orphanage (Adarne, Fe Isabel a.)_thesis Book

A Proposed Orphanage Complex: A Biophilic Approach towards a Social and Conducive Learning Environment

A Thesis Presented to the School of Architecture, Industrial Design & the Built Environment Mapua Institute of Technology

In Partial Fulfillment of the Requirements in Architectural Design 11/ AR200/ AR200S for the Degree of BACHELOR OF SCIENCE IN ARCHITECTURE

by Adarne, Fe Isabel A. 2011170801

Architect Noel E. Nicolas Adviser

September 2015

ABSTRACT There is about forty four percent (44%) of the Filipino children’s population that comprises of poor children. Due to less economic opportunities that lead to family struggles, the children become vulnerable and are prone to danger physically, emotionally, and mentally. Even though these children are being brought to child care facilities, there are architectural problems that can be encountered especially its institutionalized system` that affect the children’s human development. This also affects the social awareness of the public about these facilities and their need of attention. Social welfares have been adapted to providing a simple four walled shelter as they are only seen as temporary facilities. The thesis proposal aims to develop social and conducive learning environment in the orphanage complex through architectural strategies and innovations. These strategies include introducing a productivity center where children can exhibit their works to the public and at the same time, encourage social interaction so that they will be seen as children with potentials and skills. The innovation of Biophilic elements will be introduced in the application of the design as an approach to a productive and healthy environment for the children to grow.

Keywords: Orphanage Biophilic Conducive learning Human development


ADARNE, FE ISABEL A.

ABOUT THE AUTHOR

Fe Isabel A. Adarne is a B.S Architecture student of Mapua Institute of Technology, batch 2011, a former member of the UAPSA-MIT and a former intern of APT Consultancy Services. She aims to become a commercial or public architect because she believes that the principle of community and sharing is an important aspect in improving the well-being of the society.



ACKNOWLEDGMENT

In the fulfillment of this book, I would like to thank first the Lord our God for giving me the strength and guidance in helping me make it all the way through all the hardships and in helping me persevere in whatever outcome may be. I would specially like to thank my family for their continuous support and for keeping me strong throughout this rough journey. A warm gratitude to my advisers for their guidance and supervisions in making my thesis better and for helping us, the students, do good in their thesis. I would like to also like to show my appreciation to my professors in sharing their knowledge that helped me so much in the writing of my thesis. Last but not the least I would like to thank my friends and classmates in helping me make it through all the difficulties and also for understanding during situations when they needed my attention. This book would not have been completed without these important people mention above and so I express my sincere gratitude to them.



TABLE OF CONTENTS Approval Sheet Abstract About the Author Acknowledgement PART 1: THE PROBLEM AND ITS BACKGROUND 1 Chapter I.1 General Overview............................................................................................................. 1 Introduction .................................................................................................................................... 1 Background of the Study ................................................................................................................. 2 Statement of the Problem .............................................................................................................. 2 Project Goals, Objectives and Strategies ........................................................................................ 3 Significance of the Study ................................................................................................................. 3 Scope and Limitation....................................................................................................................... 3 Assumptions .................................................................................................................................... 4 Conceptual Framework ................................................................................................................... 4 Chapter I.2

Review of Related Literature and Studies ................................................................... 6

I.2.1 Related Literature ................................................................................................................... 6 I.2.2 Related Studies/ Projects ........................................................................................................ 8 Chapter I.3

Research Methodology ............................................................................................. 14

I.3.1 Research Design .................................................................................................................... 14 I.3.2 Research Methods ................................................................................................................ 14 I.3.3 Research Instrument ............................................................................................................. 15 I.3.4 Research Locale..................................................................................................................... 15 I.3.5 Population and Sampling ...................................................................................................... 15 I.3.6 Sampling Procedure .............................................................................................................. 15 I.3.7 Statistical Treatment ............................................................................................................. 16 Chapter I.4 Summary of Findings and Analysis ................................................................................. 16 I.4.1 Presentation of Collected Data ............................................................................................. 17 I.4.2 Need Analysis ........................................................................................................................ 24 1.4.3 Qualitative or Quantitative Analysis .................................................................................... 24 Chapter I.5

Conclusions and Recommendations ......................................................................... 25

PART II. RESEARCH FOCUS .................................................................................................................... 25 Chapter II.1

Rationale ................................................................................................................... 25

Chapter II.2

Principles and Relevance to the Project ................................................................... 26 i


Chapter II.3


Application to the Project ......................................................................................... 27

PART III. SITE IDENTIFICATION AND ANALYSIS ..................................................................................... 29 Chapter III.1

Site Selection Process ............................................................................................... 29

III.1.1 Criteria for Site Selection .................................................................................................... 29 III.1.2 Site Option Description ....................................................................................................... 29 III.1.3 Site Selection and Justification ........................................................................................... 30 Chapter III.2

Site Evaluation and Analysis.................................................................................. 31

III.2.1 The Macro Setting ............................................................................................................... 31 III.2.2 The Micro Setting ................................................................................................................ 38 Related Laws and Ordinances ....................................................................................................... 40 Part IV. Architectural Design Translation .............................................................................................. 43 Chapter IV.1

Design Program ..................................................................................................... 43

IV.1.1 Problem Diagnosis .............................................................................................................. 43 IV.1.2 Design Criteria..................................................................................................................... 43 IV.1.5 Space Programming & Space Allocation ............................................................................. 55 IV.1.7 Behavioral Analysis ............................................................................................................. 60 IV.1.7 User Analysis ....................................................................................................................... 60 IV.1.8 Organizational Structure

IV.1.8.1 Functional Zoning ................................................. 62

IV.1.8.2 Programming Matrix/ Diagrams ...................................................................................... 63 Chapter IV.2

Concept Development .......................................................................................... 65

IV.2.1 Architectural Concept ......................................................................................................... 65 IV.2.2 Structural Concept .............................................................................................................. 65 IV.2.3 Utility Concept .................................................................................................................... 65 Chapter IV.3

Synthesis ............................................................................................................... 66

Chapter IV.4 Presentation Drawings ................................................................................................. 67 APPENDICES: ......................................................................................................................................... 78 REFERENCES: ......................................................................................................................................... 84

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PART 1: THE PROBLEM AND ITS BACKGROUND Chapter I.1 General Overview Introduction

As stated by Loukia Agathokleous (2012), an institutional care, such as orphanages, provides vital support for vulnerable children who are in need of care and attention. Architecture plays an important role in the well-being and life of a human by shaping their needed human development especially at an early stage. Children, who are neglected, abused and abandoned, need spaces that can reflect an environment that can trigger their cognitive, social and emotional development. The thesis proposal aims to provide a place that will enhance their needed human development by allowing opportunities for the orphan to engage with the society in a specific environment. Included in the proposal is to apply the innovation of the biophilic design and to boost the creativity, productivity, cognitive and psychological development of the children while achieving a less negative impact on the built environment. It also aims to be a design towards creating healthy and productive environment. The conducted study aims to assess the effects of the existing orphanages in the country in consideration of the successful implementation and benefits from special attention of the orphanages. The study contains data analysis regarding the aids in the orphanages along with the interpretations of the gathered information. Using these information, the researcher shall give emphasis on the strong points of the orphanages and specify also their weak points. Moreover, the study shall be a potent tool in providing the country’s social welfare agencies, thus, he specific strengths of the Biophilic innovation in its pursuit to provide a social and conducive learning environment for the orphans. This study may be used as a reference for other social welfares that focus on other beneficiaries who also struggle in their needed development. This study stresses that the innovation is a potent tool in improving the level of the nation’s orphaned children’s well-being, thus, should be regarded as one of the vital aspect.

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Background of the Study Due to less economic opportunities in the Philippines, there have been many Filipino family struggles that lead to the inability to give the care that their children need. These children end up being vulnerable due to lack of adequate care and protection. These children are prone to danger physically, mentally and emotionally. Most would resort to means of committing crimes, begging, human trafficking and others in order to survive. Most victims of this sort of acts are orphaned or abandoned children since they have no family or means to support them. According to the Philippine Orphanage Foundation, there are approximately 2 million orphans in the Philippines and there are roughly 15 orphans per square mile in the Philippines. UNICEF estimated that there are 1.8 million orphans in the Philippines. Most orphaned or abandoned Filipino children who are put up for adoption remain in social welfare institutions. Yearly, around hundreds of children were declared legally available for adoption but with only a low rate of adoption by Filipino families, according to the DSWD. In situations like this, it is important to provide more than basic amenities and proper environment and education and more for the development of the child when the institutional care will become their temporary home. Architectural problems that can be encountered in orphanages are congested spaces, inappropriate design such as the interior and exterior, dull environment, and unsuitable space planning and circulation. The exterior of a building that gives an important first impression to the public remain simple, stiff that give an uncomfortable feeling to the public and this will indirectly affect their desire to visit the facility. Globally, these problems usually occurred due to less concern or attention from being funded by the government and are more focused on buildings that are able to stimulate the country's economics, such as entertainment centre, shopping malls, heritage buildings or tourists attraction and high rise buildings that are well designed for the privileged people. Statement of the Problem The conditions of most existing institutional cares are designed as a purpose of a temporary facility therefore focusing only on basic necessities and less on their development. More specifically, the main attempt of the study is to answer the following questions: 

What kinds of spaces do this type of residential care institution need today?

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

What is the appropriate design that will help engage in public interaction?



What is the appropriate design to achieve a properly built environment for the children to improve their social, physical and emotional growth?



What is the appropriate site for the children’s home and community where the children will grow?

Project Goals, Objectives and Strategies The goal is to develop a conducive learning environment to boost the cognitive development of the child and the ability to explore and learn new skills. The objective is to apply a community integrating design by providing communal spaces for social interaction for social growth. This can also lead to children being able to learn how to take initiative and react positively to the challenges they will face, and also learning to take responsibilities. The strategies include designing a children’s home by providing a communal space to help develop social interaction and freedom to express and feel less restricted. Included in the design strategy is the application of the Biophilic design innovation to enhance their well-being and productivity while giving positive impact to the built environment. Significance of the Study The significance of the study is to give social awareness about social welfare institutions that need attention. It will also give benefits to the built environment of the orphans and develop the cognitive, social and emotional growth of the children users in the facility. It is also significant as future reference for the design of social welfares that needs space for improvement in the design towards providing comfort and ease for the beneficiaries and their need of architectural design services for their lifestyle benefit. Scope and Limitation The study’s scope will focus on the architectural design of existing residential care institution and the behaviour of the orphans in the community. The study aims to understand the space planning and the exterior and interior design of the existing building to determine the solution on achieving the researcher’s goal and objective. It will also focus on methods to aid in the solution of on-going concerns of residential care institution while achieving a sustainable design. The study will be limited to institutionalized children in their community and how they are treated or provided by the institutions.

