Initial Research for Local Production + HIV Awareness in Lilongwe, Malawi by Patrick McAffrey

Political Disaster:

The HIV/AIDS Epidemic in Sub-Saharan Africa

HIV Awareness and Prevention-Education in

Lilongwe, Malawi

Patrick McAffrey / Fall 2011 / ARCH 485 / Prof. Neis

Table of Contents: Part One: Introduction to Concept

This section introduces the topic of “Political Disaster.” There is a brief history of the HIV/ AIDS epidemic and the consequences it has had on the South Eastern part of Africa. Citing books, and using quotations by Helen Epstein, and Dr. Paul Farmer. Also at the end I discuss the concept of “Design for the Other 90%,” and show examples of this and how it relates to architecture as well as my particular project.

Part Two: Introduction to Site

This includes historical background information regarding the country of Malawi, as well as the city of Lilongwe. In addition, a thorough investigation of the geographic context of the country will be included, as well as an exploration of local building types, methods, and styles. Following this is information about the site, its surrounding neighborhood, the landmarks near it and the culture in which the new building will be a part of. I will also use this section to identify major highways, modes of transportation, and especially methods of shipping goods, and large objects from place to place in Malawi. I am curious about how the many rural villages and communities are connected to the major cities in this country, and whether or not it may be possible to bring education to these types of remote areas.

Part Three: Explorations and Precedents in Education

Here I will go into detail about the different ways of teaching HIV/AIDS awareness and prevention citing examples from all over the world, but using the methods of the organization Malawi Matters as my primary source for information regarding my particular site and region of the world. I know individuals who are very involved with this organization and have personally gone to Lilongwe many times to spread awareness and prevention methods to the locals, and have now begun to teach Malawians how to teach other Malawians. Additionally, I will use this section to explore Pattern number 18, “A Network of Learning” and how it can relate to my topic and my project. Through this exploration, conclusions will be drawn about how to spread education throughout the country and to avoid a central location that will be unreachable by many. The educational precedents are then followed by case studies of buildings that manufacture large scale objects such as cruise ships and mobile homes.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Table of Contents: Part Four: Explanation of Patterns Here is a thorough explanation of the patterns I aim to incorporate into my design and use as a framework to move forward into the programming and planning phases of this project. This includes full descriptions of each applicable pattern with explanatory diagrams and photos, patterns will come from both Christopher Alexanderâ&#x20AC;&#x2122;s A Pattern Language, as well as from my research and conversations with those experienced with this place and HIV education.

Part Five: Introduction to Project In this section, I use my research and findings from the previous parts of my thesis report to introduce the project I will be pursuing. Unfortunately, however, I have never been to Malawi, and so I must note that this project will be completely based on a reality created through situational models and theories that I have gathered from my findings and conversations with those who have had firsthand experiences in this place. This conceptual reality will be discussed at great length within this section and will lead into a full on project description. I will then describe the building type I aim to create within Lilongwe, and will define the activities that will happen their and the facilities necessary to support them.

Part Six: Description of Program The final portion of this thesis report will be dedicated to defining and determining the necessary program elements to support the activities and services that will be provided by my project. Each program element will be described in length and assigned a square footage as well as a list of necessities and a diagram showing relationships with other program elements. At this point, the general scheme of the project and its overall purpose and function should become apparent; I hope to have a few basic schematic ideas to show for reference.

Part Seven: Conclusion of Report I will use the last pages to wrap up all of the main points and ideas laid out within the rest of the report.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Part 1: Introduction to Concept

Description of Topic

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Social Disaster:

(The HIV/AIDS epidemic in Sub-Saharan Africa)

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

The Facts:

(The HIV/AIDS epidemic in Sub-Saharan Africa) There were

20,000,000

AIDS related deaths in the world between 1981 and the end of 2003 There were

12,000,000

children orphaned by AIDS living in sub-Saharan Africa at the end of 2003 There are roughly

22,500,000

people living with the disease currently and At least

2/3

of that population live in sub-Saharan Africa.

(15,000,000)

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

The Facts:

(The HIV/AIDS epidemic in Sub-Saharan Africa) The average life expectancy in sub-Saharan Africa is

52 years

in 6 of these countries, that is lower than it was in the 1970s. The majority of the people living with the disease are between the ages of

15-45

which is within the prime of their adult working lives. Due to this, in countries like South Africa, the GDP may depress up to

17%

over the next decade. Needless to say, in sub-Saharan Africa this is the

Leading Cause of Death. Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

The Facts:

(The HIV/AIDS epidemic in Sub-Saharan Africa) In the world,

275,000,000

children never attend or complete primary school education. And, additionally,

870,000,000

of the worldâ&#x20AC;&#x2122;s adults are illiterate. In sub-Saharan Africa and Western Asia alone, there are

77,250,000 out-of-school children.

57%

are girls.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Part 1: Introduction to Concept

