CASE STUDY THESIS 2016-17

CHAPTER-3: CASE STUDY- 1

“GOOD SHEPHERD AGRICULTURAL MISSION AND MAXTON STRONG SCHOOL,
BANBASA (UTTRAKHAND)”

3.1: PROJECT BRIEF

PROJECT NAME: GSAM AND MAXTON STRONG SCHOOL

YEAR OF ESTABLISH: IN 1948, BY REV MAXTON D. STRONG
PROJECT TYPE: FULLY NON-PROFIT ORGANIZATION AND ORPHANAGE HOME
OWNER: MR. RICK (DIRECTOR) AND REV CLIFTON SHIPWAY (CHAIRMAN).
SITE DEVELOPER: ENGINEERING MINISTRIES INTERNATIONAL (EMI)
SITE INFORMATION (AREA): 60 ACRES
LOCATION OF SITE: STRONG FARM, BANBASA (NORTH EAST INDIA ON THE
BORDER OF NEPAL)

School building
3.2: INTRODUCTION Source- self clicked

The Good Shepherd Agricultural Mission located 350kms east of Delhi in the town of Banbasa, is
more than an orphanage. Children hunger for a home not only food and shelter, but safety,
community and love. We are a family, and God provides for our every need.

The GSAM is a fully non-profit organization that is run by the Shipway family from Australia.

The Good Shepherd Agricultural Mission is an independent, non-governmental, social

development organization that has been providing support to those in need since 1952. ‘The
Mission’ works in an array of areas. We run our own farm, give support to lepers, provide free

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vocational training, education, supply disaster relief etc. Its primary focus is the care and protection
of orphan children.

Maxton Strong School is an inclusive learning community committed to meeting the educational
needs of its large and diverse student population. In everything we do, in the ways we work, relate
and respond to each other, we appreciate and celebrate the rich diversity that makes our community
so unique. Through our actions, we demonstrate care, respect and value for all, enabling students
to be nurtured in every respect of their learning.

GSAM is a home of about 110 orphan children. Orphan children live in five separate hostels, each
with a staff family member that strives to make each hostel feel as much like a home as possible.
As part of this effort, older children are given their own rooms, with their own beds, furniture,
possessions etc.

HISTORY:

The Good Shepherd Agricultural Mission was started more than 70 years ago by American
Missionaries, Rev. and Maxton and Shirley Strong. The Mission is now run by Max’s son-in-law
and grandson together with the help of caring individuals worldwide. We wake up each day with
the same goal: Work hard to bring as much love to as many unwanted children as possible. It’s not
always easy and comes with many challenges to overcome but by God’s grace, we’re doing it!
Lives are being changed and stories rewritten.

GSAM MISSION:

GSAM mission is simply to provide a home for the homeless, a hope to the hopeless and to be a
light for Jesus Christ in this uncertain world. We work to create disciples, not just believers; people
who seek to learn, to grow and be shaped by the Master

THE GOOD SHEPHERD AGRICULTURAL MISSION - WHAT WE DO:

The Good Shepherd Agricultural Mission is an independent, non-governmental, social

development organization that has been providing support to those in need since 1952. ‘The
Mission’ works in an array of areas. We run our own farm, give support to lepers, provide free
vocational training, education, supply disaster relief etc. Its primary focus is the care and
protection of orphan children.

The Mission works hard to provide a loving home and family for every child in its care working
hard to promote family relationships and impart a spirit of responsibility in every member of the
organization.

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3.3: FEATURES
GSAM is a farm home for destitute and orphan children. The children are taken in (for free)
and are given a home, education and training that equips them for life.
A high level of safety standards are maintained by the school to ensure the well-being of
everyone in attendance. Safe, clean drinking water is provided by means of reverse osmosis
filtration systems located on the school compound and regular testing ensures that the highest
standards are maintained.

Large, well-equipped classrooms combined with carefully selected staff add to ensuring that
our children receive a standard of excellence that many other schools often fail to supply. Huge
open play areas give students freedom, room to play and develop their physical abilities.

Orphanage have all the facilities like five hostels for orphan children’s and a common dining
hall, recreational activity places, gymnasium, large play area.

A large focus is placed on inter-school activities such as sports competitions where our school
has developed a reputation as strong competitors. Many of our students have been selected for
District, State and National competitions in the past.