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Assumptions Applying the Biophilic design will play as the critical factor of the building for the health and well-being of both the users and the built environment. The combination of this innovation with a cultural communal space is assumed to increase their educational and social skills. This innovation in design is assumed to add improvement to the needed psychological and human development of the orphans and positive impact to the built environment. Conceptual Framework Due to the increase in population and fertility, especially in the NCR, there are also increases in the need of social care services for these types of children. The formulated theory is to balance the integration of three different functional spaces through a complex design while maintaining a secure and organized environment.

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Definitions of Terms 

Abandoned child refers to a child who has no proper parental care or guardianship, or whose parent(s) have deserted him/her for a period of at least three (3) continuous months, which includes a founding.



Neglected child refers to a child whose basic needs have been deliberately unattended or inadequately attended within a period of three (3) continuous months



Vulnerable children are children under the age of 18 years and currently at high risk of lacking adequate care and protection.



Biophilic design is

an innovative way of design that incorporates elements derived from

nature in order to maximize human functioning and health. Acronyms 

DSWD - Department of Social Welfare and Development.



NGO – Non-government Organization.



NSCB - National Statistics Coordination Board.



UNICEF - United Nations Children's Fund.

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Chapter I.2


Review of Related Literature and Studies

I.2.1 Related Literature Children of the street make up around 25%-30% of the street children in the Philippines as stated by “A Better Life” foundation. They make their homes on the street and often create a family with their fellow street children. Some of them still have family ties, but do not visit them and some even see these ties as bad. While as for completely abandoned children, making up approximately 5%-10% of the street children in the Philippines have no family ties and are entirely on their own for physical and psychological survival. Senator Pia Cayetano, the chairperson of the Senate Committee on Youth, Women and Family Relations, said that up to 100 children are abandoned and turned over to the Department of Social Welfare and Development (DSWD) every 2 months. The national statistics coordination board (NSCB)’s statistics states that the regions with the most number of child abuse cases served are NCR, Central Visayas, Central Luzon, Cagayan Valley, and Zamboanga Peninsula; rating NCR the highest. By category, more than one-half of abused children served by the DSWD have either been abandoned or neglected, comprising the most common cases (53.7% in 2009 and 52.9 % in 2010). The table presentation from the council of children’s welfare (2011) shows the number of cases that the DSWD served. The table summarizes that the highest rate among the cases served are the neglected, abandoned and abused children that are under the protection of DSWD, NCR. Table 1 5,691 total cases served by the DSWD in 2011, Source: PPB-DSWD, CY 2011, Preliminary, as of Feb.2012 Types of Abuse Total Male Female 1. Abandoned 884 511 373 2. Neglected 2327 1192 1135 3. Sexually Abused 1401 29 1,372 3.1 Rape 885 15 3.2 Incest 401 9 3.3 Acts of 115 5 Lasciviousness 4. Sexually Exploited 116 4 112 4.1 Victims of 47 0 Prostitution 34 1 4.2 Victims of 2 0 Pedophilia 33 3 4.3 Victims of Pornography

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4.4 Victims of Cyber Pornography 5. Sexually Abused / Maltreated 6. Victims of Illegal Recruitment 7. Victims of Child Trafficking 9. Victims of Armed conflict 1. Abandoned


521

271

250

39

17

22

373 30 884

47 15 511

326 15 373

Though these children are being brought to institutional cares, Loukia Agathokleous’ report regarding institutional cares concluded that it is important for children to be raised in an environment that should not only be focused on accommodation and food, but on providing them a home, where the children will feel secured and free to be themselves. Furthermore, it is important that the children are given the care needed to enhance the different human developments needed. The architecture, the landscape, the environment of the orphanage and also the facilities that will take place within the orphanage will become the place where new memories will be made and experiences that the children will have. As stated by Kevin Browne, institutional cares may also bring risk of harm to the children when particular important cares are neglected. An important example is the human interaction that when neglected, one may cause some parts of the child’s brain to never be triggered and may easily cause lower IQs. Likewise, the lack of toys and playgrounds, where the children’s imagination and creativity can be intrigued and gain knowledge about their abilities, creates problems in their motor skills and even language abilities since they are not used to communicating and playing with other children. Kevin Browne also stated that most orphanages that are overcrowded can cause children a loss of their identity, since they are not treated as individuals but rather as a group of children. Limitations of Traditional Orphanages Based on the study of Valerie Rachel Herrera (2012) who also worked in orphanages, the traditional provisions of an orphanage in comparison of her proposed orphanage program have provided children in its care with shelter, bedrooms, bathrooms, dining, living room, library, occasionally in-house schooling, outdoor spaces, and gathering space (usually chapel or small auditorium). These spaces typically separated the orphan youth by age, gender, race, and class.

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The limitations provided in these historical models of orphanages due to the introverted internalized world is that the orphanages were primarily focused on the safety of its orphan youth, the orphanages became isolated and merely secluded to society; though not all orphanages disregarded the integration and interaction of the public. Like many urban schools, orphanages divided the outside world and in the inside world producing a restricting or eliminating public engagement. Many orphan youth never went outside the orphanage grounds without a supervisor, causing many of the orphan youth to not understand the ordinary urban life as typical childrentheir age should understand. This causes lack of independence and limited social interaction. In conclusion of Valerie Rachel Herrera’s work, the proposed spaces of an orphanage program must be composed primarily of four parts which are the Residential, Educational, Cultural and Communal. The Residential space primarily operates as a home for various age groups simultaneously. The spaces required for the residential space are bedrooms, bathrooms, living rooms, dining, playrooms, and outdoor gardens. The educational space would provide education for the orphan youth. Provided in the school spaces are classrooms, lecture hall, playground, offices, library, and art studios. The cultural venues within the orphanage will allow the orphan youth to have the opportunity to engage the public in specific and controlled environments. These spaces will include performances, athletics, exhibition, and reception. As for the communal spaces, all of the three previous mentioned categories shall have a communal space. I.2.2 Related Studies/ Projects LOCAL: 1. Bahay Tuluyan, Malate Bahay Tuluyan is a non-government organization that provides a variety of programs and services aimed at preventing and responding to abuse and exploitation of children in the Philippines. Bahay tuluyan is located in Manila, Laguna and Quezon, delivering social services and programs on the street and in communities. Bahay Tuluyan provides shelter for children only as a last resort and for the shortest possible time.

Designed to provide an environment as close to a family as possible, children are housed in

small group family style accommodation where they live with house parents. Older children are given

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the opportunity to live semi-independently in group homes, developing important skills for their reintegration in the community. Children in shelter are provided with all of their basic needs and are assisted to continue or start formal education.

A variety of programs aimed at promoting healthy participation, healing and

recovery are also provided.

Children are actively involved in planning and running Bahay Tuluyan's

shelters. The center in Laguna cares predominantly for girls while the center in Quezon cares predominantly for boys. Bahay Tuluyan's center in Manila is composed of three parts: Sinag Center: An emergency and short term shelter for up to 24 children in need of

special

protection at any one time Drop In Center: A place where children living or working on the street can take a bath, play, rest, eat and access social services. Including 'Clare's Classroom', a bridge classroom for out-of-school street children to transition back into formal education. Makabata Guesthouse & Café: A social enterprise and youth training program which includes a cafe, guest accommodation and function rooms. The guesthouse and cafe serves as a training center for young people where they gain valuable skills as part of our Independent Living Skills program while at the same time generating income to sustain Bahay Tuluyan. The Building will be able to benefit at least 50,000 children over the next 10 years, with a flow on benefit to another 70,000 children, families, and their communities. Bahay Tuluyan will run a variety of programs and services from its center in Manila including: 1. Emergency Shelter (Crisis Center) 2. Reintegration & After Care 3. Independent Living skills Program 4. Alternative Education 5. Community Organizing 6. Children’s Rights Education 7. Participatory Action Research 8. Local, National & International Advocacy 9. Self-Reliance

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Bahay Tuluyan’s Drop-in Center in Manila is their new center that is operational during the day when children, particularly those living or working on the street, can visit the center. The Drop In Center will be a place where children can wash, rest, play, become involved in activities and access social services. SERVICES AND PROGRAMS OF BAHAY TULUYAN:

Figure 1 Street Educaional Class

Figure 2 Drop-In Center

Figure 5 Play Club Program

Figure 3 Guest House Cafe

Figure 4 Training Center Facility

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2. Bahay Tuluyan Victoria Bahay Tuluyan Victoria is located in Barangay Masapang Victoria, Laguna. Just south of Laguna de Bay and 90km from Manila, Victoria is a fourth class municipality composed of 9 Barangays (7 rural and 2 urban) and a total population of approximately 33,829 over 22.83 km2. In Laguna, Bahay Tuluyan operates a children’s center located on a 2 hectare property that includes a research & training center, organic farm, residential shelter for girls, recreational facilities and café. BAHAY TULUYAN’S PROGRAMS IN LAGUNA INCLUDE: 1. Emergency & Residential Shelter 2. Reintegration & After Care 3. Independent Living Skills Program 4. Alternative Education 5. Community Organising THE CENTER OFFERS: o

Large function hall with capacity for 150-200 people

o

Small Function hall with capacity or 60 people

o

Open air function space with capacity for 40 people

o

Dining facilities with indoor and outdoor kitchens

o

Dorm style accommodation for 20 people

FOREIGN: 1. Child Center, Berkley, California The Jones Child Study Center is located at 2425 Atherton Street in Berkley, California. It is a few blocks south of the University of California campus on a one-block long street that receives relatively little traffic. The immediate neighborhood is mostly apartment buildings and older homes that have been subdivided into units. Many university students live in the vicinity.