Preliminary Thoughts and Hypothesis

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Introduction Statement: Since the first introduction of the topic of Regenerative Design, I have been considering the possibilities and various potential areas where architecture could help regenerate a place that has seen some form of disaster. In addition, I have also been intrigued by how the word ‘disaster’ can be defined and interpreted. There are of course the obvious examples of natural disaster such as what has happened in New Orleans, or more recently in Japan; and there are also terrorist disasters such as the World Trade Center tragedy. These particular forms of disaster are those that we are more familiar with and the type where the role of architecture and built form are somewhat obvious and prominent. However, what I am curious about is what I would refer to as ‘political disaster’ or ‘social disaster.’ This type of devastation typically applies to a group of people that are suffering immensely, but not because of natural forces or terrorism from outside their country, but instead from the extreme neglect and mistreatment of these people from their own governments. There are a frightening amount of examples of political disaster around the world ranging from the mistreatment of refugees in Haiti, to the relocation and prejudices against the natives in Chiapas, Mexico, to the outbreak of drug-resistant tuberculosis in Russian prisons. Perhaps the most prominent and startling social disaster, or example of “structural violence” as Dr. Paul Farmer refers to it as, is the AIDS epidemic in Sub Saharan Africa, and the stunning lack of response towards this genocidal disease from the suffering countries’ governments. For example, South Africa has the highest number of people infected with HIV of any country in the world, and its former president, Thabo Mbeki, was one of the fiercest AIDS deniers of our time. In most of these countries, citizens lack the simple education required to help them prevent the further spread of the disease, and often times methods of contraception are deemed taboo in societies due to their affiliations with prostitution and promiscuity. It seems as if the mind sets and current practices of these people could be altered so that they could understand the benefits of methods such as contraception or even monogamy, than there might start to be a change in statistics. This idea of treatment and assistance through education and community-based solutions is largely discussed in Helen Epstein’s The Invisible Cure. I understand that within this particular area of disaster, there is not necessarily any destroyed buildings or infrastructure to be regenerated, and because of which it does not quite fit perfectly within the topic of this studio. However, I would argue that despite the fact that these particular societies have never had much of any built form, they have at some point had: prosperity, happiness, and an immensely strong sense of culture. It is these feelings, sensations, and identities that I am attempting to regenerate more so than physical built form. And it is these rather abstract ideas and characteristics that have been destroyed within this particular realm of social disaster more so than any type of concrete structure. Also, I feel that the type of building I design would respond to the local vernacular in a way that could potentially inspire a sort of regeneration of the state of buildings and methods of construction that are implemented there; and I am imagining most of the materials used would be in some form recycled, which would also pertain to the idea of regeneration. Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Introduction Statement: In addition to my pursuit of architecture, I also spent the last couple of years receiving a product design degree in Eugene, and through this major I was introduced to a concept called “Design of the 90%.” This was coined as a theory by the industrial designer Dr. Paul Polak, and is now the title of a Cooper-Hewitt Design exhibition and book. This concept basically describes how 90% of what is designed in our world is designed for the upper 10%, while the other 90% of the world’s population go without basic necessities such as clean water or simple irrigation systems or even an efficient way to transport water once they acquire it. After studying this concept and its relationship to the design of objects I became very curious about how the ideas could apply to architecture and built form. Much of the architecture that is discussed on design blogs or in art history classes are examples of museums, libraries, schools, sports facilities, new condominiums, office complexes, or beautiful houses for millionaires — but what about schools in Africa, or libraries in Africa, or homes in Africa? This type of building seems to be missing from the conversation, and I realize that these sorts of things are hard to fund and the politics of these areas are sometimes difficult to get through, but I find this to be a very interesting challenge and a truly intriguing opportunity for creativity. I feel that the idea of educating the people of Africa on AIDS awareness is a very important subject and one that has many possibilities. Because the demography in a place like Africa is so vast, there are a lot of different ways that people must be taught, as well as a variety of different settings they prefer to be taught in. This creates a challenge to accommodate this wide range of age groups, cultures and even the differences between men and women within an educational environment. This situation presents an interesting opportunity for a type of pre-fabricated building that could be produced in multiples and then sort of customized based on the individual needs of a particular culture or demographic and then ‘deployed’ to different places throughout the country. This would be especially effective if the basic structure for the space began as something as simple and utilitarian as a shipping container. A small, simple, transportable building type would offer a lot of possibilities for things like the use of local materials, local labor for assembly, and especially sustainable implementations. Most likely, in theory, a space as small as one of these little ‘education nodes’ could be almost entirely self-sufficient. In addition, through researching and reading about designs in rural, impoverished places, I have learned that they are often more effective when they are built, put-together, or taught by local people so that the whole thing feels more like their own instead of some sort of hand-out from a far-away place. I find this interesting in terms of the actual construction of the thing and also pertaining to who would be the educators working within the space. Perhaps instead of a shipping container-based building, the facility could be shipped as a sort of flat-packed ‘kit of parts’ that would then be assembled by the members of the local culture to promote a sense of community.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Introduction Statement: It is also important to consider the local vernacular of places in rural Africa and how their traditional building techniques and styles could possibly play into what I would be introducing. Another key part to this idea gaining its acceptance in the culture it is brought into is the ability for it to assimilate within the landscape â&#x20AC;&#x201D; not just sit on top of it like some sort of temporary construction trailer. In order for people to feel comfortable discussing things that typically make them uncomfortable, it is important that the space in which they are being educated feel like it belongs in their culture and their surroundings. I plan on creating a way for this space to respond to what its users are custom to as well as the environment that surrounds it. Throughout my research and conversations with people who have had first-hand experiences with the realities of Sub Saharan Africa, it has become apparent that the most afflicted region of this area is the South Eastern portion of the continent. I personally know multiple people who have worked in Malawi, and it is a country that was discussed in several of the books I have read. Because of which, I believe that it is the country I will choose to pursue my ideas and this subject in. However, due to the nature of my thought process thus far, in terms of mobility, multiplicity, and varying demographics, I donâ&#x20AC;&#x2122;t believe I am really capable of pinpointing a particular city or site where this building type will be constructed. There are essentially only four cities or urban areas in Malawi: Lilongwe, Blantyre, Zoomba, and Mzuzu. In addition to pursuing my ideas in these cities, I am also intrigued by the idea of placing these education centers in far more rural areas where the people would typically not be exposed to any sort of resource such as the one that I am proposing. In terms of matters such as the funding for this project and how it could be mobilized, I feel that these are issues that I plan on researching more in-depth over the course of the Fall term. Through further conversations with my connections to this country and by talking to such organizations as Malawi Matters, I believe that I will be able to begin to answer some of these major questions. Although the space I have described may seem relatively small, I fully intend on designing the whole idea, so to speak, so that it all can be imagined in a more realistic way, and these questions concerning the logistics could be answered in a creative and thoughtful manner.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Introduction Statement: So to sum up, I feel that by introducing a setting in which impoverished and otherwise undereducated Malawians would feel comfortable learning about ways in which to prevent AIDS and HIV could be extremely beneficial to their current situation. This facility could be used to educate large groups of people from various age groups and backgrounds, or it could be used to console individuals already suffering from the disease somehow. These types of counseling and education could potentially rebuild and regenerate the culture, spirit, and individuality that Africa has been known for throughout its history. Additionally, if the locals themselves were involved in the construction, transportation, and teaching then the place would promote a strong sense of community and pride that may have been lost on some of these cultures because of what their people have been exposed to and the way they have been treated by their own political leaders. By introducing this new building type into their culture and environment, it could serve as a catalyst to regenerate the local architecture by example and show the people what is possible through creativity and proper education.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Preliminary Project Description: Building Type: I intend on designing a space that is based on a typical warehouse plan. In theory, I could re-use an existing warehouse and this would be more sustainable, however I believe that the addition of a new building and building type into Lilongwe’s urban fabric could breathe a new life into a place that has never really had ‘designed’ architecture. I feel that the re-use of an existing space would not really spark the interest I hope to instill, and the majority of existing structures that would fulfill my needs are not really in public sectors of the city. This warehouse will be a manufacturing facility in the traditional sense that there will be production happening inside of it. However, I do not feel that the building could be described as just a warehouse or just a plant. My intention is for this space to also serve as a place for learning and education about the workings of what goes on there as well as why it is happening. This being said, I feel that there will have to be more comfortable spaces as well as programmatic elements integrated within the manufacturing facility that would not necessarily be involved in the design of a traditional production plant. Additionally, I see this large warehouse building serving as a sort of ‘mothership’ to other, much smaller mobile buildings that will be processed and taken care of in the main production space. These smaller buildings will be based on a modular plan that can be slightly altered and modified based on the particular demographic or group that will be using them, and they will be prefabricated within the larger facility described earlier. These mobile buildings will serve as educational spaces to promote HIV and AIDS awareness and prevention methods to the rural areas around Lilongwe, and must be designed with programmatic elements that satisfy the needs of learning, teaching, and counseling for users of many different ages and backgrounds.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Preliminary Project Description: Building Function: This warehouse-type structure would serve as a facility for local tradesmen to be employed and use their skills to contribute to the construction and fabrication of small, mobile, educational spaces that would then be transported to rural villages that surround the capital. In addition to the employment of local workers as well as the contribution to facilities that will help to educate rural communities, I envision this building helping its existing Urban Landscape by also being in itself a place for learning and teaching. If the street façades are inviting and permeable enough, then passers by will feel inclined to walk in, and by doing so they could themselves learn first-hand about how the employees work and their particular trade. If throughout the whole space, there was a path incorporated to watch the work happen from a safe distance, then kids, teens, and even adults could pass through without interrupting and learn a bit about fabrication and construction. In addition, because the objects being constructed will eventually be used to educate about the dangers of HIV and how to prevent the disease, it is inevitable that those who pass through the space will in turn pick up on this information as well. So this warehouse manufacturing facility then becomes much more than a vessel for production and construction, but also a place that helps the community around it by educating citizens about future career potentials, while still constantly maintaining the underlying issue of HIV education to everyone involved with the process, from the employees to the casual passers by. I also envision this warehouse facility with spaces that could incorporate large meetings, lectures, or even performances by locals or visiting educators, and I feel that it would be imperative that this place has a very friendly relationship with the street, including perhaps some type of ‘front yard’ space for anyone to gather and socialize. As I mentioned earlier, the physical product of this manufacturing facility would be a small building that is designed for promoting HIV/AIDS awareness throughout the much smaller, rural villages and towns that are connected to Lilongwe through an effective road system. Because I do not believe that these smaller towns necessarily require a permanent HIV education facility seven days a week, I feel comfortable with the fact that they would merely just ‘visit’ each town for a week or so at a time and then come back several months later as a sort of follow up for things like counseling or other needs. The basic function of these spaces would be for one or two people to serve as teachers and travel with the buildings from town to town and educate the citizens through methods that have been proven to work in Malawi by organizations such as Malawi Matters. Because all of the students would have different levels of knowledge and their own particular sensitivities with the subject, it would be very important for these ‘schools’ to be flexible in their programming, and have the ability to adapt to the needs and desires of various user groups. It is also important to consider the relationship between this building and the Environment in which it will be placed, always maintaining a solid connection between interior and exterior spaces with comfortable transitions between, and opportunities to learn in either situation.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Preliminary Project Description: Potential Users: I imagine these spaces being used by a vast variety of different people. I feel that both buildings will serve the needs of children, teens, young adults, mature adults and even the seniors of the community, all of these various users will not only use the students but also as teachers. The warehouse building will be used primarily by its employees, and they will have the most access to all of the spaces within it, however it will also be heavily used by the public and they will have a very real portion of the building dedicated to them and their needs. Again the I envision the members of the public consisting of citizens of both genders, all ages, and all walks of life within the city of Lilongwe. People will come to the building to work, to learn how to work, to learn about the disease that is taking the lives of many within their society, and they have the potential to do so on purpose or entirely out of accidental curiosity. Like the warehouse space, the small educational facilities will also be used by its teachers and its students, both roles being played by people of all ages and demographics. In addition, due to the travelling nature of these smaller spaces, they will also see use from a wide variety of different tribes and cultures within the rural landscape of Malawi, which will definitely play into the design and programming of the schools.

Potential for Longevity: An obvious argument for this building type and envisioned situation is the question of what happens once a hundred of these little schools have been produced and shipped throughout rural Malawi? How many of these smalls buildings do we need before they become overkill and begin to litter the countryside and are left for dead? And what happens to the manufacturing warehouse once this process is done? I feel that these questions can be answered by the fact that there is no shortage of need for education in a place like Malawi, and once there have been enough HIV awareness facilities produced to fulfill the needs of the surrounding towns; then they will continue to serve those needs, and to provide counseling and education regarding HIV throughout the duration of their life span. Potentially they could extend their reaches to farther away villages. Hypothetically, if the need for such a facility diminished, then these mobile buildings could then begin to be used for primary school educations for the citizens of these small towns.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Preliminary Project Description: Potential for Longevity (continued): In theory, once enough have been produced, and if they can maintain a relatively low manufacturing and transportation cost, then the buildings can begin to ‘make berth’ in the various villages around Malawi and start to become more permanent and site specific. As I mentioned earlier, the design of these spaces will be fairly flexible in nature, so to adapt them from HIV education centers to just typical elementary schools, or small high schools should not be that difficult. Once there was no longer a need for the HIV facilities, the manufacturing plant could switch over to just producing standard schools, and it would still serve its purpose of educating citizens of Lilongwe on fabrication techniques and trades — in addition to constantly functioning as a larger center for HIV awareness, because it is unlikely that this urban center will ever exhaust its need for such a place.

Key Issues: It is imperative that this warehouse as well as the spaces it creates are welcomed into the culture and landscape that they will be introduced into. Frequently, when western cultures attempt to design solutions for such broad topics in underdeveloped countries, often times the citizens of these countries do not know how to react to such spaces or they just fail to fit in from the start. In order to avoid this, I plan on incorporating citizens of Malawi throughout all steps of this theoretical process. Locals will be the ones building these spaces, and they will be able to put their own touches on them, and locals will be the ones teaching in them, and locals will be the ones using them. In order to truly understand the place that architecture has within this larger topic, it is necessary to think about things and conceptualize the project from a more social, political, or even cultural point of view and abandon the desire to begin thinking in terms of architecture right away. Additionally, the materials and construction techniques used throughout the process of both the warehouse and its smaller baby buildings will all be considerate of Malawian tradition and vernacular. These building types are different than anything this culture has really ever experienced so I don’t feel it would be right to completely mimic the historical aesthetics of this place, but it will be important to respect the rich culture and history behind Lilongwe and Malawi as a whole.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Preliminary Project Description: Program Elements: Manufacturing Facility: -Main Production Space -Space for large fabrication tools (cranes, lifts, scaffolding) -Space for observation and hands on education throughout -Inviting and friendly connection with the street -Welcome space/lobby -At least one large auditorium or lecture hall -2-3 small classrooms (15-20 people) -Front yard -Employee breaktime and gathering courtyard -Area for children (either day care for employee children or just play area) -Employee facilities... locker rooms, kitchen, break room -Proximity to main roads with loading/unloading docks -Large storage for materials and tools -Wide, doors that extend the inside to the outside

HIV/AIDS Awareness Buildings: -Main classroom space -Movable walls to allow for flexibility -Smaller side rooms for individual counseling -Solid connection with outside -Front porch that can be used as open classroom -Must be self-sustaining -Ability to be transported -At least one small private room for teachers -Potential for cooking in a community gathering setting

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Part 2: Introduction to Site

People, Place, and Context

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Lilongwe, Malawi

and the surrounding villages

I have chosen Lilongwe, Malawi as my site because I feel that this country has the potential to really put this type of project to use, and have personal connections with an organization that travels to Malawi a couple times a year to educate citizens and spread awareness about HIV and AIDS. I believe that Lilongwe is the optimum city for this type of project because it is the capital and has a central location in regards to the rural villages throughout the country. Although I have never been here myself, I am using my contact Phyllis Wezeman as a sort of ‘client’ or ‘user’ in this situation currently, and I have located this large empty site with close proximity to the old town hall, the bustling open-air market, the river, and the industrial sector of the city.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Lilongwe, Malawi

and the surrounding villages

Place: Metropolitan Lilongwe is divided between an old town and the urban downtown. The old town is where one can find traditional African markets with hand-made goods and the vernacular tends to be a bit more dirt roads, and buildings made of stone and earthen materials. Whereas the downtown area is proud of its shiny new modern buildings, shopping centers and hotels. Both have their own charm and play their respective roles to the economy of the city.

