To Carbondale
Maintain Authority through reason and manipulation
Focal Points 7
2
Collaboration Spaces 7
Directed by Self: team space conference room
Education Center
Directed by Spontaneity: atriums student unions
ORI
Directed by others: lecture spaces break out rooms
Common Area
AUT H
Therapy Center
murphysboro
sr-13
Signage Required
High Ropes Course
sr-51
Road
ge Rd
City t n a Gi
Camp 2
marion Upper 40 Road
anna/ jonesboro
Admin
3
Roa d
carbondale
Tou Na ch of tur eR d.
Main Entrance
4
Clif fs
Ri d
Admin Office
sr-3
Stable House
Little Grassy
High Ropes Course
Sewage pond
Stable House
Parking Lot
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The Touch of Nature (TON) Site covers some 3100 acres south of Carbondale off Giant City Road. The site maintains a long history of use as a summer camp environment for a wide range of individuals. In keeping with the goal of engaging youth in nature for rehabilitation, there is a proposal to place a juvenile girls detention center on the site. With a guided tour of TON we were steered towards a site near the former stable house. Along with this I identified three other potential sites. After examining all these sites with considerations given to traffic flow, ease of public access, natural land formations, and micro climate concerns I decided upon site number three. The existing infrastructure at touch of nature is not capable of the larger traffic loads a detention center would bring. The only road in is a narrow black top strip without curbing, as well the winding paths make way finding difficult. To this access point would have to be significantly beefed up to accommodate daily vehicular traffic and increased clear signage through out the TON complex. Paralleling Both Giant City Road and Okios road are overhead power lines. It would be advisable to put these underground near the road corridor to minimize power issues resulting from ice storms and downed trees. There were a couple opportunities for access to Little Grassy Lake. I had concerns about siting close to the lake, and ultimately I felt the negatives out weighed the benefits. The entire perimeter of the lake is protected by the federal government under National Wildlife Refuge. The care needed to protect this environment from harmful site runoff and land development seemed to be to much of a fuss for the scope of this project. Lake access would also call for an increase in staff, and in a facility that already has a large staff to resident, I didn’t find productive to further increase this ratio.
Camp 1
Fe rn
SIUC Fisheries
TY
Parenting Styles
Permissive:
Authoritative:
sr-51
Teenage girls tended to have a better view of Teachers and Police than their Parents.(Nihart) Part of the reason for this is because during the time of adolescence teens need to challenge their parents authority to begin to develop their own. (A Parents Guide) So the reality of becoming a juvenile happens when in challenging their parents authority they begin to push the boundaries of the other authority figures.
NO influence of authority
Authoritarian:
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Oiko s
Parents
An authority is a person whose expertness befits h i m to d e s i g n a te a behavioral alternative for others, where the alternatives are perceived by both.
benton
Giant City Rd
We can only act to authority when we perceive it is there
Teacher
Square: greater opportunity for human interaction
Police
Rectangle: create a spacial hierarchy, remnants of devine
1
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oa
To Giant City State Park
r we
99 | 100
i-24
Po
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Giant City Campgrounds
One of the strongest influences on behavior is the presence of authority. People slow down when they see a police car, crime is more prevalent in the dark shadows of narrow city streets, and interrogation rooms spotlight the criminals.(Paulsen) All these instances we have associated with a particular outcome and adjust ourselves to avoid those outcomes. Teenagers identify three major sources of authority in their life, Parents, Teachers, and Police (Nihart). Teenage girls view each of their authority figures in a different way. Often they have a more positive view of their teachers and police officers. (Nihart) There are two possible reasons for why this is. First, would be that during the time of adolescence teens need to challenge authority figures to begin to develop their own sense of authority. (A Parent's Guide) And second, “Research consistently identifies [women's] experiences of physical, sexual, and emotional violation as the first step along the pathway to juvenile and criminal justice involvement.” (Lind, 78) Most often these experiences are brought on by family or neighbors (Lind). Consequently teenage girls will tend to feel safer under the authority of their teacher or the police, rather than their own parents. Authority is not always power And power does not give you authority (Power) Architecture has power and architecture can convey authority, but what are the tools used to convey these messages and change people? Traditionally the architect has relied on symbols developed in ancient times to depict abstract feelings of power and authority. In general these symbols no longer carry any meaningful weight to the general public. So the objective will be to create a spacial formula of authority that can be utilized to vary the level of authority people feel. For this all girls juvenile detention center it will be important to match the effects of different authoritative spaces with the perception these teenage girls have on authority. A juvenile detention facility must act as all three authority figures for the youth residing there. Outside of this facility the girl's authority figures are separate people and to keep a similar atmosphere there will need to be a separation of authority figures spacially with in the complex. Each space needed to have its own identity reflective of the authority's characteristics. To accomplish the characteristics of each authority figure were determined and then translated into the desired spacial relations to create a formula of authority that can be used to dictate the behaviors of the adolescent girls. A facility that brings the three authority figures from a girl's life into their daily routine will have the potential to more easily maintain control. Along with the benefits it bring to the security and administrative staff, these separate positive authority influences can begin to heal the individuals and prepare them for reentry into the community. It is also important that through the use of curriculum that we help identify the positive authorities these girls can look up to and use to replace those they were under in the detention center.
2
3
Retreat Center- Sleeps up to 40, 18,266 sqft.
Overnight Retreat Rooms Conference Conference Room 5 Room 4
Juvenile Center- 18 residents, 19,883 sqft.
Conference Room 6 Lounge
Total: 38,149 sqft. Parking:
Food Prep
Open
62 spots, 3 ada
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2 3 Second Floor Retreat Center
Open
to Be l
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Resident Rooms Indoor Fitness Education Center
Residential Pod
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Conference Room 1
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Maintenance Banquet Hall Conference Room 2
Conference Room 3
Central Support
1 Retreat Admin.
Lobby
2
Break Room
Visiting
Records
Section 3
3 First Floor Retreat Center
640’-0”
640’-0”
0
5
10
15
20
Section 2
Lounge Private Visiting
Juvenile Admin.
Medical Suite
Common Area
0
5
10
15
20
Structural / Mechanical Runs
Resident Rooms
Waiting
3
Therapy Staff Alcove
2
1 Storage
Kitchen
2 First Floor Juvenile Center
Isaac Grayson ARC 550 Summer 2013 C. Schwartz
N
AUT H
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Second Floor Juvenile Center
640’-0”
S OF
Teen Years .
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10
20
30
50
4. Ni
hart, Terry ,
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Lisa Pask o.
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Pods Retreat Center
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Education Therapy Conference Center
1966
Common Spaces Administration
3. Lin d, M ed
O F
Space Authority
urviv in
Reason
ana.
Focus
e to S
Omni
d, Di
Formula of Authority
Guid
Level Plane to Share Knowledge without Judgement
umri n
Focal Point Of Space
2. Ba
Sweeping Views Not Focus of Attention Omni Presence
Paren t's
Space Characteristics
1. "A
Maintains through reason and manipulation
FO
Maintains Authority by Acquiring Attention and use of showmanship
Parents
Teacher
Police Maintain Authority through surveillance and understanding of the law.
R M
the power or right to give orders
U L A
Authority:
3
2
Section 1
0
5
10
15
20