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The center’s play yards are surrounded by a six-foot wooden fence that provides noise buffering and a visual screen for those inside and creates low-key street presences. The facility itself is inward focused, with only a relatively narrow opening into Atherton Street. Both play yards open directly from their respective indoor areas, and both back onto Haste street, a one-way fairly small but busy street. SUCCESSFUL FEATURES 1. Asphalt near building that dries quickly after rain 2. Lots of props and loose paths, and storage for them 3. Good provision for cognitive, social, and motor play 4. Climbing structure offering diversity, backout and view of street over fence. 5. Porch area for transition, bad weather 6. Circulation that avoids conflict with main play areas 7. Children able to take things from storage and return them by themselves. UNSUCCESSFUL FEATURES 1. Porch area gloomy, leaky 2. Almost no vegetation; only two trees 3. No regular child-controlled water source 4. Riding toys not always available 5. Transition area just outside classroom not buffered enough from rest of the yard 6. No real “eddy” space just inside or outside door to stop and stir up activity without blocking traffic 7. No “natural” area 8. No garden or animal areas 9. More paved dead space than appropriate

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Figure 6 Pre K rooom

Figure 8 Infant Room

Figure 9 Two's Room


Figure 7 Preschool Room

Figure 10 Toddler room

2. SOS Children’s Village (Foreign) This SOS complex for orphaned children is located in the residential outskirts of the city of Aqaba, on the Red Sea. A prerequisite of SOS Villages International is that they should be built within an existing social environment, so that they are not isolated from the urban context of the town or city they are in. This was the second such village to be constructed in Jordan; the first was in the capital, Amman, and a third, in Irbid, was completed in 2000. (All three were designed by Jafar Tukan & Partners.) The architecture is attractive, well designed and sincere, and represents a modern interpretation of the local vernacular stone building. The scale of the village is dictated by its environmentally friendly design, and is also related to the scale of the children themselves within a contained and intimate urban setting. The complex comprises eight family houses, a staff house, an administration building, a guest house and the village director’s residence; all are planned around a village square and connected via pedestrian paths, gardens and alleyways. Vaulted archways lead to shaded courts, while gardens surround the buildings both within and on the edge of the village. On the southern border of the site, close to the main road, are located facilities that are shared with the local community, namely a kindergarten, a supermarket, a pharmacy and a sports hall.

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Figure 12 SITE PLAN of SOS Village Figure 11 Typical Family House

Figure 15 Main entrance to the complex; scale of village is related to the scale of the children

Chapter I.3


Figure 13 Kindergarten Building

Figure 14 Outdoor spaces, courts gardens, both open and enclosed, surrounding the family houses

Research Methodology

I.3.1 Research Design The research design will be a combination of descriptive and case studies in order to determine the situation of orphanages factually and accurately. This research design also aims to understand the existing impact to the users and environment. I.3.2 Research Methods The method of research to be used in achieving the required data will be an interactive interview method with the staff members handling the operation of the orphanage to gain information needed to know the process and also their concerns in orphanages. An interview may also be conducted with the orphans that are capable in answering interviews in order to know their different opinions regarding their comfort and satisfaction that the orphanages provide them. This direct discussion approach will be initiated to determine their preferences in having a comfortable and productive area to express themselves. Another method is through a case study to determine the

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existing architectural problem in the focused building type. This can also contribute to becoming a descriptive analysis on the proposed innovation as an improvement to the designs of the existing orphanages. I.3.3 Research Instrument The research instrument will be through an oral questionnaire in measuring the responses of the intended respondents from the questions asked. Natural observation may also be commenced while conducting case studies to encounter the actual experience being on the studied building. The combination of both instruments will contribute in the evaluation of the data analysis based on the answers of respondents and observation from case study. I.3.4 Research Locale The research locale chosen for this study is St. Rita’s orphanage because it is one of the oldest and longest living orphanage which could be used as reference for a traditional based design. Second is the Child’s Hope Asia which is a community based organization that provides services to children on the streets. Child hope has been serving for many years, therefore, makes it a target locale since they can provide vast knowledge on what needs the children in the streets need in an institutional care facility. These two research locals will help in determining the existing problem and benefits of the traditional orphanage as well as for the community based and combined together the result to determine the needs. I.3.5 Population and Sampling The population universe will emphasize on the facilitators due the vast knowledge they have on the orphanages; and orphans will also be focused on obtaining the required information regarding their personal preference of comfort and their experience in living and using of the facilities of the orphanage. Attaining this information will contribute to the information regarding the needs on the design for orphanages. This experience will also help in observing their actual expression while being interviewed. I.3.6 Sampling Procedure The sampling method to be used is the probability sampling in the selection of individuals from the population to represent the population. The participants will be chosen in the preference of

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the researcher in the basis of their knowledge level. The intended samples may be few but focused ones, depending on the capabilities to answer the intended questions. I.3.7 Statistical Treatment Descriptive statistics will be the statistical treatment of the study to summarize and describe the data that have been collected on the research samples. The data will be treated through naturalistic observation by means of describing the situation through the observation as it occurs. Chapter I.4 Summary of Findings and Analysis From the interview with the social worker of St. Rita orphanage, the orphanage they operate focuses on providing the basic needs of the orphan kids. These facilities include the residential care for the orphans and the caregivers and other facilitators. As observed, the orphanage operates like a house that composes of main areas such living, sleeping, kitchen and dining areas. Other added facilities include offices for the directress and staff and also recreational areas for the children. Miss Mcclaine also explained that one of the problems children encounter that concerns them is their delay in talking and interacting. However, with their fellow children, they are able to express to one another. She recommends that the children should have a more creative environment where they could express and have their minds explore and be creative because it is an important development for a child. As for the interview with the program manager of Child Hope Asia, she recommends a design that focuses on helping the orphans to become independent as they grow, such as household and livelihood activities since they could be served as their therapy and learning how to take responsibilities. She also recommends facilities like counselling for children who undergo psychological problem due to past experiences in order for them to express their negative thoughts. In terms of design she recommends the design to be cushioned and safe for these types of children tend to hurt themselves. Other space she recommends is a play area and a facility that is rounded in spirituality for the children’s spiritual growth such as a chapel or prayer room. From the conducted case study, it is observed that the activities of the children are scheduled and follows a routine. Most of their time are spent on their sleeping quarters with the others while they are being watched by the caregivers even while doing other activities. In terms of

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architectural design it is observed that it is designed like a typical home where all of the basic necessities are provided. I.4.1 Presentation of Collected Data INTERVIEW 1: (See Appendix A for Interview Questionnaires) Research Locale: St. Rita Orphanage Name: Donna Mcclaine Nature of work: Adoption, Social worker, processing of documents for adoption Years of working in St. Rica: 17 years From the interview with Ms. Donna Mcclaine, she explained that orphans are brought to the orphanage depending on the case of the child so as to determine the orphanage that is appropriate for the child. Children will be brought from the hospital or the DSWD by processing the needed documents and certification. The profiles of orphans they cater are foundlings, abandoned at hospitals, and brought from the department of social welfare and development. Although they focus less on children with special needs, they were able to cater of one child with mental challenges and two other children with physical challenges. Children with these special needs are brought to therapy. Their orphanage handles a capacity of 25 orphans with the 26th being their mentally challenged one that is now being under the care of the orphanage. Their orphans range from ages 06 years old. St. Rita has a program where the kids have monthly exposure outside for their social needs. Orphans are welcomed to stay at any age until they are adopted. Sometimes when children have mental cases, they conduct therapy there, and when no one is willing to adopt them, they are willing to let them stay at the orphanage. Their concern on the cases of the children is when they are delayed at talking or expressing themselves. She explains further that it is normal for institutionalized children, however, it also worries her because this kind of development of a child is important. Their facilities focus on residential care since they cater young toddlers. St. Rita once had a school that was built for the orphanage but closed down due to less use from the orphans because of fast adoption in their terms. The school is now being used by the public. The education they provide

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is a learning center for the toddlers, and for children who have been staying at a quite older age, are being provided education either at the St. Rita School or outside (see Appendix A for list of Academic Programs). The activities that the orphans perform in the orphanage are coloring, basic learning activities where care givers will teach them, they have play time in the play room or sometimes outside, other basic needs like eating and taking a bath, and also tv viewing. Other structures aside from the orphanage and school, is a chapel and convent for the congregation association of recollect sisters who handle and also fund the orphanage. The orphanage is also funded through donations and charities. INTERVIEW 2: Research Locale: Childhope Asia Philippines Name: Ester Coles Nature of work: Program Manager A one–on-one discussion was conducted with Ms. Ester Coles, a program manager of Childhope Asia. Their programs on helping street children are being done outside or anywhere on the street. Childhope Asia was a targeted respondent for this research to understand their views on the needs of the children they have encountered. Ms. Coles is made a participant due to her knowledge on orphanages.

Her expertise is based on

what she has observed and her knowledge on the

different programs and beneficiaries that an orphanage offers. The first part of discussion was about her preference in the type of structure and its location. She mentioned that there are orphanages that due to smaller lots, the orphanages strategy was to go for a high rise type. However,

she prefers the structure type to be one or two storey and less high

rise, to appear much homey. Her preferred location for an orphanage would be a rural environment that is adjacent to Manila such as Cavite, Laguna or Bulacan. This is because rural environments are healthier for the children. She mentioned their center named Tahanan Sta Luisa, and described their architectural features. The building composes of a basement and the first level with a mezzanine level. Their center caters females from ages around 12 and 18 that have been abused. Their sleeping areas are at the lower level while the offices are at the main level. Activities that these orphans perform in the

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center are household training to introduce them to independent living and learning home economics when they will be living on their own. She recommends a facility for this sort of activity. She has also describe the successful features of an orphanage that she believes are good impact to the children, such as the organic farm of Bahay Tuluyan in Laguna so children could learn about rural life while having a sense of livelihood with a fresh environment. Regarding the insights on having a visual arts center for an orphanage as a communal space, she agrees on the proposed facility for it can serve as an art therapy for the children to express themselves and boost their creativity. She also agrees that it can be feasible and be used by children from ages 3 – 6, since this is the age where they can paint and learn and also explore. She also agrees on having a nursing school or a day care facility for toddlers since some orphanages have implemented that and it is a successful strategy. She recommends facilities like counselling for children who underwent psychological problem due to past experiences. This facility, to her, is important for the children to express their negative thoughts. She recommends the design to be cushioned and safe for these types of children who tend to hurt themselves. Other spaces she recommends is a play area and a facility that is rounded in spirituality for the children’s spiritual growth such as a chapel or prayer room. CASE STUDY: The St. Rita orphanage caters a residential area for a total number of 25 children from ages 0 – 6 and also for the caregivers. The orphanage is a two storey structure being divided into two parts which is the semi-public and the private area. The semi-public area is used by the staff, caregivers, and orphans. When visitors come to visit, the visitors, living and porch are open to them to interact and socialize with the children. The semi- public area composes of the following: o

Living Area

o

Visitor’s Area

o

Dining area

o

Treasury

o

Play Room

o

Conference

o

Learning center

o

Assistance Directress Office

o

Counselling room

o

Kitchen and dirty kitchen

o

Entrance Porch

o

Comfort rooms

19



First Level: Semi-public area

Figure 166 Living Area. A semi – public private area for visitors, caregivers, facilitator and children to socialize

Figure 17 Dining area. Shared with the caregivers and is shared with the kitchen and divided from dishwashing area.