In addition to Lilongwe, Malawiâ&#x20AC;&#x2122;s second biggest city is Blantyre, located in the South Eastern part of the country, this urban area is referred to as the commercial center of Malawi. Blantyre is the home to Malawiâ&#x20AC;&#x2122;s first two-story building built at the end of the nineteenth century, and more recently Malawiâ&#x20AC;&#x2122;s first shopping mall.

I feel that the building type that I may be designing could potentially be some sort of mobile or modular structure, and because of which I have not restricted myself to settling on one site in

I am also interested in the very rural and very under-developed areas in between. The

particular. In addition to these urban and highly-populated areas,

vernacular and building styles of these places often consists of whatever the locals can find or make using their available resources.

Images depict rural villages, open air market place, and downtown Blantyre.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Lilongwe, Malawi

and the surrounding villages

People: Malawi was basically formed by two separate groups of people, but since the beginning of the twentieth century has developed a cohesive culture that is distinctly Malawian. A predominately rural people, Malawians are generally conservative, hard working, and nonviolent in nature. Approximately

12% of the adult population is infected

with HIV/AIDS. 70% of the hospital beds in Malawi are occupied by AIDS patients and the average life expectancy is just 50 years. The disease is also affecting the GDP of Malawi as it is severely depleting the work force. In this part of the world, it is not uncommon for adults to be fairly

uneducated, but the constitution does require that all people be entitled to at least five years of primary education. However, due to safety and gender equality issues,most women do not go to school past the second grade. Regardless of what the constitution requires, schools of any type are fairly rare, especially within the impoverished rural areas that are highly prevalent in Malawi; and if

they do exist, it is not guaranteed

that people will attend them.

Images depict Malawians in their everyday environments accomplishing their everyday tasks.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Lilongwe, Malawi

and the surrounding villages

Context:

Lilongwe is the capital city and largest metropolitan area of Malawi, with just over 900,000 citizens. The country of Malawi is located in the South Eastern part of Africa in what is referred to

as Sub-Saharan Africa. This region has one of the highest rates of HIV infection in the whole world. However, the main hospital for central Malawi, Nkhoma Hospital is located about 60 km south of the capital.

In urban areas such as this, there is often times a clash between the old world traditions of the past and the attempt for cities to keep up with the modern world around them. Lilongwe is no different, and because of which there is often a deep neighborhoods that are just streets from each other.

contrast in poverty between

Malawiâ&#x20AC;&#x2122;s geography is unique in this region due to the presence of the Great Rift Valley, and the fact that 3/4 of the Eastern coast is consumed by the 365 mile long Lake Malawi, also referred to as Lake Nyasa. In the mountainous sections of Malawi surrounding the Rift Valley, plateaus rise between 3,000 to 4,000 feet, and the climate is fairly temperate, however

in the low-lying areas where most of the urban centers are, the climate is usually hot.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Lilongwe, Malawi

and the surrounding villages

Geographical Context

Cities Malawi Mzuzu

Lilongwe

Roads Blantyre

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Lilongwe, Malawi

and the surrounding villages

Mzuzu

Lilongwe

Blantyre

open air market town hall

site

Lilongwe River

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Site Overview 29

Part 2: Introduction to Site

Local Photographs

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Open Air Market and Lilongwe River: (Old Town Lilongwe)

Location of Photograph (all images were found on Google Earth)

Location of Site

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Open Air Market: (Old Town Lilongwe)

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Bridges of Lilongwe River: (Old Town Lilongwe)

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Rural Lilongwe (and its roads)

Location of Photograph (all images were found on Google Earth) Location of Site

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Rural Lilongwe (and its roads)

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Part 2: Introduction to Site

HIV and AIDS in Malawi Timeline

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

HIV and AIDS in Malawi (Timeline) 1985

1995

Malawi's first AIDS case was reported

Voluntary counselling and testing (VCT) becomes more widespread in 1995 when the Malawi AIDS Counselling Resource Organisation (MACRO) was founded.

1988

2000

The National AIDS Control Programme (NACP) was created to coordinate the countryâ&#x20AC;&#x2122;s AIDS education and HIV prevention efforts.

Parliamentary speaker Sam Mpasu revealed that 28 Members of Parliament in Malawi had died from AIDS in just four years.

1993

2002

Between 1985 and 1993, HIV prevalence amongst women tested at urban antenatal clinics increased from 2% to 30%.

Malawi suffered its worst food crisis for over fifty years, with HIV recognized as one of the factors that contributed most significantly to the famine.

1994

2003

In 1994, President Banda relinquished power and Malawi became a multiparty democracy. President Bakili Muluzi took office and made a speech in which he publicly acknowledged that the country was undergoing a severe AIDS epidemic

Only an estimated 1% of Malawian adults were tested and counselled for HIV. This is due to lack of resources and existing stigmas about the subject.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

HIV and AIDS in Malawi (Timeline) 2004

2009

Between 1992 and 2004, the contraception prevalence rate (the percentage of married women using any form of modern contraception) in Malawi increased from around 7 percent to 28 percent.

HIV testing and counselling was available from 728 sites,

2004

2009

New President Bingu Wa Mutharika is elected. Malawiâ&#x20AC;&#x2122;s first National AIDS Policy is launched.

51,000 AIDS related deaths in 2009 compared to 68,000 AIDS related deaths in 2001. Roughly a 25% decrease.

2006

2011

President Bingu wa Mutharika began a national campaign to promote testing particularly in hard to reach rural areas, which accounts for over 70 percent of the population.

Malawi has just one doctor per 50,000 people

2009

Present Day

198,846 Malawians were receiving antiretroviral therapy. However, it is estimated that around 440,000 people living with HIV and eligible for treatment in Malawi are still not receiving it.

Malawi looks towards its future as the amount of AIDS related deaths is slowly decreasing. In addition, treatment and prevention methods are growing ever more available and efficient.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Part 3: Precedents

Malawi Matters Southbend, Indiana (Education)

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Malawi Matters

(Southbend, Indiana, United States)

Based in South Bend, Indiana, this organization stresses HIV and AIDS prevention through active, hands-on education utilizing the arts and culture. They have developed a core group of Malawian trainers to sustain their programs. In addition they stimulate both youth and adults to think creatively about HIV and AIDS issues through various ways of teaching involving the arts, performance, and creative writing.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Malawi Matters

(Southbend, Indiana, United States)

“TRAIN THE TRAINERS”—pastors, lay leaders, church elders, school board/headmasters, women’s guild leaders—who in turn, educate their communities. Over 300 church and community leaders have been trained. Malawi Matters builds relationships, involving everyone in the process in learning and caring for one another by including members of Parliament, tribal authorities, leaders of denominations, pastors and members of congregations, city and village persons, as well as staff of agencies and organizations serving Malawi. By building on-going partnerships with the Church which has the structure in place to deliver services, the reputation for caring, and the trust of the people in the country, this provides the positive rapport necessary to address negative cultural practices that continue the spread of HIV and AIDS.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Part 3: Precedents

Gando Primary School Francis Kéré Architects (Education and Community Involvement)

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Gando Primary School (Gando, Burkina Faso, Africa)

Built in 1999, Francis Kéré in Northwestern Africa, near the equator. Climatic considerations largely determined the building’s form and materials. All the people involved in the project management were native to the village, and the skills learned here will be applied to further initiatives in the village and elsewhere. The way the community organized itself has set an example for two neighboring villages, which subsequently built their own schools as a cooperative effort. The local authorities have also recognized the project’s worth: not only have they provided and paid for the teaching staff, but they have also endeavoured to employ the young people trained there in the town’s public projects, using the same techniques.

Burkino Faso, Africa

site photo

site map

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Site Location

Gando Primary School

Interior Layout

(Gando, Burkina Faso, Africa)

Three classrooms are arranged in a linear fashion and separated by covered outdoor areas that can be used for teaching and play. The biggest challenge was how to explain the design and drawings to people who can neither read nor write. This Problem accompanies the architect the whole time during his entire Projectime in Burkina Faso.

Indoor Classroom

Outdoor Classroom

Linear Section

Linear Plan

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Gando Primary School (Gando, Burkina Faso, Africa)

The School is also used as a gathering place for the community and serves as an inspiration to the neighboring villages. In addition, this space is used to teach much more than just a primary educationâ&#x20AC;&#x201D; it serves as a model structure for all of the people and communities that surround it. There are three consecutive classrooms, each 63 square meters in size. In between are two covered outdoor spaces that are roughly 25 square meters in size and two covered spaces on the end about 18 square meters in size. The total for the whole building is about 275 square meters, or 3,000 square feet.

