akaa_award9_awards_detail2.asp>

Boutin, Marc. “Insitu: Review.” Home | University of Calgary. Web. 03 Jan. 2011. <http://www.ucalgary.ca/ev/designresearch/publica-tions/insitu/copy/volume1/boutin02/index.html>.

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All Photographs were contributed by Andrew Price, a volunteer who has worked with International Medical Outreach for several years. The photographs were taken in Arusha, Tanzania with IMO in 2009.

Ali Pricea l i s o n . p r i ce @ m s u. m o n t a n a . e d u

School of Architec tureM ontana State Univers i t y

Fal l 2010

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Thesis Research (Draft)