Play Room with learning center and counselling. Other on the firstrenovated level include: o spaces Playroom was by an engineer together with students of UP students who painted the walls of the play room. Entrance Porchcenter was once an open area. Itowas Assistance Directress oo The learning transofred into a Office close area as part of the renovation as learning center for the orphans. Visitor’s Area o facilitators Kitchen anddiscuss dirty kitchen oo The counselling area is an isolated room where with parents about important matters. o Treasury o Comfort rooms o

Conference

o

Kinder & Grades I – IV building

The second level of the orphanage is privately zoned for it serves as a sleeping area for the children and care givers. Their sleeping areas are named as toddlers’ room for children of ages 3-6 and Nursery rooms for children ages 0-2. Along with the sleeping area are the following: o

A dining area for the orphans from 2 – 3 years old;

o

An Isolation room for the sick;

o

Care giver’s sleeping area;

o

Comfort rooms;

20


o

Dressing rooms for each room, and;

o

A supply area for the toddlers in each room.

-

Second level of Orphanage: Private Area


- 18 Nursery 1. For Figure orphan babies ranging from months to 1 year old. This area is an extension from Nursery 2.

Figure 17 Nursery 2. For orphan babies ranging from months to 2 years old to 3. Has a connected caregivers room where supplies are kept and may also serve

-

-

Figure 19 Toddlers room for 3-6 years old. Has a Divided partition Area that serves as their dressing area.

Other spaces on the Second level include: o A dining area for the orphans from 2 – 3 years old; o

An Isolation room for the sick;

o

Care giver’s sleeping area, and;

o

Comfort rooms.

The orphanage also has surrounding buildings that contribute in the functional goals of the orphanage. These areas compose of the following:

21



Site: Other buildings surrounding the orphanage

Figure 20 An outdoor area in Front of The Chapel

Figure 22 School of St. Rita

Figure 24 Home Economics Building

Figure 21 The Chapel

Figure 23 Store for business

Figure 25 To the Congregation or the Convent

Figure 26 St. Rita Orphanage view o

The St. Rita Chapel – it is constructed as the physical center of the spiritual life of the orphanage as well as of the St. Rita Village;

22



o

School of St. Rita (Highschool and College levels);

o

Kinder and Grades I – IV building - classes for fifty (50) children commenced with a fourroom hollow blocks structure built on purpose by the Elordes who believed that in time the orphans or the less fortunate would need the School and that the school would in turn help the Orphanage;

o

Store for business;

o

Home Economics Building, and;

o

The Convent.

PROGRAMS AND SERVICES: 1. Residential Care 

Health and Nutrition



Medical/ Dental Care



Hospitalization. Therapy, if needed

2. Education (See Appendix for Academic Program provided) 

Academic



Vocational



Socio-cultural

3. Spiritual / Moral Formation 

Inculcation of Values



Participation at Holy Mass



Reception of the Sacraments, i.e. Baptism, confirmation, Penance and Holy Communion

4. Social Services 

Preparation for Return Home



Adoption



Community Outreach

5. Professional Services; 

Staff Development through Seminars to DSWD

6. After care service

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7. Funeral service I.4.2 Need Analysis Institutional residential cares for the youth have already provided satisfactory needs for the children such as food, home, and education. From the interview and case study in St. Rita, it shows that orphanages are designed to be more focused on the basic needs of the orphans rather than the development. According to both interviewees, each of these residential care institutions has their own styles on operating the orphanage so as long as the orphans are provided with the basic needs. This further explains that orphanages satisfy the needs of orphans based on operation and services of an institution which makes them focus less on design or architectural benefits. From observation, orphanages locally are built like a simple typical house with walls and a roof, with simple design and have less play in architectural elements. What orphanages need is a play in the environment both indoor and outdoor. The first interviewee explained that in her personal reference, their toddler’s room must be designed in a playful character to have their minds be able to explore and enhance their creativity. This is because their toddler’s room have a plain simple color of yellow with ceramic tiles as floors and beds as their only furniture; and also due to their concern when a child becomes delay due to being institutionalized in general. While as for the second interviewee, children need activities where they can explore and increase their social development. This justifies the need for these institutions to enhance the environment both indoor and outdoor to becoming more playful that can enhance those developments. This summarizes that institutional care facilities are only focused on being an institutionalized environment because it is already satisfactory ad adaptable to them to give children only their basic needs. Although it does not mean that institutional care facilities must stop aiming or providing more for the orphans. It is ideal that institutional care facilities must aim for more than just basic needs and care. 1.4.3 Qualitative or Quantitative Analysis The analysis from interviews and case study will be interpreted through qualitative approach of the researcher. The program manager agrees on having a visual arts center since it can be functioned as their art therapy and also children from ages 3-6 become fond of art activities.

24



Orphans of older age could however use this type of facility in developing their skills. Other communal activities like a nursery school or child day care, however, were done by one orphanage which makes it possible to be added to the design. The social worker has also mentioned that concerns arise when a child is delayed from talking or expressing themselves especially at the age from five or six. In her own personal reference in the design of orphanage, she recommends a design that gives an ambiance of a playful environment in order to help the cognitive and creativity of the child especially at young age. An example is the play area that she enjoys and wishes that it would also give that kind of ambiance to the rest of the rooms. Based on the observation in the case study conducted, the time and activities that children are willing to do is limited and scheduled to what is in the program. The reasonable explanation would be to maintain an organized flow in the activity of the orphans. Chapter I.5

Conclusions and Recommendations

Children who are institutionalized receive delay in their social and cognitive growth. Even with the interaction with care givers, they still become less expressive. It is recommended that institutions where children have less interaction must be exposed to different kinds of people on daily basis. It is recommended that every institutional care facilities must have a communal area for the public use where they could socially interact. These may be a chapel, a child day care, or a school, where both orphans and the public will not only be able to social interact but to also be less affected on the indifference with the neglected and abandoned one. A recommendation for the architectural design would be a green design approach that can achieve sustainability in the structure and also natural ventilation and nature interaction for both indoors to achieve a natural and homey environment for providing comfort for these uses.

PART II. RESEARCH FOCUS This chapter shall discuss the architectural strategies in designing a physical learning environment towards enhancing the social and cognitive development of the orphan youth. Chapter II.1

Rationale

It is important to apply architectural strategies to enable social interactions especially as institutional care facilities for the youth. To achieve this is to provide an environment where the

25



individual can simultaneously understand a sense of home and of community, i.e. having a place where one can identify themselves with and at the same time be integrated into a broader context. Together, the landscape and architecture becomes an instance where a child attains their identity and stability. The proposal intends to combine both innovations and strategies to increase the motivation and participation of the public in interacting with the orphans within the community. Developing the orphanage into a biophilic and community integrated structure will benefit the country’s abandoned and neglected children in terms of enhancing they are cognitive and social development. Chapter II.2

Principles and Relevance to the Project

Biophilic design is an innovative application of designing the places where we live, work, and learn such as offices and hospitals since the innovation has proven to enhance productivity in offices, and the well-being of patients in hospital. This innovative trend in has also decreased the environmental impact of the built environment while achieving natural connection. In terrapin birght’s green’s report, biophilic design

is essential for providing people

opportunities to live and work in healthy places and spaces with less stress and greater overall health and well-being. Biophilia is humankind’s innate biological connection with nature. It helps explain why crackling fires and crashing waves captivate people; why a garden view can enhance one’s creativity; why shadows and heights instill fascination and fear; and why animal companionship and strolling through a park have restorative, healing effects. Biophilia may also help explain why some urban parks and buildings are preferred over others. Green stated that a good biophilic design draws from influential perspectives – health conditions, socio-cultural norms and expectations, past experiences, frequency and duration of the user experience, the many speeds at which it may be encountered, and user perception and processing of the experience – to create spaces that are inspirational, restorative, and healthy, as well as integrative with the functionality of the place and the (urban) ecosystem to which it is applied. Above all, biophilic design must nurture a love of place.

26


Chapter II.3


Application to the Project

Biophilic Patterns The function of Biophilic design patterns has its own biological response. This illustrates the functions of each of the patterns in supporting stress reduction, cognitive performance, emotion and mood enhancement and the human body. For this thesis, the cognitive column will be focused on the application. TABLE II: BIOPHILIC DESIGN PATTERNS AND THEIR COGNITIVE RESPONSE PATTERN DEFINITION COGNITIVE RESPONSE VISUAL CONNECTION WITH NATURE

A view to elements of nature, living systems and natural process.

Improve mental engagement/attentiveness

NON- VISUAL CONNECTION WITH NATURE

Auditory, haptic, olfactory, or gustatory stimuli that engender a deliberate and positive reference to nature

Positively impacted cognitive performance

THERMAL & AIRFLOW VARIABILITY

Subtle changes in air temperature, relative humidity, airflow across the skin, and surface temperatures that mimic natural environments.

Positively impacted concentration

NON-RYTHMIC SENSURY STIMULI

Connections with nature analyzed statistically but not predicted precisely.

Attention and exploration

PROSPECT

An unimpeded view over a distance for surveillance and planning

Improve mental engagement/attentiveness

REFUGE

A place for withdrawal from environmental conditions or main flow of activity.