Spaces and Uses

Exploded Axonometric of One Classroom Bay

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Gando Primary School (Gando, Burkina Faso, Africa)

The structure comprises traditional load-bearing walls made from stabilized and compressed earth blocks. Concrete beams run across the width of the ceiling, and steel bars lying across these support a ceiling also of compressed earth blocks. The roof form was dictated by practical considerations: it was not possible to transport large elements to the site from afar, nor economically viable to use lifting machinery such as cranes. Instead, the architect devised a process whereby common construction steel bars were used to create lightweight trusses, with corrugated metal sheeting laid on top to form the roof. All that was necessary was to teach people how to use a handsaw and a small welding machine.

Structural Systems

Members of the Community Helping Build

Detail Photo of Roof Structure

Structural Detail Drawing

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Gando Primary School (Gando, Burkina Faso, Africa)

To achieve sustainability, the project was based on the principles of designing for climatic comfort with low-cost construction, making the most of local materials and the potential of the local community, and adapting technology from the industrialized world in a simple way. It was also conceived as an exemplar that would raise awareness in the local community of the merits of traditional mate rials. Climatic comfort is also ensured by the overhanging roof, which shades the faรงades, by the raising of the corrugated metal roof on a steel truss, allowing cooling air to flow freely between the roof and the ceiling, and through the use of earth blocks for the walls, which absorb heat, moderating room temperature.

Mechanical Systems

People Getting Cool in the Shade

Open Air Roof Structure (built by hand)

Passive Systems Diagram Women Helping Press Mud to Keep Floors Cool

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Gando Primary School (Gando, Burkina Faso, Africa)

Architectural Qualities

Personally, I feel that the architectural qualities of this building are quite stunning. So much functionality was accomplished without Implementing any electrical systems or plumbing into the entire 3,000 square foot space. Additionally, a wholeness and beauty was created that is sometimes overlooked when someone is just working within the parameters of a small budget or passive systems. As seen in the photographs, the light that is brought into the classrooms is quite spectacular, as are the covered gathering spaces in between.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Gando Primary School (Gando, Burkina Faso, Africa)

Synthesis

This precedent is very important for my particular project because of the construction methods that were implemented as well as the community emphasis and the focus on passive elements. I feel that the way this project involved everyone in the community from the design phase through the construction all the way to the occupancy is very inspiring to me and what I am trying to accomplish with my facility. Additionally, the way the space has been used since it has been built as both a school and a strong place for the community to gather for other purposes also parallels my intentions with my project. It is my goal that when the smaller mobile units are built, they will be done so using local labor and materials to ensure that the community feels a sense of ownership and pride about them. I believe that through this research I have learned more about the passive systems that were used in this building, and gained insight about how you can have a successful learning center without any use of electricity. The images I have gathered throughout this study are all quite compelling and will serve as a good resource throughout my design process due to their beautiful use of materials and the artful way that the building was constructed.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Francis Kéré Architects

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Part 3: Precedents

Meyer Werft Shipyard Papenburg, Germany (Buildings that Build)

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Meyer Werft Shipyard (Papenburg, Germany, Europe)

Meyer Werft is a company with tradition, which started operations in Papenburg on the Ems in 1795. For more than 200 years ships of most different types have been built by the experts working for this family-owned company.

Site Location

Germany

In 1975 the yard moved its premises to a location on the periphery of Papenburg. Here, cruise ships were built for the first time. As early as in 1986 the Homeric was completed, the first and at the Papenburg same time the last cruise ships that was literally launched, in this case sideways. The town of Papenburg with its 35,000 habitants looks back on a long shipbuilding tradition since MEYER WERFT has existed here for 212 years. The many hotels and restaurants along the townâ&#x20AC;&#x2122;s canals are reminiscent of shipbuilding in the old days.

Shipyard

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Meyer Werft Shipyard

Interior Layout

(Papenburg, Germany, Europe)

To be able to compete with other shipyards on an international scale, production engineering has been permanently improved. Among others, a covered building dock was built in 1987, the biggest one worldwide at that time, and was extended by 100 m in the early 1990s. In 2001 a second, even bigger covered building dock was added. It was followed by new pre-fabrication halls and a new state-of-the-art laser welding system.

Cranes and Skylights

Meanwhile also the second building dock is being extended. After adding another 120 m, the total length of the hall will be 504 m. Nowadays MEYER WERFTâ&#x20AC;&#x2122;s production premises count among the most modern ones in the shipbuilding industry.

Volume of Space (note human scale) Empty Boat Bay

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Rhythm of Structure

Meyer Werft Shipyard

Structural Systems

(Papenburg, Germany, Europe)

Structure is provided by steel columns and trusses with a metal warehouse-style enclosure. This part of the building is particularly intriguing to me because it will be these qualities that I will take inspiration from in my manufacturing facility. View from Mezzanine

View from Mezzanine

Image of Boat Construction

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Structure of Machinery

Meyer Werft Shipyard (Papenburg, Germany, Europe)

Meyer Werft is one of the most modern shipyards in the world. Modern computer technology is used everywhere, be that the first layout or the design of the ship or the production process. Construction drawings are hardly found. They are replaced by simulations by means of which the shell plating of a ship is designed, to name but one example.

Mechanical Systems

Manufacturing of Crew Deck

Almost all of the production process has been digitised, which saves time and money. Plenty of projects can be planned and saved in the virtual world, and assembly processes can be tested. 3-D simulations allow planning with a high degree of anticipation. Cranes and Equipment

Cranes Next to Ship

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Meyer Werft Shipyard (Papenburg, Germany, Europe)

Every year, about 300,000 tourists come to the shipyard to see on site how state-of-the-art shipbuilding works.

Spaces and Uses

Visitor Center Welcome

In addition to the massive production facility, there is a Visitors Centre where guests can see how the floating luxury hotels are built. A panoramic window offers an almost unobstructed view into the huge covered building dock and the ships under construction inside. In the Visitors Centre the guests learn how the yard has developed Visitor Center Hall of Information by means of films, various exhibits and even a mock-up cabin. From Google Earth, I measured the foot print of Meyer Werftâ&#x20AC;&#x2122;s facilities and the total square footage for everything is roughly 480,000 square feet.

Employees at a Completed Ship Unveiling

Visitor Center Exhibitions

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Meyer Werft Shipyard (Papenburg, Germany, Europe)

Architectural Qualities

The qualities of this building that are particularly intriguing to me are the sheer size of the space, the way in which natural daylighitng has been used to provide most of the light within the manufacturing facility, and the way that this large volume was structurally engineered in such a beautifully rhythmic manner. I also aim to create a much more passive space than this building in terms of machines and processes used, and I believe that this will help to improve the overall quality of the space I design.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Meyer Werft Shipyard (Papenburg, Germany, Europe)

Synthesis

I believe that although this space is fairly simple in terms of the actual architectural design, it will prove to be quite useful to me throughout my design process. I have actually had the privilege of visiting this shipyard in 2009 and getting a fairly backstage, VIP tour of the space. In fact, most of the photos shown throughout this study were taken by me. It is particularly interesting to see how this space is able to house some of the world’s biggest structures inside its premises with enough room to actually build them—and not just one cruise ship, but in fact two are built at the same time. It is highly useful to my specific project, and especially the programming aspect to see the equipment and machinery necessary to build these ships and the spatial requirements for such equipment. Additionally, I find it really interesting that this building has a ‘visitor space’ within its program that was designed specifically for learning about and interacting with the actual production of these massive boats. The manner in which this facility is able to incorporate visitors while still keeping them safe will prove to be very inspiring to me throughout my process. I am also interested in how this facility deals with their energy usage and generation due to their high consumption levels. I feel as though it will be necessary to explore creative solutions to this issue.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Part 3: Precedents

Fleetwood Manufactured Homes Woodburn, Oregon (Buildings that Build)

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Fleetwood Manufactured Homes (Woodburn, Oregon, United States)

How It Works: What exactly is a factory-crafted home? It may be hard to imagine building a home in a factory, but compared to building on site, there are some big advantages: +Controlled environment Homes built in a factory arenâ&#x20AC;&#x2122;t exposed to the elements. +Time Electrical, plumbing and every other construction process is done at the factory, eliminating the scheduling hassles that slow down site-built construction. And weâ&#x20AC;&#x2122;re not subject to the same weather delays you experience when everything happens on site. +Cost There is very little waste building a factory-crafted home - and, because we buy construction materials in large quantities, we can offer lower prices. +Quality Every Fleetwood home meets or exceeds the code requirements of the U.S. Department of Housing and Urban Development and is scrutinized by countless inspections.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Fleetwood Manufactured Homes (Woodburn, Oregon, United States)

How It Works: + Steel cross members and outriggers are welded to massive steel I-beams to form the base frame, which is engineered to support the weight of the structure and meet federal building codes. + Floor joists are laid over the base frame. Insulation, heat ducts, and plumbing are installed. + Flooring is fastened and glued to the floor joists. + While the frame is constructed, walls are built. For extra strength and stability, sheetrock is both nailed and glued to wall studs. Once walls are installed, truss rafters are attached and high-grade insulation is put in. + Roof sheathing and roofing paper is installed. This is sealed with tar three feet from the edge for extra protection. The roof is then shingled, and siding is mounted and windows set. + Another carefully crafted Fleetwood home, ready for delivery, is completed in a few days instead of weeks or months.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Fleetwood Manufactured Homes (Woodburn, Oregon, United States)

How It Works: Several key suppliers have made commitments to green manufacturing. Their products, when installed correctly, can contribute to LEED certification of the home. As builders of manufactured homes, Fleetwood focuses on efficient use of materials. Their plants have developed innovative ways to reduce waste and use less energy to build quality homes. Fleetwood started with building travel trailers. Over 50 years ago, they leveraged this expertise to pave the way for a whole new industry residential homes built off-site, in a controlled environment. There are many terms for this type of housing but our happy homeowners and their families and friends just like to call it â&#x20AC;&#x153;home.â&#x20AC;?

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Fleetwood Manufactured Homes (Woodburn, Oregon, United States)

How It Works: On average, it takes 50 employees working in an assembly line fashion about 275 man hours to build one manufactured home. The homes are no wider than 16 feet, no longer than 60 feet, and no taller than 17.â&#x20AC;&#x2122; A manufactured home must remain on its chassis, but the wheels and axles can be removed. A modular home, however, is placed on a foundation, and can be added to other modular units.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Part 4: Explanation of Patterns

Existing Patterns

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Developing A Pattern Language: 18 Network of Learning In a society which emphasizes teaching, children and students—and adults—become passive and unable to think or act for themselves. Creative, active individuals can only grow up in a society which emphasizes learning instead of teaching.

Therefore, instead of compulsory schooling in a fixed place, work in piecemeal ways to decentralize the process of learning and enrich it through contact with many places and people all over the city: workshops, teachers at home, professionals willing to take on the young as helpers, older children teaching younger children, industrial workshops, and so on. Conceive of all these situations as forming the backbone of the learning process; survey all these situations, and publish them as the city’s “curriculum;” then let students, children, and neighborhoods weave together for themselves the situations that comprise their “school” paying as they go with standard vouchers, raised by community tax. Build new educational facilities in a way which extends and enriches this network.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Developing A Pattern Language: 57 Children in the City If children are not able to explore the whole of the adult world round about them, they cannot adults. But modern cities are so dangerous that children cannot be allowed to explore them freely.

Therefore, as part of the network of paths, develop one system of paths that is extra safe—entirely separate from automobiles, with homes and shops along it, so that there are always many eyes on the path. Let this path go through every neighborhood, so that children can get onto it without crossing a main road. Run the path all through the city, down pedestrian streets, through workshops, assembly plants, warehouses, interchanges, bakeries, all the interesting “invisible” life of a town—so that the children can roam freely and learn.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Developing A Pattern Language: 83 Master and Apprentices The fundamental learning situation is one in which a person learns by helping someone who really knows what he is doing.

A A A

M A

Therefore, arrange the work in every workgroup, industry, and office, in such a way that work and learning go forward hand in hand. Treat every piece of work as an opportunity for learning. To this end, organize work around a tradition of masters and apprentices: and support this form of social organization with a division of the workspace into spatial lustersâ&#x20AC;&#x201D;one for each master and his apprenticesâ&#x20AC;&#x201D;where they can work and meet together.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Developing A Pattern Language: 85 Shopfront Schools If children are not able to explore the whole of the adult world round about them, they cannot become adults. But modern cities are so dangerous that children cannot be allowed to explore them freely.

Street

School

City

Therefore, instead of building large schools, set up tiny independent schools, one school at a time. Keep the school small, so that its overheads are low and a teacher-student ratio of 1:10 can be maintained. Locate it in the public part of the community, with a shopfront and three or four rooms.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Developing A Pattern Language: 41 Work Community If you spend eight hours of your day at work, and eight hours at home, there is no reason why your workplace should be any less of a community than your home.

Therefore, build or encourage the formation of work communities, each one a collection of smaller clusters of workplaces which have their own courtyards, gathered round a larger common square or common yard which contains shops and lunch counters. The total work community should have no more than 10 or 20 workplaces in it.

Workshop

Offices

Communal Space

Material Yards

Production

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Developing A Pattern Language: 133 Staircase as a Stage A staircase is not just a way of getting from one floor to another. The stair itself a space, a volume, a part of the building and unless this space is made to live, it will be a dead spot, and work to disconnect the building and to tear its processes apart.

Therefore, place the main stair in a key position, central and visible. Treat the whole staircase as a room (or if it is outside, a courtyard.) Arrange it so that the stair and the room are one, with the stair coming down around one or two walls of the room. Flare out the bottom of the stair with open windows or balustrades and with wide steps so that the people coming down the stair become part of the action in the room while they are on the stair, and so that people will naturally use the stair for seats. (Flare)

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Creating A New Pattern Language: Adaptable Learning When designing learning environments for a place where demographics are vast, and learning styles of individuals vary greatly; create space that is flexible. Allow the potential to have large group discussions, teacher-class settings, individual counseling, hands-on learning experiences, and the ability to adapt for multiple age groups and subject matters.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Creating A New Pattern Language: Space That Comforts Even when using limited materials and resources, one must be considerate towards the situations and interactions that will happen within a space. Design places that have potential to not only meet the functional needs of users, but also comfort them and provide them with configurations necessary to facilitate their emotional needs so they are able to be productive and reach the end goal of the spaceâ&#x20AC;&#x2122;s primary function.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Creating A New Pattern Language: Mobile Architecture Create a different kind of building than we are currently used to and design it so that it can be easily moved from place to place and easily assembled using a sort of kit of standardized parts and tools on siteâ&#x20AC;&#x201D;any site. This building could then be used to aid people that are otherwise relatively cut-off from its type of services and then move on to the next town, and return in a couple of weeks.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Creating A New Pattern Language: Educational Diversities Skilled learning environments should be created where students are not just being educated about how to execute a task, but are also taught the importance of that task and the end product it contributes to and how it affects the society as a whole. This creates an interesting way for students to learn more than one thing at once and how broader social issues play into their trade and vice versa.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Creating A New Pattern Language: Infinite Futures Buildings should be designed to have the potential to accommodate future uses that may not pertain or to the initial function. They should easily adapted to house new spaces that make different products, teach different subjects, or sell different goods than they were ever intended toâ&#x20AC;&#x201D;while still maintaining a quality of space that does in fact completely pertain to the initial use.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Creating A New Pattern Language: Respect Without Imitating When designing for a place with an existing culture that is rich with its own history and tradition, one must not merely copy the details and styles that have already been used there, but instead respect them and ‘pay homage’ to them in a manner that is considerate to the culture’s present needs as well as its future goals.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Part 5: Introduction to Project

So Where Does Architecture Come In?

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

So Where Does Architecture Come In? Two thirds of the world’s population of people currently infected with HIV/AIDS live in sub-Saharan Africa. This is one of the planet’s biggest disasters that is happening every day, and it is not due to terrorism or natural forces Instead, this disaster is mostly due to the lack of care for these people by their own governments, and the situations that have been forced upon them because of which. Much has been done in the past 20 years to try and combat this epidemic, however it is almost impossible to attempt to administer costly, regimented western medicine to rural villages throughout most of the continent of Africa, when there are lots of people in America who do not have the health care coverage to support such regimens. The solutions that people are more commonly turning to are more about long term prevention, and this happens through education of awareness about the disease as well as simple prevention methods. But then the question arises about how to spread education throughout these rural villages? I believe that my project will consist of a manufacturing facility in Lilongwe, the capital city of Malawi; and this facility will serve to employ local craftsmen to produce small, pre-fabricated HIV education schools. These will then be transported throughout the smaller villages as needed, and will also be employed with local Malawians. In this way, the building I design will help to not only employ craftsmen, but also serve as a place to train and teach younger citizens about how they too could learn this trade and earn a solid living in its pursuit. I believe that through the study and examination of a select set of patterns in Christopher Alexander’s book, I will be able to begin to form a sturdy framework on which this project can start to grow. Using these guidelines, and even altering them a little bit so that they more specifically fit this project, I hope to then form my own patterns that are written in the same way that they will also help me through these early phases of design and will begin to dictate how the program of this project will have to be written. The larger, more global pattern that I have chosen to sort of dictate what the other patterns I will use is number 18- “A Network of Learning.” From this starting point, I will use the patterns that are related: “57-Children in the City,”“85-Shopfront Schools,”83- Master and Apprentices, and “84-Teen-Age Society.” I feel that the investigation of these patterns and how they can be interpreted and related to my project will help me to create a more thorough and meaningful project.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

So Where Does Architecture Come In?

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Project Statement: Roughly 70 percent of the world’s population currently infected with HIV/AIDS live in SubSaharan Africa. This is one of the planet’s biggest disasters that is happening every day, and it is not due to terrorism or natural forces—it is instead due to the lack of care for these people by their own governments, and the situations that have been forced upon them because of which. Much has been done in the past 20 years to try and combat this epidemic, however it is almost impossible to attempt to administer costly, regimented western medicine to rural villages throughout most of the continent of Africa. The solutions that people are more commonly turning to are more about long term prevention, and this happens through education of awareness about the disease as well as simple prevention methods. But then the question arises about how to spread education throughout these rural villages? I believe that my project will consist of a manufacturing facility in Lilongwe, the capital city of Malawi; and this facility will serve to employ local craftsmen to produce small, pre-fabricated HIV education schools. These will then be transported throughout the smaller villages as needed, and will also be employed with local Malawians. In this way, the building I design will help to not only employ craftsmen, but also serve as a place to train and teach younger citizens about how they too could learn this trade and earn a solid living pursuing it. Lilongwe is the optimum city for this type of project because it is the capital and has a central location in regards to the rural villages throughout the country, however it is not the largest city in Malawi, so there is still a lot of potential for progress and growth as an urban environment. The HIV Awareness Center will help to stimulate the local economy of Lilongwe through the teaching, training, employment, and education of craftsmen as well as through the promotion of HIV and AIDS awareness to the country of Malawi. Additionally, the mobile aspect of the project will help to connect the growing city of Lilongwe to the rural landscape that surrounds it by extending the reaches of the Awareness Center to less developed parts of the country. This will not only connect these places to the larger urban area, but also and more importantly provide them with the education and prevention methods necessary to help fight the AIDS epidemic.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