Positively impacted cognitive performance

MATERIAL CONNECTION WITH NATURE

Material and elements form nature

improved concentration & memory restoration

Designing the Physical Space for Learning In design, a physical space for learning the first important element is the use of natural materials (wood, living plants, natural lighting, and windows) by bringing the natural world indoors or in providing learning opportunities outdoors. Second, is to have daily access to and use of an outdoor space to interact with different species and also stimulate their desire to learn. Next is to consider safety wherein the physical space should consider the following: all counters, shelves, sills, corners, lips, ledges and edges at child height must have a minimum of a 1/4" radius (rounded corner), doors should swing away from the children’s play area (i.e.; swing into hallway instead of classroom),

27



handrails must have a height of 600, and to have a Non-slip flooring. Another important consideration is the ergonomics and scale of the various ages of the users. Below are the guidelines on the dimension of furniture heights for the particular age. Figure 27 Chair and Table Top Height Guidelines

Table III: Components of a play-learning environment for Cognitive, Social and Emotional Development FIXED COMPONENTS

Art Studio Nature Study Area Gardens, Vegetated Areas Dramatic Play Area Music Area Art Studio

MOVEABLE COMPONENTS COGNITIVE DEVELOPMENT Activity walls, chalk walls, Murals Grassy areas Stage Trees and tall shrubs

Activity walls, chalk walls, Murals SOCIAL DEVELOPMENT Trails and pathways Wooden Benches Shaded areas with seating Bridges Spaces for laying or sitting on grass or mounds Play tables Outdoor Classroom Stump seats Stages and decks EMOTIONAL DEVELOPMENT Nature Study Areas Pond Flower Gardens Habitat Gardens Veggie Gardens

28



PART III. SITE IDENTIFICATION AND ANALYSIS Chapter III.1

Site Selection Process

III.1.1 Criteria for Site Selection The criteria for selecting the site consider the community and surrounding condition. The criteria are for the site to be far from the city to receive less congestion and because cities are not a good environment for children. The site must be accessible to schools and commercial districts for orphan’s easy access to school and basic necessities with a communal environment. Near residential areas is a good site consideration to have a peaceful and quite neighbourhood for the orphan kids to grow.

III.1.2 Site Option Description SITE A: This site is located at Barangay San Agustin of Trece Marties Cavite with a total lot area of 3.5 hectares. This site has

an

irregular

shape

configuration

which

gives

an

opportunity in developing a complex development for the facility. The location of the site is in a mixed use residential commercial institutional zone, and its neighboring developments are varying from residential to commercials and institutional giving wide opportunity to cater the needs o0f the facility.

SITE B: Located at Barangay Pansol of Calamaba Laguna this site is appropriate for its location is at a sub rural area with a peaceful environment. The site has a perfect climate with good neighboring developments for the proposed facility. This site is an interior lot with a total area of 5,7607 sqm., showing that the site is too big with a shape configuration too long for the development.

29



SITE C: Located at Barrio Sto. Domingo in Cainta Rizal, this site has an area of 37,098 square meters. It is bounded by a main road at the south west, a creek at the north east and the rest by lots. It is located at a Mixed used commercial – institutional zone which indicates that the site is located at a busy area which conflicts the criteria of having a less congested area and near residential areas. This site seems to be the only available vacant lot in Cainta III.1.3 Site Selection and Justification Among the three proposed sites of the targeted rural areas, the most appropriate site for the proposal would be in Trece Martires, Cavite.

Less Congested Near Institutions Near Residential Near Commercial Establishments Appropriate Neighborhood Vehicular Access Pedestrian Access Near Metro Manila / NCR Region Accessible to national and provincial roads Child Friendly

Table IV: SITE CRITERIA TRECE MARTIRES CALAMBA 3 3 3 0 2 2

CAINTA 0 3 1

2 3 3 3

1 3 3 3

2 1 3 3

2

3

3

3 3 2.7

3 3 2.4

3 3 2.2

The site responses to the criteria since it is located nearby schools, hospitals, churches and shopping centers, making it accessible with only an estimated 0-2 minutes travel by private or public vehicles and less than half an hour by walk. The site can also be travelled to other borders of Trece Martires by public transportation vehicles, making it accessible to the students from Universities and schools of different levels in Dasmarinas, General trias, Tanza and other nearby borders. The site is also placed in a clean and peaceful environment that will be helpful for the children’s development. Trece Martires’ agricultural source of economy is also said to be replaced by industrialization & commercialism, giving the opportunity in the application of the innovation with the proposed structure

30



will help in combining both sources of economy. The site also has an average slope of 1.67% and existing vegetation for landscaping. 

Average Slope: 1.67 %



Terrain Characteristics: Plain



Zoning: Mix used Residential, Institutional, and Commercial



Boundaries:



North: Main Road



East: Provincial road and Residential Lot



South: Lot



S West: Puting Ilog and Lot

Chapter III.2

SITE

Site Evaluation and Analysis

III.2.1 The Macro Setting FIGURE IV: VICINITY

31



1) SOCIO-ECONOMIC PROFILE (Source: CLUP of Trece Martires)

2) LAND USE (CLUP of Trece Martires, Chapter VI)

While the 1993 to 2008 Land Use Plan has served as the catalyst to spur some major developments of the city, thus, accomplishing its objectives, some of its land devoted for the purpose has remain unutilized making them idle and unproductive. Major developments have been concentrated along major roads particularly the Governor’s Drive and Tanza-Indang Road, and in areas where greater accessibility and major infrastructure facilities has been established making other areas unproductive. Table 100 shows that Idle/vacant lands remain at 1,116.90 hectares or 28.51% of the city’s total land area. It is clearly reflected in figure 15 that the area occupied by residential development is 1,013.06 hectares representing 25.86% of the total land area of the city which also includes subdivisions, AFP/PNP housing and resettlements projects of the national government located in the barangays of Osorio, Inocencio, Aguado and Luciano. Commercial establishments also continue to flourish with the establishments of different food chains and mall together with other small businesses from enterprising residents with prospects of more consumers due to increasing number of population. (Source from Trece Martires City Hall, CLUP)

32



Figure 28 Land Use Category by percentage share in area

TABLE V LAND USE CATEGORY BY PERCENTAGE SHARE IN AREA TRECE MARTIRES CITY

LAND USE CATEGORY RESIDENTIAL COMMERCIAL INSTITUTIONAL INDUSTRIAL AGRO-INDUSTRIAL AGRICULTURAL PARKS/PLAYGROUND AND OTHER RECREATIONAL IDLE/VACANT LANDS CEMETERY SOLID WASTE MG’T FACILITIES ROADS WATER BODIES TOTAL

AREA (HECTARES) 1,013.06 201.27 115.15 236.05 198.80 420.00

% TOTAL 25.86 5.14 2.94 6.03 5.08 10.72

115.70 1,116.90 37.52

2.95 28.51 0.96

1.80 224.62 234.33 3,917.00

0.05 5.73 5.98 100

33



3) LAND USE MAP

The site is located at the mixed use residential, institutional and commercial zone to be accessible to various establishments needed to cater the facility with basic necessities. 4) HAZARD MAP

Based on the Hazard map, the site is not likely to experience any floods or hazards since it is located far from form fault lines and areas prone to flooding.

34



DEVELOPMENT POTENTIALS

LAND/WATER RESOURCES -

28% VACANT/IDLE LANDS

This vacant/idle lands can be used for agricultural production, thus, providing food sufficiency of the residents and a possible source of income. This lot can also be used for commercial and industrial developments, thus, increasing the income for the city and employment of the community. -

PRESENCE OF RIVERS AND STREAMS

The presence of different rivers and streams can be used not only as a source of potable water but also for irrigation. Water may be pumped from these sources and used to irrigate vegetable and agricultural plantations. Technology may also be employed, thus, making these rivers as a source of hydro-power plant. -

PRESENCE OF RIVERS

This river can also be used for fresh water fishing and other fresh water sanctuary. Presently it is also being used for bathing by transforming these rivers into public resort.

MANPOWER RESOURCES -

SKILLED AND CAPABLE HUMAN RESOURCES, HIGH (60 %) LABOR FORCE, and HIGH

(95.5%) LITERACY RATE Given the 3 above attributes of the Treceno, investing in the city is good because highly qualified human resources are available. Thus, making investment profitable and human resources manageable. -

SENTRONG SIGLA AWARDEE

This recognition showed that the trecenos are generally healthy individuals. -

DIRECT PROPORTIONAL RELATIONSHIP BETWEEN POPULATION AND CONSUMER

Investing in the city is good because assurance of consumer is highly probable.

GEOGRAPHIC -

STRATEGICALLY LOCATED IN THE HEART OF CAVITE

35



Location of the city makes it more accessible from all directions of the province. -

GOOD ACCESSIBILITY WITH GOOD ROAD CONDITIONS

The city can be reached from all points, through good road condition -

ADMINISTRATIVE CENTER OF CAVITE – CAPITAL AND SEAT OF PROVINCIAL

GOVERNMENT This being the center and the seat of the provincial government makes it more advantageous because daily provincial and even national government transaction takes place in the city. Day time population of the city could even rise to a five digit mark, thus, business also flourished.

INFRASTRUCTURE -

73% EXISTING CONCRETE ROAD NETWORKS

The road networks in the city are generally concrete and part of the city government’s plan is open new-concrete roads for more accessibility.

GOVERNANCE -

YOUNG AND DYNAMIC LEADERSHIP, SEAL OF GOOD HOUSE KEEPING AWARDEE,

DEVELOPMENT ORIENTED LEADERS These 3 attributes makes the city on the road to progress and development. -

RELATIVELY

GOOD

PEACE

AND

ORDER

SITUATION,

PRESENCE

OF

SEVERAL

ORGANIZED VOLUNTEER GROUPS, PRESENCE OF OUTPOSTS IN EVERY ENTRANCE AND EXIT POINTS OF THE CITY These factors contribute a lot in making the city a good haven for investment and commerce. This is the reason why several establishments are setting up businesses in the city.

EDUCATION -

PRESENCE OF SEVERAL PRIVATE SCHOOLS OPERATING IN THE CITY

This complements with the public education sector backlog and the reason why the city has 95.05% literacy rate.

36


-


ALL OF THE BARANGAYS HAVE ELEMENTARY SCHOOL AND DAY CARE CENTERS (246%)

AND PRESENCE OF FIVE (5) NATIONAL HIGH SCHOOLS Being one of the priority sectors of the city, and as part of the “School in every Barangays Program” the city is investing on education as a tool for human resource development and preparing the future generation.

HEALTH -

PRESENCE OF OTHER PRIVATE HEALTH FACILITIES AND PROVINCIAL HEALTH

FACILITIES and COMPLEMENTATION OF LOCAL AND PROVINCIAL HEALTH PERSONNEL This complementation of facilities and personnel between the city, province and private hospitals make treceno a recipient

ofSentrongSigla Awardee. This showed that the residents are

generally healthy individuals.

(Source from Trece Martires City Hall, CLUP)

37



III.2.2 The Micro Setting III.2.2.1 Wind Analysis

The direction of the winds varies from the season or time of the year. The annual analysis of the wind directions show that stronger winds come from the southeast. Although, specifically, the start and end of the year have stronger winds from the South east side while winds from the West south west are stronger on the middle time of the year. Fair winds come throughout the year from the North West and winds from the North east occur lesser. III.2.2.2 Sun Path Analysis The sun path analysis shows that the direction of the sun movement revolves from south east to south west therefore having the sun rising at the south east and sets at the southwest. During summer, the sun rises at a higher altitude rising from east and setting at west.