User Description Because of the widespread nature of this project — between the large, manufacturing facility and the smaller, mobile buildings — the users involved will encompass a diverse group of people. All of the spaces I will design will be used by visitors, teachers, facility workers, and students of all different ages and walks of life. In addition, the organization that I will use as my client for this model will also be a different set of people with diverse ages, backgrounds and needs. The primary users of the manufacturing facility will be those who will be employed to work there and will be frequenting the site almost every day. The needs of these people will be important because their comfort and safety will play into the overall program and contribute to the spatial configurations of the space in a large way. In addition to the employees, I also envision this space bustling with visitors almost every day, however it will not always be the same group of visitors in the way that the employees will generally always be the same. The visitors’ safety and comfort will also be a primary concern of the overall program, and the circulation space necessary to move visitors throughout the manufacturing processes will be very important to the whole scheme of the design. Both of these user groups will need their own amenities such as classroom spaces or meeting rooms for the visitors, and locker rooms, break rooms, and gathering areas for the employees. Both groups will also need solid outdoor spaces to convene and relax as well. The users for the mobile schools will be both the teachers, who will be used to using the space on a regular basis, and the students who will most likely be changing every couple of weeks. The challenge here will be that the backgrounds and age groups of these students will vary drastically in all situations, and often times these differences will come together in the same room at the same time and all of their needs will have to be met simultaneously. The group that I will use as my sort of ‘client’ for this project will be the organization, Malawi Matters based out of South Bend, Indiana. This group travels to Malawi several times a year to spread awareness about HIV/AIDS and also teaches local Malawians to spread this awareness. Because of the nature and purpose of this organization, I feel that their insight will be quite valuable to me as I begin to design spaces to heighten the level of awareness and prevention of AIDS in Malawi. This client will be able to tell me the types of space necessary to teach and learn in this type of environment and will also provide me with information about how different environments are perceived in this part of the world regarding this particular topic.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Project Statement: The Employees of the Manufacturing Facility will mostly be: Ages 20-45 Working Class Locals to Lilongwe Spending a lot of their time here The Visitors of the Manufacturing Facility will mostly be: Ages 10-50 Working Class, Children, Retirees, Students Locals to Lilongwe, or visitors from surrounding areas Perhaps unsure about their future Eager to learn The Teachers of the Mobile Schools will mostly be: Ages 28-45 Educated Locals to Lilongwe, or villages? Eager to help The Students of the Mobile Schools will mostly be: Ages 7-65 Uneducated or Educated some Rural Villagers from multiple different tribes Men and Women (together and separate) Timid to learn about this particular subject Affected or Effected by HIV/AIDS The Clients at Malawi Matters will mostly be: Ages 28-65 Middle Class From Indiana Religiously Focused Enthusiastic

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Values: Value Areas

Values

Human

Learning; Teaching; Collaboration; Counseling Comfortable (both emotionally and phyically); Welcoming

Environmental

Passively cooled in response to harsh climate; Maintain relationship with surrounding environment; Use of local materials and labor

Cultural

Use of local materials; Respect of local building vernacular, without imitating; Collaboration with local government due to nature of program

Technological

Kinetic architecture through hand powered systems; Machinery necessary to manufacture; Opportunities for loading/unloading

Time

Potential for the manufacturing to shift to something else; Potential for HIV schools to become primary schools; Strength of materials.

Finance

Use of local labor and materials; Training of locals will act as economic catalyst; Low energy and maintenance costs; Publicly funded?

Aesthetic

Building will tie into the cultural history of Malawi; Front Yard & Back Yard; What is the architecture of architecture that makes architecture?

Safety

Safety of employees and visitors around heavy machinery; Protection against vadalism; Safety of HIV infected individuals (physical and psychological)

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Goals: Priority of Values

+ Learning/Teaching/Working + Counseling/Meeting + Feeling of Comfort/Safety + Use of Local Materials/Labor + Relationship with the Past and the Culture + Locals Teaching Locals + Passive Systems + Industry AND Education + Potential for Buildings to Adapt for Future Uses + Collaborations with Local Agencies and Planners

Goal Statements

+ The manufacturing facility should provide an atmosphere that is conducive to the activities of working and building as well as learning and teaching for those that are employed there and the visitors from the surrounding areas. The public spaces should also be able to meet the needs of individual counselling and group meetings. + It is imperative that although this is a place of heavy industry it also foster a sense of safety and comfort in a very obvious manner to all of its users. The presence of heavy machinery and loud noises should not deter from the overall concept of spreading awareness about health and well-being. + Both the large, production facility as well as the smaller, educational facilities will be constructed using local materials and labor. This will benefit the local economy, and help to educate people about how their resources can be put to affective use. + Due to the sensitive nature of this subject, it is imperative that the spaces and their implications relate to the rich cultural history of a place like Malawi, and that the smaller structures are able to be respectful to their environment窶馬o matter where they travel to.

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Goals: Goal Statements

+ Again, because of peopleâ&#x20AC;&#x2122;s preconceived notions about HIV and their feelings towards American aid in these types of situations, the project as a whole will be much more successful if Malawians are involved from the very beginning. From the design, to the construction, to the employment to the teaching. It is proven that when locals teach locals, the education is comprehended to a higher degree. The organization Malawi Matters will prove to be very helpful as a user group during the design process. + Lastly, in order to be built and maintained with a low-budget, and in order to create a sustained environment for the future; this building and the buildings it produces must strive for passive elements and low-footprint construction methods throughout all aspects of the design. Creativity will be needed in order to create beautiful, kinetic, human powered systems within the buildings.

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Part 5: Introduction to Project

Diagrammatic Thoughts

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Urban System Analysis (Lilongwe)

Transportation Routes and Regions Lilongwe River

S117

sion

roces

azu-P

Kam

Queenâ&#x20AC;&#x2122;s

Road

Lilongwe Urban Area Major Roads and Highways Lilongwe River system Site Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Urban System Analysis (Lilongwe)

Urban Density Figure/Ground Map

Existing Lilongwe Building Stock Site Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

Neighborhood and Site Analysis (Lilongwe)

Existing Vegetation and Green Space

Heavily Vegetated with large trees

Site

Vegetated with shrubs and grasses

Lilongwe River

Existing Lilongwe Building Stock

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Neighborhood and Site Analysis (Lilongwe)

Districts, Zoning, and Boundaries

Industrial Sector

Old Town Center

Residential

Golf Course

Old Town Open-Air Market

Site

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Neighborhood and Site Analysis (Lilongwe)

Vehicle and Pedestrian Circulation

Highways

Site

Neighborhood Streets

Existing Buildings

Pedestrian Paths and Bridges

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Neighborhood and Site Analysis (Lilongwe)

Historical or Significant Buildings Old Town Mall

Town Hall

Open-Air Market

Police Station

Important Buildings Existing Buildings Site

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Neighborhood and Site Analysis (Lilongwe)

Site Connections

Commercial and Delivery Traffic

Green Space

Pedestrian Connection to River

Site

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Neighborhood and Site Analysis (Lilongwe)

Views Around Site

Location of Photograph Site Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

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Neighborhood and Site Analysis (Sketches)

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Neighborhood and Site Analysis (Sketches)

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Neighborhood and Site Analysis (Sketches)

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Part 6: Description of Program

Overview

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Site Program Overview This building will have several outdoor spaces that help to engage the site with the sidewalk and the streetscape, additionally these spaces will help to enforce the connection with the culture and the society of Lilongwe. In intend on designing several ‘Front Yard’ spaces for anyone to gather in as they pass by as well as ‘Back Yard’ spaces for the employees of the facility. These spaces will all need ample amounts of shade both from trees and from roof overhangs and simple awnings and things too. The outdoor green spaces on my site will make a natural and logical connection with the lush vegetation that is already in place around the site. Additionally the spaces will make a strong connection with the river that is just southeast of the site.

The Front Yard:

This space will be friendly and inviting to those who might just happen to pass by in the middle of the day and need a place to relax, and it will also welcome visitors into the main lobby of the manufacturing facility. Additionally, this front yard should have some type of opportunity for an amphitheater that is maybe connected to a larger interior classroom for gatherings, lectures, or community meetings. There will be plenty of shade and natural opportunities for seating on parts of the building or the Front Yard itself. Perhaps this Front Yard will meander throughout the site and provide a series of reveals that narrow out and open up again into larger spaces to provide spatial diversity throughout the site.

The Back Yard:

This outdoor space will compliment the public front yard in that it will be semi-private and really only available for use by those employed at the facility or using it for educational purposes. This would include spaces for employee breaks or lunches, informal gathering spaces for relaxing, and perhaps another smaller amphitheater type space for employee education. This too, of course, will have to be shaded and have ample amounts of seating, and it will also have access to employee parking and the interior employee spaces. For instance, it would be nice if some of the manufacturing spaces had a solid connection with this Back Yard so that employees could easily step outside for a break or at least be able to see and feel the outdoors throughout the day.

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Site Space Needs (Quantitative)

Space

Front Yard

Connection with the street and the buildingPublic, shaded, friendly, plus an amphitheater.

6002 2,000 ft

Back Yard

Access to employee facilities, private, lots of seating and relaxation.

No more than 2 1,000 ft

# of Spaces

Total 2 Ft

3-4 large outdoor rooms Roughly connected by smaller 6,000 ft 2 pathways. 3-5 courtyards and retreats that do not necessarily have to be connected

Roughly 4,000 ft 2

Total Square Footage = Roughly 10,000 square feet.

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Building Program Overview The goal of this building is to provide a space for both community gathering and education on multiple different levels. This being said, its primary function will also be to manufacture and transport building materials and supplies, so the challenge will be to combine a production-style program with the warmth and welcome of a community center. I believe this is possible though through the design of really inviting workspaces with ample amounts of daylight and connection with the outdoors, and through the implementation of circulation systems that allow visitors to get close to the actual work without interfering. I feel that the synthesis of the public and private spaces and functions will give the building a nice harmony as well as a good balance.

Main Production Space:

This space will be quite large, with ample room to build and work on large, heavy objects. It will also have to include very good connections to the access roads for transporting the manufactured goods with big garage doors. This could in fact end up being several large spaces connected both through the interior and through exterior courtyards. It will have to have safe circulation space for visitors of all ages that allow them to see and interact with the work without creating a distraction.

Educational Facilities:

The educational facilities will serve a range of functions from HIV awareness and prevention, to the education of building trades, to community gatherings, to even performances. This being said, there will have to be several smaller, maybe 30 person classrooms in addition to larger lecture hall, amphitheater style rooms. This amphitheater should be connected to the outside with opportunities to transform it into one large indoor/outdoor space. These spaces will have to have a capacity to serve folks of all ages and demographics and there may even be much smaller, one-on-one spaces for counseling or even treatment.

Welcome Lobby:

This facility will need some type of welcome space that greets visitors and can direct them in the direction they need to go, whether it is to tour the manufacturing facilities or to view a performance in the amphitheater. This space will be very welcoming, inviting and transparent with a solid connection to the street and the â&#x20AC;&#x2DC;Front Yard.â&#x20AC;&#x2122; In addition, this space might have an opportunity to entertain small children that may not be able to tour the manufacturing space.

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Building Program Overview Employee Amenities:

As with any facility, this place will need to provide private spaces and services that are just for use by the employees. Potentially there would be locker rooms with showers, a break room with a kitchen, and then as mentioned earlier, a series of small courtyards that are just for use by the employees when they need a break to relax throughout the day and would like some privacy. These facilities will be relatively hidden from the more public areas of the building.

Exterior Spaces:

There will need to be plenty of access for both the transportation of goods, and for the coming and going of the users of the building. There will also be the Front Yard and the Back Yard with plenty of seating and shade, and there should be friendly areas for children to play and feel comfortable as well. Additionally, it would be nice if this space could incorporate a public garden in some way.

Other Services:

Due to the large volume of this building, and the vast diversity of users, there will have to be a solid amount of parking, space for loading/unloading, bicycle parking, and shipping. Also, there will have to be a very large area for the storage of materials, stock, tools, and other things necessary to keep this place in business.

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Building Space Needs (Quantitative)

Space

# of Spaces

Total 2 Ft

Production

Large, open, big doors that open to street and shipping, heavy machin ery, public and safe.

Education

200-300 Classrooms, No more 3-5 classrooms, 5-7 sq. ft for than Auditorium/Amphitheater, 2 counseling spaces, one 10,000 ft counseling, counseling rooms, 500 sq. ft. large space. connection with oudoors for the classrooms, 3000 for auditorium -

Welcome

Transparent, inviting, connection with street and Front Yard space for waiting and learning.

Employee

Locker rooms, break rooms, relaxing areas, courtyards, counseling.

2-3 large production Roughly 15000spaces connected by 2 2 20,000 ft courtyards and hallways. 60,000 ft

Most likely just one, with connection to outside rooms.

No more than 2 2,500 ft

500ft 2 4-6 separate spaces for break rooms, counseling. 2 1,200 ft for locker rooms, courtyards

No more than 3,000- 2 4,000 ft

12002 2000 ft

Total Square Footage = Roughly 80,000 Square Feet Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

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Building Program Overview

(Mobile)

Main Classroom Space:

Due to the diverse nature of the users of this building, the classroom space will have to have a solid amount of adaptability, or ‘polyvalancy’ in the words of Herman Hertzberger. If this is accomplished, it will ensure that the space is able to house many different types of demographics and needs within a very small volume at the same time. Potentially this polyvalency could relate to the furniture arrangement, but it also refers to the actual spatial configuration of the classroom. In addition, it will have to maintain a connection with the exterior of the space, perhaps with some sort of opening to a large front porch that could double as an amphitheater-type outdoor room, utilizing the ‘Stairs as a Stage’ pattern.

Side Rooms:

This small building should be designed with smaller, side spaces for functions such as one-on-one counseling, teacher offices, or very small classroom settings. Potentially the walls of these smaller rooms could go away and these rooms could get absorbed into the larger classroom if needed.

Exterior:

This building will absolutely have to be designed with a very strong connection with the outdoors. Including a front porch, verandah type gathering area, with a covered roof that extends outward into a ‘front yard’ that can be used for dancing, gathering, congregating, meeting, concerts, or even educational lectures. Additionally, I think it would be quite beneficial to the community if these small education facilities also had the means to grow food on site to provide for the society in which the building is being used.

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Mobile Building Space Needs (Quantitative)

Space Classroom

Side Rooms

Exterior

# of Spaces

Total 2 Ft

Large, open, transparent, comforting, adaptable, public, connection to outside

1,000 ft

One large space, that can potentially be divided.

Much smaller, private, with space for counseling and offices.

1502 250 ft

Two-three seperate No more than spaces with potential to - 2 700 ft take away walls to make one space

Large, open, transparent, shaded, large front porch, ample amounts of seating

2000 ft

One large space, that can potentially be divided.

1,0002,000 ft 2

2,0002 3,000 ft

* In theory, all of these spaces could function individually, or they could transform into one space.

Total Square Footage = Roughly 1,500 Square Feet

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Part 6: Description of Program

Spatial Relationships and Programming Diagrams

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Adjacency Studies

(Scaled Relationships)

Outdoor Space Production Facility Welcome Lobby Education Employees Only

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Adjacency Studies

(Scaled Relationships)

Outdoor Space Production Facility Welcome Lobby Education Employees Only

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Adjacency Studies

(Three Dimensions)

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Adjacency Studies

(Scaled Relationships)

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Part 6: Description of Program

Room Data and Exploration

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Room Data and Exploration

(Manufacturing Space)

The main production area of this building will be a unique and interesting challenge with ample opportunity for evocative design solutions. I imagine it as a space with a very unusual program from what may be expected of a typical manufacturing facility. Although work must be done here, and their will be employees working hard to accomplish their daily tasks, there will also be a strong connection with visitors and the public as a whole. I envision the space as a very open, naturally lit, passively cooled, and pleasant to be in despite the otherwise industrial and uncomfortable nature of the work being done there. The public will be involved through the implementation of design elements such as overhead catwalks, hands-on work stations, and even some type of ‘glass hallway’ that meanders through the space on the ground level but keeps viewers at a safe distance from the machinery and operations being performed. I believe there will be lots of large garage doors that allow the space to maintain strong connections with the outdoors and the culture that happens on the streets of Lilongwe in the Old Town neighborhood — these doors will also be used in a functional manner for moving large materials and objects in and out of the space.

Location and Relationships within the Building as a Whole:

This space will be almost the main focal point of this building, and being as such, must have obvious and solid relationships with the other spaces that compose the building’s program. The welcoming/lobby space will invite visitors in from the street and direct them either in the direction of the manufacturing facility for a tour, or towards the education side for classes, HIV support, or workshops. This connection between the welcome space and the production facility will sort of serve as its grand public entrance. It will also have some sort of connection, perhaps accessed through a large garage door and an outdoor courtyard, to the classrooms and educational side of the building so folks can easily pass from one area to the other without having to feel separated. And of course, the manufacturing space will have to maintain a strong boundary to the ‘employees only’ part of the program where those who actually work towards the manufacturing can shower, eat, relax, and congregate. This part of the building will be much more subtle and private than the other connections.

Access:

As I mentioned earlier, visitors will most likely access this space through the main lobby, but there will be large doors on the front allowing people passing by to walk up and have a look at what is happening, but this will have to be at a safe distance from the heavy production. The employees will enter through their private area, and the building materials will be moved in and out through the large doors spaced throughout the perimeter of the space. Additionally, visitors and employees alike will easily be able to go outside for fresh air through one of the doors if necessary. Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

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Room Data and Exploration

(Manufacturing Space) Purpose/Use

Size

The focal point of the buildingâ&#x20AC;&#x201D;to be used for the manufacturing of building materials that are sold and donated then transported around Lilongwe and its surrounding villages. Additionally, this space will serve as a place for locals to pass through and watch skilled craftsmen work at their trade and potentially promote education within that trade. Around 60,000 square feet. (with about 20% dedicated to visitor experience.)

Occupancy

Mostly occupied during working hours 9 am- 5 pm. At any given time, I envision roughly 50-70 craftsmen working, and groups of 20-30 visitors touring the space and learning.

Materials

The building will be constructed using local materials, labor, and construction methods. I envision the walls will be made using masonry to match the local vernacular and to keep the space cool. In addition, there will be recycled steel structure and corrugated metal for the garage doors and for certain finishes.

Systems

Systems will be as passive as possible. Potentially, the garage doors could be powered with a hand crank, the ceiling cranes would only require a small amount of power, and could be pulled around the floor by hand, there will have to be a certain amount of electric lighting and electricity for the tools obviously, but depending on cost limitations, this could be handled through PV panels. HVAC would be fairly neutral, with no real need for heating or cooling, as long as the proper amount of masonry is applied to keep the space cool. In theory, the toilets could be waterless composting toilets because of the climate of the site, and employee showers could gain heat from solar power.

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Room Data and Exploration

(Manufacturing Space)

Special Needs and Challenges:

The reason this space is different than a typical manufacturing facility is because it aims to also provide education, and incorporate both the working craftsmen and the visiting public. This places special needs on the space in terms of the safety of everyone involved. The visitors cannot get too close to the actual work for their own safety, but also because of the potential to distract the craftsmen from their work which would also cause a safety hazard. In addition, this space has special needs in terms of the sheer size of it, not only in terms of square footage, but also in terms of volume. The height will have to be enough to house large building materials, structures, scaffolding, and tools. In addition, it would be nice if the public could sort of maintain a birdâ&#x20AC;&#x2122;s-eye-view of the action from above to keep a safe distance. There also lies a need within the fact that the demography of the visiting public is going to consist of a wide variety of ages and backgrounds that must all be accounted for when designing this experience. There will also be special needs in terms of the amount of electricity necessary to power some of the machines and equipment that are essential to the manufacturing process. The biggest challenge, I believe, will be attempting to synthesize these two typically separate experiences into a harmonized space. Blending a workspace and educational facility, and mixing industry with the observation of the public eye, and incorporating as much passive systems into an otherwise carbon heavy process are all going to be challenges in their own right. Additionally, it will be somewhat difficult to maintain the overlying theme of HIV awareness and education into the entire experience for both visitors and employees. However, once this comes together, I believe the result will be a beautiful whole in which people are able to teach and learn together comfortable and at their own pace and style.