38



III.2.2.4 TRAFFIC FLOW ANALYSIS The site has accessed to the main road that goes to Naic and Dasmarinas Cavite. This road gives direct accessibility to institutional, residential and commercial establishments which can also help increase awareness on the facility. Due to the strategic location being in the suburbs, the main road has no traffic congestion therefore giving no negative impacts to the facility.

III.2.2.3 Site Pictures

180 degrees view of site

360 degrees view of site

East View from West Side

West View from East Side

Governor’s Drive (Main Road)

39



Related Laws and Ordinances National Building Code of the Philippines (PD1096): A. Allowable total gross Floor Area: Institutional (GROUP D) – BHL X 50% TLA , BHL X 60% TLA – Without sprinkler system -

BHL X 60% TLA , BHL X 70% TLA – With sprinkler system.

B. Building Height limit: Institutional – 15.00 meters (or must follow the duly-approved BHL in the major zone it is part of). C. Minimum Required Parking Slot, Parking Area and Loading Space Requirements Division D-1 – One (1) off-street cum on-site car parking slot every twenty five (25) beds; and one (1) off-ROW (or off-street) passenger loading soace that can accommodate two (2) queued jeepney/shuttle slots. D. % of Total Lot Area (TLA) Max. Allowable PSOc,d – 50c, 60f Max. Allowable ISA (Paved open spaces) – 20 Min. USA (Unpaved Open Spaces) – 30,20 TOSL (ISA + USA) – 50,40 E. MIN. PERCENTAGE OF OPEN SPACE Interior lot - 50% for all institutional class (for Proposed developments without firewalls or abutments) - 40% for all institutional class (for Proposed developments with firewalls or abutments) Inside lot – 50%, 40% Corner Lot or Through lot – 50%, 40%

40



III.3 Site Development Options SITE ANALYSIS From the gathered data of both macro and micro analysis settings of the site, it is determined that the coldest part of the site is at the West and east side of the Site while the hottest is at the South Side. The noise of the site is concentrated on the north side of the site where the road is. It could therefore be concluded to have the residential space located at one of the coldest part of the site, and have the communal space near the road as buffer from the noise. Spaces that are less frequent used may be located at the hottest portion of the site. Proposed Site Development Plan SCHEME 1:

The concept of this scheme is inspired by the Amsterdam orphanage where in the spaces are interconnected and is permissible therefore creating multiple open spaces. This concept differs from the centralized type by allowing buildings of different functions to have difference neighbouring

41



outdoor spaces. The permissibility in the structure aims to a sense of privacy while welcoming the community to enter the complex. SCHEME 2:

This scheme follows a traditional type of concept that follows centralized planning. This type of planning allows centralized flow of the community within. Open spaces in this type of planning are shared with the different functions of the buildings therefore creating a convergence of the whole community.

42



Part IV. Architectural Design Translation Chapter IV.1

Design Program

IV.1.1 Problem Diagnosis Due to economic and family struggles, parents tend to abandon their children at early age and most children do not return home due to being neglected. Children in their difficult situations are being brought in by residential care facilities to provide them with care. The proposal is to put up an orphanage complex that will cater residential quarters for the orphans classified by their ages; an arts center for public and youth cohabitation to enhance social and human development for each child and other facilities that will provide their basic needs. This orphanage complex is to cater the orphaned children in the regions thar are most populated such as the NCR region. Due to heavy congestion in the NCR region, the proposed site is to be adjacent to the region to avoid the urban congestion and its unhealthy environment. The most feasible and attractive location is in trece martires, cavite where community facilities such as basic needs are accessible. Biophilic elements are also needed for the orphans to engage in nature study elements to keep them connected with nature to trigger their desire to learn and explore. IV.1.2 Design Criteria IV.1.2.1 Design Objective: The objective is the essence of community and the building of positive social interaction between occupants within the building and between the organisation and its neighbours to be compatible. It is also needed for the building to contribute positively to their site in the context of improving the urban design and/or the landscape of the vicinity as a whole. The building should reward the individual basis to Live, Play, Learn, and Visit. IV.1.2.2 Design Philosophy Designing a building that has a connection with nature aims to stimulate the learning desire of the users with natural components or a nature inspired form that can trigger their interest in learning. A great building with interactive spaces can inspire, influence and enhance the lives of the users and the community in having the positive qualities of life, productivity, and happiness of their occupants.

43



IV.1.3 Design Principles To design a building that has many outdoor opportunities for learning, socializing and developing new skills. Nature study areas and productive areas must be provided to be connected to the natural and enhance their skills. Deliver natural components and moveable and fixed components in the landscape and indoor physical environment such as interactive materials that are manipulative, and also creating variant colors and textures. IV.1. Design Concept The concept is to develop a building design that will play an interesting character to intrigue the children’s mind. This can be achieved by using various colors, textures, materials and shapes to stimulate their interest in learning, playing and living comfortably. Physical components that encourage live, learn and play are the key to achieving the aim of the proposal. IV.1.4 Design consideration STANDARDS AND INDICATORS FOR RESIDENTIAL CARE SERVICES (DSWD Standards, AO no. 15, s. 2012)

Physical Structure and Safety A. Location and Design LEVEL 1 (MUST) 1. Accessibility to community facilities Accessible to, at least community facilities to meet basic needs such as schools, churches, clinic or hospitals, recreation centers. 2. Safety conditions in the neighborhood there are some conditions in the neighborhood that may be potentially dangerous or hazardous to the facility but are still manageable. Necessary corrective measure/actions were already installed.

LEVEL 2 (DESIRED)

LEVEL 3 (EXEMPLARY)

Safety conditions in the neighbourhood are high or at least manageable. The facility is far from dangerous structures like gas and power station, conflict areas, cliff, reviews, or safety measure are installed to prevent loss of life and harm to physical and health condition that may be caused by these structures/elements.

44


3. Accessibility Features Necessary devices are installed to meet the needs of those with disability


Presence of rail, ramp and toilets and bath for PWDs in compliance to Batas Pambansa 344 s. 1995 and/or other necessary devices are installed to meet the needs of those with disability.

4. Doorways into communal areas, rooms, building and toilet facilities and other spaces to which a wheelchair users have access should have a clear opening of a least 85 cm or .85 meter. 5. All rooms are adequately lit, warm or cool enough, wellventilated y means of windows that can be opened easily by the staff, and/or functional air conditioning systems/coolers/fans/exhaust fans in toilets and kitchen and in all enclosed areas. 6. Facilities and Structures There are improvements made for the necessary changes

7. Lighting and ventilation Lighting is communal rooms is sufficient and appropriately designed 8. Security structure Security Structures that create a prison-like setting shall not be installed. Window grills may be installed provided that it can be opened easily in case of emergency Emergency/fire exit are installed.

The design lay-out and furnishings create a pleasant domestic and therapeutic environment consistent with the facility's mandate and is appropriate to the age, needs, culture and ethnic background of the residents. Night lights are installed in the bedrooms and in the living area

Improvement of facilities and structures are sustained.

Call systems or accessible alarm facility are strategically located or are provided in every room.

CCTV camera is installed. Piped-in music; video by responsible staff and for specific purpose.

Areas in periphery are well lighted

Alarm systems for security measure/ two way radio / fire alarm sprinkler are available.

45


B. Facilities and accommodation 1. Basic utilities for Availability of fax machine and communication, electricity, other means of communication adequate potable water are available and provided to staff and residents.


Computer with internet connection

2. There is a designed room for a variety of social, cultural, religious, official and personal activities with adequate space for use of the staff and residents, which include but not limited to the following: a. Bedrooms a.1. Should not be part of the communal/living areas a.2. Room dimensions and layout options have space of about 1/2 meter on either side of the bed to enable access for caregiver and for any equipment needed. a.3. Rooms for PWDs with accessibility feature and with enough space in between beds for their wheel chair. a.4. Rooms shared measuring about 24 sq.m. are occupied by no more than four (4) adult resident, or 10 instants or 6 toddlers. For those facilities catering to VAWC, women and their children can be accommodated in one room not exceeding individuals per room. a.5. In case of dormitory type room measuring about 100 sq.m. dividing the room into cubicles for privacy may be adopted with no more than 15 residents per dormitory. Quarter.

46



a.6. Each resident has his/her own bed, a storage/ cabinet for clothing and other personal belongings, Double-decked bed is allowed provided that children below 13 years old are at the lower bed a.7. No basement shall be used as sleeping accommodation unless declared fire-safe by the concerned government authorities a.8. No resident such as Older persons with disability children with difficulty using stairways shall be placed in a bedroom above or below the floor level, or upper deck bed. a.9. No resident shall occupy a room with member of the opposite sex unless they are immediate members of the same family. b. Living / Communal areas and facilities b.1. There is a designated area for relaxation, leisure or receiving visitors separate from bedroom and dining room, measuring about 4 sq.m/resident including open space for outdoor activities b.2. Other recreational activities/supplies/materials (at least 2 sets board games, 2 pcs basketball/volleyballs, 1 set badminton or table tennis for a group of 25 individuals) are provided c. Bathrooms and washing facilities c.1. One functional bathroom and toilet with at least two lavatories for every 10 female or male residents c.2. Children-sized bathroom and toilet facilities / amenities for those catering to children

Doors shall have opening for visual check by the staff-onduty

A separte area or garden for reflection

One Assisted bath for residents with disability, at least one for every 8 PWD is preferred

Bathrooms and washing facilities are designed for PWDs.

A separate toilet facilities for visitors

D. Kitchen and dining rooms

47



d.1. With chairs and table based on the age level of the residents with no more than 10 individuals per table for better interaction d.3. Equipped with adequate dining wares, one set per resident e. Laundry area e.1. Located in an area where it can not obstruct in the day-today activities of the staff and residents e.2. Laundry area for PWDs should be level with their wheelchair (for wheelchair bound PWDs) F. Storage area f.1. Where foods, supplies, wheelchairs and other equipment are stored and properly accounted for

There is designated separate storage for food supplies.

f.2. Kept tidy, well-maintained and organized to ensure safety of goods f.3. Space should be enough to store all items kept for safekeeping f.4. Well ventilated and items properly labeled g. Study area/mini library g.2. Brail for the blind; states and styles are available, as applicable

Mini library should be equipped with appropriate reference/ reading materials and other educational materials, either formal or nonformal; books and other reading materials in brail

h. Infirmary/Clinic Equipped with beds for isolation with basic first aid kit, medicines for common illness, clean and well maintained medical supplies and equipment necessary for medical consultation

48


i. Office space/administrative rooms i.1. Each staff should have one table and chair and has his/her own cabinet/designated space for files and safekeeping of personal items

Has consultation bed and lavatory to accommodate those residents with communicable diseases, e.q chicken fox, sore eyes, and other illness that does not require hospitalization

i.2 Has adequate space for the day-to-day office operation, at least 4 sq.m/staff

Computer system to facilitate preparation of financial and administrative reports; preparation and updating of case studies, etc.