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Room Data and Exploration

(Manufacturing Space)

CRANE VISITOR PATH

WORK BENCHES

Plan

WORK BENCHES

CRANE

VISITOR PATH

Section

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Part 7: Conclusion of Report

Summary

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Conclusion: So, after all of my explorations and research this term I believe that I have finally found a solid direction. In order to create a building within an actual site that relates to its surroundings and context, I decided I would design a space that would be used to build other buildings. After toying with this idea for several weeks, I then decided it would be better for the long-term sustainability of both the building and the business within it if instead of fabricating entire buildings, this ‘factory’ was used to manufacture and produce building materials. These materials, along with the necessary tools and knowledge will then be packed on a truck and shipped to the surrounding villages. Once unloaded, the materials and structure will then be combined with earthen wall structures that will be built on-site by members of the respective community using materials that are local to that site. This would allow the manufacturing facility to serve more purposes and maintain more clients than just the HIV awareness centers, which would, in turn, extend the longevity of the place. The question then becomes, what will the actual building materials be? It seems like steel would be a bit unnecessary given the small nature of the HIV centers, because this would require on-site processes such as concrete footings and perhaps even welding. Wood on the other hand is a much more local and natural material that appears a lot within the traditional Malawian vernacular, however my qualms with this would be the fact that Sub-Saharan Africa, and Malawi in particular, is experiencing very serious problems with deforestation. I am not attempting to solve every one of Africa’s problems with this one building, but I do feel that it probably should not contribute to them, if it can help it. So the idea I have currently, is that the large building located in Lilongwe will be used to manufacture certain parts of the ‘mobile’ HIV awareness schools, and these parts can then be shipped out and added to permanent masonry structures built on-site, but I do not want to use steel or wood. My mind then went to the idea of super-lightweight, nomadic, tent structures that are also very common to the history of this area. My production space could then potentially be used to sew and create these prefabricated tent structures, and they would then be folded up and shipped to their respective destinations. This is particularly intriguing because the people employed to do the sewing would not necessarily have to be able to handle heavy machinery and goods, but instead they would be charged with the task of sitting and sewing—potentially, this could be done by women affected by HIV in some way who have no other way to make a living. In addition, there could also be some type of opportunity for this space to still implement a heavier-style machinery — if I decided it could also manufacture the aluminum skeleton that would support the tent. That way, craftsmen as well as craftswomen could be employed in the same space, and all visiting demographics would be able to learn or even possibly contribute.

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Conclusion: This also means that the â&#x20AC;&#x2DC;mobileâ&#x20AC;&#x2122; HIV awareness schools will be much less mobile than I had originally planned. The mobility comes from the transportation of prefabricated goods, but once they are delivered, the building would most likely then become permanent to its particular location, and could serve as some type of counseling center when HIV classes were not being held, or it could even serve as a place for locals to gain a primary education if need be. In terms of the potential longevity of the manufacturing building, it appears as though there would also be a need for small tent-like structures within the urban fabric of Lilongwe. The stalls that make up the shops of the nearby, open-air market, for example currently employ cheap and available materials to create their space, such as tarps, scrap wood, and corrugated metal. What if, instead, they were able to purchase much more durable materials at a low cost from a manufacturer just a stoneâ&#x20AC;&#x2122;s throw away? In addition, the small villages that surround the urban area of Lilongwe seem to use the same type of available materials for their homes and shelters, and potentially, would also be able to use the materials being produced within the manufacturing space. This would provide a way for the facility to maintain a client base aside from the HIV shelters, and would benefit the locals of Lilongwe, and its economy. These lightweight structures comprised of fabrics and thin rods for structure creates an abundance of opportunity for personal expression and customization through colors, patterns and textures for each individual customer and each particular culture. This type of construction also lends itself to the adaptability and flexibility necessary to operate the mobile education units in such a small square footage.

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Part 7: Conclusion of Report

Bibliography

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Bibliography: (Annotated)

Epstein, Helen. The Invisible Cure. New York: Picador 2007. This book offers a first-hand account of Africa’s Aids epidemic, and the challenges involved with trying to treat such an epidemic. The author, Helen Epstein, spent a lot of time in the 90s in South Eastern Africa working directly with the citizens of countries of Uganda, Kenya and South Africa. Although her field is molecular biology, Epstein began exploring this problem through the lenses of politics, economics and sociology in addition to medicine. The reason I believe this book pertains to my particular interest with the HIV and AIDS epidemic in Malawi is because of the findings that Epstein discovered during her time in Africa. She was unable to make any major breakthroughs in the world of medicine, in fact on the contrary she sort of drew the conclusion that treating the disease through medicine is not really the answer at this point. Drugs are too expensive, too regimented, and to hard to get to these rural areas. What the author saw as the best solution was to attempt to educate, console, and council these people about HIV awareness and prevention methods that they could use to improve their chances against infection.

Wezeman, Phyllis Vos. Through the Heart: Creative Methods of HIV and AIDS Education. Leeds, MA: LeaderResources, 2010 This is a book written by a woman who serves as the president on the board of directors for an organization called Malawi Matters. This not-for-profit organization is based out of Indiana and their mission is to “develop and facilitate HIV and AIDS education with the people of Malawi, Africa.” This book goes into detail of the education methods they use and the types of scenarios they encounter during their trips to Lilongwe and the villages that surround Malawi’s capital. This book has been a major help to me and my designs due to the fact that I have not personally been to Malawi and experienced this type of thing. The twelve chapters describe how various forms of the arts can be used to help teach about HIV and AIDS topics. This book has also lended key information to me regarding the settings of this type of education, the facilities and furniture necessary and the challenges involved with teaching many different people from various backgrounds at once.

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Bibliography: (Annotated)

Architecture for Humanity. Design Like You Give A Damn. New York: Metropolis/ D.A.P. Inc. 2006. This compilation of projects, edited by Architecture for Humanity, presents designs from all over the world that attempt to solve humanitarian and social issues through built form and space. A majority of the topics are in regard to sheltering people who are currently homeless or living in refugee camps. In addition to presenting projects, the book also provides the reader with a lot of startling facts. This publication has benefited me through my process because it has served as inspiration to what I feel that I am trying to accomplish. Even though the projects exhibited in this book do not necessarily pertain to HIV education, there are examples of shelters and facilities that deal with HIV. In addition, all of the projects are interesting because of the budget limitations they face, and the political situations that they are forced to deal with.

Smithsonian. Design For The Other 90%. New York: CooperHewitt National Design Museum. 2007. This is similar to the book produced by Architecture for Humanity, except for the most part it deals with objects and industrial design. Although these design solutions are being implemented at a much smaller scale, they still apply to the situation. Many of the objects shown are used by migrant workers and people in under-developed countries throughout the world and can be produced and purchased at a very small cost. What I find to be particularly interesting is the concept itself. â&#x20AC;&#x153;Design for the other 90%â&#x20AC;? describes the fact that 90% of what is designed in the world is designed for the upper ten percent, while the rest of the world goes without basic necessities like clean water and irrigation for crops.

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Bibliography: (Print)

Alexander, Christopher. The Nature of Order: An Essay on the Art of Building and the Nature of the Universe. Berkeley, CA: Center for Environmental Structure. 2004. Alexander, Christopher; Ishikawa, Sara; Silverstein Murray. A Pattern Language. Oxford Press. 1977. Dean, Andrea Oppenheimer; Hursley, Timothy. Rural Studio: Samuel Mockbee and An Architecture of Decency. New York: Princeton Architectural Press. 2002. Farmer, Paul. Pathologies of Power: health, human rights, and the war on the poor. Los Angeles: University of California Press. 2005. Feireiss, Kristin. Architecture in the Time of Need: Make it Right, Rebuilding New Orleansâ&#x20AC;&#x2122; Ninth Ward. New York: Prestal Verlag. 2009. Hess, Janet Berry. Art and Architecture in Postcolonial Africa. London: McFarland & Company, Inc. 2006. Herwig, Oliver. Featherweights: Light, Mobile, and Floating Architecture. Munich: Prestel Verlag. 2003.

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Bibliography: (Print)

Kieran, Stephan; Timberlake, James. Refabricating Architecture: How Manufacturing Methodologies ar Poised to Transform Building Construction. New York: McGraw Hill. 2004. Linden, Eugene. The Winds of Change: Climate, Weather, and the Destruction of Civilizations. New York: Simon & Schuster. 2006. May, John; Reid, Anthony. Buildings Without Architects: A Global Guide to Everyday Architecture. New York: Rizzoli. 2010. McAffrey, Patrick. “A Conversation with Phyllis Vos Wezeman.” E-mail interview. 15 Oct. 2011. Mthawanji, Ralph. “Urbanisation in Malawi”. Oliver, Paul. Shelter in Africa. New York: Praeger Publishers. 1971 Robert, Philippe. Adaptions: New Uses for Old Buildings. New York: Princeton Architectural Press. 1989. Siegal, Jennifer. Mobile: The Art of Portable Architecture. New York: Princeton Architectural Press. 2002. Schmidt, Anne Dörte; Ade, Claudia; Santoro, Dominique; Costa-Sengera, Sara; Rizzo, Jacqueline. Tropical Design. Cologne: Daab. 2007.

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Bibliography: (Digital)

Avert. “HIV and AIDS in Malawi.” 1 Dec. 1995. Web. 18 Dec. 2011. <http://www.avert.org/aids-malawi.htm>. Hackmann, Peter. “Welcome to the Shipyard.” Meyerwerft Website. Web. 10 Nov. 2011. <http://www.meyerwerft.de/>. Herik, Allyson Van Den; Thomson, Irene; Williams, Rhian. “Lilongwe, Malawi images.” 13°59’25” S and 33°46’14” E. Google Earth. 2010. November 8, 2011. Herrle, Jonathan. “Primary School, Gando.” Francis Kere Architecture. 23 Sept. 2005. Web. 8 Nov. 2011. <http://www.kere-architecture.com/>. Oramasionwu, Christine U., Kelly R. Daniels, Matthew J. Labreche, and Christopher R. Frei. “The Environmental and Social Influences of HIV/AIDS in Sub-Saharan Africa: A Focus on Rural Communitites.” International Journal of Environmental Research and Public Health 8 (2011): 2967- 979. MDPI. Web. <http://www.mdpi.com/journal/ijerph>. Wezeman, Phyllis; Unifiedpixels. “Malawi Matters.” Malawi, Africa Charity: Malawi Matters’ HIV/AIDS Education. 2010. Web. 10 Jan. 2012. <http://malawimatters.org/>.

Patrick McAffrey / ARCH 485 / Fall 2011 / Prof. Hajo Neis

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