Each staff is provided a desk top computer

i.3. Furnished with appropriate office equipment such as filing cabinets, chairs/sofa and tables for the inquiring public i.4 Separate from the areas of interaction and programmed activities with the residents

j. Conference/training Room Space for conference room is limited but the organization has introduced alternative measure.

There is provision of conference/training room with adequate furniture and fixtures for use by the staff and residents during meetings, case conference, seminars, trainings and other related activities Separate from the office space used for day to day operation

k. Interview/Counseling/Therapy Room k.1. Space for visiting parent/s and other visitors There is no separate space for visitors but some alternative measures were made instead (e.g. convertible space is made available)

Equipped with counseling paraphernalia such as art materials, throw, pillow, dolls, toys, sandbox and other furniture and fixtures appropriate to the age and purpose of the counseling/therapy sessions

Equipped with one way mirror, audio-video and computer system and observation room for social laboratory and training purposes; provision of aqua therapy for children with disability

3. In case of cottage type facilities measuring about 100 sq.m number of occupants should not exceed 8 individuals including house parents with kitchen dining rooms, bedrooms toilet and bathrooms, study area, living room/communal area laundry area that conform with the above specifications

49


4. Staff quarters Separate sleeping quarters for There is no provision of separate male and female staff living quarters for the staff. But alternative measures are provided 5. Control/observation room – if provided for those resident manifesting violent behavior, his/her physical safety should be considered by making sure that the room: a. Has all switches for lights and ventilation outside the room; no electrical outlets in the room; b. Allows for total observation of the behavior at all times; c. Has protected recessed ceiling light; d. Is properly ventilated with windows that areis secured and protected to prevent harm to the resident; e. Has all doors, ceilings and walls constructed of strength and materials to prevent damage or harm to the resident; f. Is a minimum of 6ft by 9ft in size with at least 7.5 ft ceiling C. Sanitation and Waste Management System 1. Generally clean and free from clutter, dirt or waste matter 2. Free from rodents, insects and stray animals. If there are pets in side the facility, proper hygiene is also observed 3. Functional drainage and sewerage system Zero waste management 4. Implements proper waste disposal system (segregation of biodegradable and nonbiodegradable materials) and other practices that supports Clean Air Act


Separate sleeping quarters for male and female staff with separate bathroom and toilets

5-s installed and practiced by the management, staff and residents (sort – take out unnecessary items and dispose; systemize – arrange necessary items in good order; sweep – clean your workplace; sanitize – maintain high standards and self- discipline – do 5s spontaneously)

50



D. Emergency and Safety Measures 1. Evacuation/exit plan, warning system and emergency exits are clearly installed with signages and known to all staff and residents 2. Fire fighting gadgets available, e.g functional fire extinguisher or its equivalent like sand and water 3. Inflammable materials and other dangerous home implements/substances are kept in a locked cabinets with designated persons to monitor their use

4. Organize Disaster Management Committee/Team that will be in charge of ensuring that disaster risks and vulnerabilities are not present in the facility and that there will be zero casualties

5. Staff are able to open the doors to any room from the outside in case of emergency

Conduct once a year a disaster preparedness trainings/ seminars and emergency drills to be led by the Disaster Management Committee/Team eg fire and earthquake drills and other safety measures in 12-month period including the testing/inspection of emergency and firefighting gadgets Presence of security system within the facility for those that do not employ the services of security guards

There is available Risk Reduction Management plan

6. Main exit doors should have outward opening 7. First aid kits available and strategically located, either in the clinic or quarters/cottages. Medicines are safely stored in a secure cabinet and are administered only by an authorized person with proper prescription or medical advise 8. Keeps electrical cords and electrical outlets out of

51



reach by infants and toddlers and those unused electrical outlets covered 9. The facility is declared safe by proper government authority. Available and updated certificates on fire safety, building and water potability. CASE MANAGEMENT 1. Social Worker – one full time social worker for: a. 1:25 children for placement b. 1:20 children in need of special protection c. 1:15 youth/CICL d. 1:30 disadvantaged women e. 1:25 persons with disabilities f. 1:25 older persons g. Excess cases of the social worker can be managed by the Executive Director(registered Social Worker) or the Supervising Social Worker buy limit to 5 cases each only

52



2. Houseparents – one houseparent per shift for a number of residents as follows: a. 1:5 children aged birth to 1 year old b. 1:10 children aged 13 months to 6 years old c. 1:15 children aged 7 to 12 years old d. 1:25 children aged 13 to 17 years old e. 1:20 CICL f. 1:20 able bodied individuals aged 13 to below 18 years old g. 1:25-30 abled bodied individuals aged 18 and above h. 1:10 bedridden or sickly older persons i. Mentally challenged individuals; (upper trainable 1:15; lower trainable; profound cases 1:5) j. 1:20 deaf/hearing disability k. 1:15 with Orthopedic (Muscoskeletal) disability l. 1:15 with visual disability m. When age groups are mixed, the ratio that should be followed shall meet the requirements for the youngest residents in the group.

53



Staff Complement: a. Executive/ Program Director/ Manager a.1. One per SWA b. Center Head b.1. One per facility c. Supervising Social worker d. Social workers - number of SWs will depend on the type of residents and actual number of cases given time. e. Administrative Supervisors and Supervising Houseparents e.1 1 for at most 15 non-social work staff/ houseparents/ administrative staff f. Houseparents f.2 One for a 16 hour shift. In excess of a regular 40/48 working hours per week, for government/ private SWA's respectively g. Cook/s h. Administrative Staff/Aide h.1 at least one staff for every 5 technical staff in the SWA. i. Security Guard/s (to be required for residents handling court cases, abused, etc.) i.1 1 per 8-hour shift with 1 reliever; j. Driver K. Other program and administrative staff

54



IV.1.5 Space Programming & Space Allocation

Zoning

Spaces

Description / Activity

Equipments

Space Factor

No. of Users

Estimated Min. Area (SQM)

Quantity

Remarks

Sleeping Quarters

Rooms (Staff)

Sleeping

Beds, Closets

6 sq.m. / per

12

6

36

4 per room

Rooms (Infants 0-2)

Sleeping

Cribs

2.4 sq.m/per

30

3

72

16 per room

Room (Toddlers 2-3)

Sleeping

Cribs

4 sq.m/per

16

2

64.00

14 per room

Room for children

Sleeping

Beds, Closets

5 sq. m/per

85

Room for elder children

Sleeping

Beds, Closets

6 sq.m. / per

60

Living / Communal Areas

Gather and Socialize

Sofas, tables, etc

4 sqm / resident

Bathroom and toilet

Showers, WCs and Lavatory

1.5 per bath 1.1 per bath

180

260

15 No definite Quantity 6 for elder 5 for small children 3 for toddlers 6 staffs Total

250

4 per room

425

4 per room Living, stairs, pathways, entrace halls

720

1 functional bathroom with 2 lavatories for every 10 female and male 1 for each staff

300 90 1957

*Note: Residential and communal spaces spaces for infants and toddlers may be located at the day care center

55


Kitchen

Cook


Range, Kit. Sink, Ref.

Dining

Eat and dine

Dining tables and chairs

Laundry Area

Wash and laundry work

storage area

83

Service

1

249

Washing machine, dryer

1

50

Store

Storage shelves

1

20

Study Area

Study

Study tables and chairs, shelves

1

330

Infirmary / Clinic

Medical treatment

Medical equipments

1

73

Administration

Office works

Office equipments, desks and chairs

1

160

Conference table, desks and chairs

1

100

Conference table, desks and chairs

3

36

Chairs and table

1

6

Conference / Training rooms Interview / counselling / Therapy rooms Control / observation room

To observe children with behavioral or mental problems

Isolation Rooms

Exclusively for children who are sick

1.5 / per

56 for infants children 50 older children 60

60 elder 50 smaller

4 sqm / staff

40

Beds

10 Total

30

Max 10 per table. Separate toddlers and infants dining from children and elder children

Located with direct observation from the nurse

1137

*Note: Particular service spaces may be connected to other facilities or may be provided in each building

56



Day Care Center

Outdoor Play area

Toy storage shelter

1

Play room

Toy storage shelter

4

418 51 sqm for the youngest 70 sqm each for the rest Ideal: 208 sqm (4 playrooms )

1

(Combined with storage)

1

42 sqm

Observation space

Desirable for programs that encourage parens to observe classes and to become more involved with the school and the education of the child

General Activity Area

group activities like singing, dancing, and listening to a story

Chairs and table Carts, closed shelves. Sink, Refrigerator, Range w/ oven, Cabinets, Clinical sink, High chair, Crib, Play pen

Blocks provide a wide variety of learning opportunities. These opportunities include development of selfexpression, muscular coordination, and cognitive skills.

Shelvings in moveable cabinets

1

2 - 3 sqm

look at books, to be read to by the teacher, or to listen to a story on a tape recorder.

Shelvings, table or low shelf

1

9 - 14 sqm

1

4.5 sqm

Block Area Reading and Listening area (combined with manipulative toy area) Tutoring Booth

Enclosed space for child

28

with 4.6 min width

At least 2 lavatories and 2 WCs

Can be combined with additional storage area

57



and teacher.

Housekeeping area

Art Activity Area

The doll and housekeeping area is the area Paint pictures; make finger paintings, collages, and mobiles; or play with clay, modelling compound, paste, crayons, parking pens, and an assortment of other material such as soda straws and pipe cleaners.

(each)

dress-up area, dolls and necessary accessories,

cooking and eating utensils, and general housekeeping equipment.

2 or more

1

9 - 14 sqm

1

9 - 14 sqm

Toilets

3 sqm Total

Educational

Classrooms Library Play ground Offices

Learning Acquire books and informations

Tables and chairs

60 sqm =1 room

84

730

4

Shelves, tables and chairs

120 sqm

21 per room

150 sqm

Office for the school

150 sqm

Gymnasium

350 sqm Total

770

58


Entry / Display

Area to be first entered by the public together with a primary display


Arts Center

1

20 sq.m

1

8 sq.m

1

150 sqm

1

10 sq.m

Reception

Reception area to accommodate visitors with their concerns

Gallery area

Area for exhibits

Staff Entry

Exclusive entry for staffs

Office

Office works

1

24 sq.m

Staff Meeting Area

Area where meetings take place

1

20 sq.m

1

665 sqm

Theatre Toilets Art Studios

Area for performing activities such as theatre, dancing and singing

Desk

Chairs WCs and Lavatory

6 sq.m 2

37 sqm Total

1092

59



IV.1.7 Behavioral Analysis

IV.1.7 User Analysis General Users: Analysis USER Executive/ Program Director/ Manager Center Head

Supervising Social Worker

Social Workers

JOB DESCRIPTION

NO.

oversees the coordination and administration of all aspects of an ongoing program including planning, organizing, staffing, leading, and controlling program activities. oversee facilities that house younger children. They work in preschools, nursery schools, daycare centers, in some cases, school systems to oversee and coordinate child care and educational programs. responsible for the assessment, training, support supervision and development of foster carers.

1

Organizes activities to make communities, and especially foster families, aware of the living conditions of orphans and vulnerable children (OVCs).

10

4

2

AGE

ACTIVITY Creates and revises programs, develops policies and guidelines, hires and trains staff, raises funds, and ensures compliance with government relations responsible for setting the tone for the facility, managing the curriculum, overseeing physical facilities, hiring staff and managing the overall image of the center. actively participate in the recruitment, assessment and training of prospective Carers as well as pursuing suitable placements for our approved Carers Provide Consultation and Advice to Others — Providing guidance and expert advice to management or other groups on technical, systems-, or processrelated topics, manage detailed case records and prepares reports

PROJ. POP. 1

1

1

60


Administrative Supervisors

Supervises clerical staff and participates in their recruitment and selection. Participates in the coordination of administrative and clerical work in an office.

Housparents

Be responsible for daily operation of household such as but not limited to planning meals, purchasing groceries, supervising/assisting cleanliness of house, and getting the mail daily from mailbox.

Cook/s

Under general supervision, plan, prepare and document all meals for the Child Development Center children; and perform related work as required.

Administrative Staffs Security Guards

Driver Orphans

1

20

4


Assigns work, provides direction to clerical staff and ensures that assigned tasks are completed. Orients and trains clerical staff. Monitors the performance of staff. Ensure good behaviour of the children, supervise and arrange activities that promote intellectual, physical, social and spiritual development, ensure living and hygiene standards are maintained, ensure students are attending classes, lend a sympathetic ear to children with, and accompany students on weekend outings. The Cook oversees operations of the food program, including hygiene, meal planning and preparation, food distribution to rooms

1 monitor the flow of people and employees and respond in emergency situations.

16

maintain surveillance of a property by patrolling the grounds or using closed-circuit monitoring or alarm systems

1 200

61



IV.1.8 Organizational Structure IV.1.8.1 Functional Zoning

Community Arts Center

Child Care Center

Service

Sleeping Quarters

Functional Zoning Rooms (Staff) Rooms (Infants) Room (Toddlers)

Private Private Private

Room for elder children Living / Communal Areas Bathroom and toilet

Private Semi-Private Private

Kitchen Dining

Semi-private Semi-private

Laundry Area storage area Study Area Infirmary / Clinic Office Space / Admin.

Private Private Private Semi-private Private

Conference / Training rooms Interview / counselling / Therapy room

Private Semi-private

Control / observation room Isolation Room Outdoor Play area Play room Observation space General Activity Area

Semi-private Private Semi-private Semi-private Semi-private Semi-private

Block Area Reading and Listening area Tutoring Booth Housekeeping area Art Activity Area Toilets

Semi-private Semi-private Semi-private Semi-private Semi-private Semi -public

Entry / Display Reception Discussion space becomes art display Space Display VIP Area Staff Break Area

Public Public Public Public Private Private

Staff Entry Office Staff Meeting Area Theatre Outdoor Garden

Private Private Private Public Public

62



IV.1.8.2 Programming Matrix/ Diagrams ADJACENCY MATRIX

INTERRELATIONSHIP DIAGRAM RESIDENTIAL

63


SERVICE


ARTS CENTER

CIRCULATORY DIAGRAM SERVICE

ARTS CENTER

64


Chapter IV.2


Concept Development

IV.2.1 Architectural Concept The dynamic form and variant colors of the coral is the concept of the structure. This concept aims to achieve the biomimetic figure of an aquatic organism that represents home and life as one of the guiding pattern in biophilic design.

The hexagonal pattern also aims to create a shorter distance travel from one place to another while also providing every indoor space to be connected to the outdoor spaces, therefore, encouraging more outdoor opportunities. IV.2.2 Structural Concept The Double-skin facade is a system of building consisting of two skins wherein the second skin will be panels of louvers to protect the principal wall from heat, while achieving natural ventilation.

IV.2.3 Utility Concept Rainwater

harvesting

systems

provide

distributed stormwater runoff containment while simultaneously storing water which can be used for irrigation, flushing toilets, washing clothes, waterfor garden, etc. This processing goes through various filtration and processing systems.

65


Chapter IV.3


Synthesis

SCHEME 1

SCHEME 2

66



Chapter IV.4 Presentation Drawings Aerial Perspective

Arts Center

67


Admin Building

Day Care Center


Primary School

Residential Units

Gallery

68


Pre-school Classroom


Art Studio

Classroom

Auditorium /Event Hall

Study Area

69



Nursery 1

Nursery 2

70


Living Room


Bedroom

Dining Area

Dining Area for Toddlers

Day Care General Activity Area

71

B B’

A A’

FLOOR PLANS

SECTIONS AND ELEVATIONS



APPENDICES: APPENDIX A Interview Questionnaires: 1.) How is the orphanage operated? What is the process in selecting or brining orphans into the orphanage? 2.) Do most orphans come from the DSWD? 3.) How do you select orphans and at what age do you select orphans for your orphanage? how long do you allow them to stay? 4.) Until at what age do you allow the orphans to stay if ever they still aren’t adopted and must be transfered? 5.) What kind of facilities do you provide for the orphans? 6.) Any cases (Physical, mental or social) that these orphans face? How do you handle it? 7.) How do you provide their education in those type of cases? 8.) What kinds of activities do the orphans perform? 9.) What are the functions of the other buildings in the orphanage? 10.) What would you recommend on the design of the orphanage? Would you recommend a 11.) How about communal facilities like child day care? 12.) What is the capacity of the orphanage? 13.) Do they get to go outside the orphanage? 14.) How is the orphanage funded? Is it by donation? 15.) What are the agencies you coordinate with in handling the orphans?

78



APPENDIX B Transfer Certificate Title

79



80



81



APPENDIX C: Letters

82



MAPÚA INSTITUTE OF TECHNOLOGY School of Architecture, Industrial Design and Built Environment Muralla St., Intramuros, Manila, 1002, Philippines S401, FAX: +63(2) 336-6086

November 28, 2014 City Assessment Office City Planning and Development Office

Dear Sir/Madam, My name is Fe Isabel A. Adarne, a fourth year student of Mapúa Institute of Technology, School of Architecture, Industrial Design and the Built Environment (AR-ID-BE), under the program B.S Architecture. I am currently working on a thesis that proposes an Orphanage Complex in fulfilment of the course AR200 Design 9: Architectural Thesis. As a requirement for this course, I would like to request for an Institutional zone vacant lot for my thesis proposal along with the following: 1.) TCT 2.) Tax declaration 3.) Zoning ordinance map Your kind consideration will be very much appreciated.

83



REFERENCES: 

abs-cbnNEWS.com (Nov. 20, 2014) 100 kids abandoned every 2 months Retrieved from http://www.abscbnnews.com/nation/09/19/10/100-kids-abandoned-every-2-months



Amended Administrative Order No. 11 Series of 2007 Entitled revised standards on residential care services, Republic of the Philippines, Department of Social Welfare and Development



Barangay San Agustin Profile, retrieved from http://www.trecemartirescity.gov.ph/city-bgy13.php



Barbara Simons and Christian (2012) Koranteng Residents’ perception of the built environment quality in an orphanage. Available online at www.pelagiaresearchlibrary.com



Bright Green (2014) 14 patterns of biophilic design, Improving Health & Well-Being in the Built Environment Terrapin Bright Green LLC



Building Code of The Philippines



Cainta City Profile retrieved from, http://www.cainta.gov.ph/cainta-website/about.html



Calamba Laguna City Profile, retrieved from Calamba New City Hall



City Maps, retrieved from http://www.trecemartirescity.gov.ph/city-maps.php



Dr. Romulo A. Virola (Oct. 10 2011) ABUSED CHILDREN! Retrieved from http://www.nscb.gov.ph/headlines/StatsSpeak/2011/101011_rav.asp#tab1

84





Loukia Agathokleous (May 2012) Vulnerable children-implementation of spatial properties by means of imagination & creativity Retrieved from https://www.academia.edu/2018674/Vulnerable_childrenimplementation_of_spatial_properties_by_means_of_imagination_and_creativity_bu_Loukia_Agathokleou s (2014)



Saint Rita Orphanage programs and services, Retrieved from http://www.saintritaorphanage.ph/programs.htm



Subaybay Bata Macro Monitoring System , Council for the Welfare of Children (2012) SITUATION OF THE FILIPINO CHILDREN



Sun Path Diagram, retrieved from http://www.gaisma.com/en/location/manila.html



Trece Martres City Profile Retrieved from, http://www.cavite.gov.ph/home/index.php/cities-andmunicipalities/district-vi/trece-martirez-city



Valerie Rachel Herrera (2012) Residential Educational Cultural Center for Orphaned Youth. SYRACUSE UNIVERSITY SCHOOL OF ARCHITECTURE



Wind & weather statistics Sangley Point/Cavite Retrieved from http://www.windfinder.com/windstatistics/sangley_point_cavite



Zimmermann, Elizabeth Lee Ann, Modern-day orphanages: Exploring what it is like to grow up in a stable, long-term residential children's home (2012). Graduate Theses and Dissertations. Paper 12547.

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orphanage (Adarne, Fe Isabel a.)_thesis Book

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