3.4: ABOUT THE CITY-

Banbasa is a census town in Champawat district in the state of Uttarakhand, India.

Source- self clicked

COORDINATES: 28.9799800N, 78.0800320E

DISTRICT & STATE- CHAMPAWAT, UTTARAKHAND

ELEVATION- 466 m (1,529 ft)

POPULATION (2011 CENSUS DATA): 7,990

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TIME ZONE-IST (UTC+5:30)SEX RATIO – 887

LITERACY-76.3%

3.5: LOCATION OF PROJECT

INDIA

LOCATION MAP OF UTTARAKHAND LOCATION MAP OF CHAMPAWAT

GOOGLE MAP LOCATION

LOCATION OF BANBASA TOWN
OF GSAM AND MAXTON
STRONG SCHOOL

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3.6: ACCESSIBILITY

The site is surrounded with agricultural and with

a service lane on the other side.

Adjacent to the National highway 125

Nearest to the bus station and railway station of

Banbasa.

3.7: PHYSICAL AMENITIES OF THE SITE: KEY PLAN OF SITE

The site is a part of GSAM campus and falls under the category of special non-profit orphanage home. On
the north and south residential areas are present. Vast open lands signify the presence of open forests. On
the east across the road are agricultural fields.

GEOLOGY:

Because of the site is situated near the border of Nepal and part of forest area ,the top soil of the site has
been formed by erosion of these forest ranges over a period of time .the sharda river situated east of the site
is a regular flow river which has changed its climate and conditions.

SOIL CONDITION:

The soil is sandy loam soil due to Sharda river range. The soil has a ph value ranging from 6.5 -7.it is
predominantly clay loam, which is good for plants growth. The composition of the deposits show that they
are alluvial particles taken away by the flooded river passing by the side of the site.

TOPOGRAPHY AND DRAINAGE:

The site is plane but lies in the forest range of Indo - Nepal border and range of the Sharda River.

CLIMATE:

The climate of banbasa is generally temperate .it varies greatly from tropical to severe cold depending upon
the weather conditions and hilly range of Nepal border.

TEMPERATURE:

The site is 466 m above the mean sea level. Banbasa have pleasant weather condition with 150C in January
and 290C in May-June. The climate study of the place is following: Mean yearly highest temperature:
30.50 C Lowest temperature: 70C

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WIND DIRECTIONS:

The wind speed in banbasa is generally high because of Sharda river range the pre dominant wind direction
is from north-south, however in the monsoon reverse wind flows. Average Wind speed is 2km/h.

RAINFALL:

Rainfall in Banbasa is approximately average rainfall of the country. Banbasa receives the average annual
rainfall of 2073.3 mm. most of the annual falls in June to September, July and august being the rainiest.

Mean annual rainfall: 700 mm.

Sky clearance factor: maximum-17.5 %( august)

Minimum-72.5 %( November)

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3.8: PLANNING AND CONCEPT

The institute is planned taken in mind the comfort

accessibility and safety of orphan children’s, zoning of the
orphanage is done in the same way. All the blocks
performing different activities are placed separately but
interlinked to each other. All the building features used in
the buildings are relevant to the children’s. Trabeated
structural system is to be used for construction Proper sign
boards are provided for easy circulation.

Source- self clicked

The building seeks to contribute its share of environmental stimuli that the young minds
at the school would enjoy. The play of light, colour, texture to touch and feel and fragrance are integrated
into the building fabric. A strong presence is given to trees, creepers, flowering plants, which have been
planted to reflect the cycle of seasons and to invite butterflies, birds and squirrels to make their homes at
the centre. A building is specially designed with complete access for orphans kids for friendly environment
where persons with special needs move with comfort, ease and dignity. The building not is just a physical
structure, also the statement of an attitude of creating an environment that supports their objective.

3.9: AIMS AND OBJECTIVE OF THE INSTITUTE:

 To conduct and operate research into all aspects of the education and residential need for all the
orphan children’s.
 To provide the training of dairy farm .carpentry workshops and agriculture to the local peoples

3.10: ACTIVITIES TO BE CONDUCTED IN THE INSTITUTE:

 Education for the orphan children’s

 Library and Information Services.
 Training of dairy farms and agriculture
 Research and Development
 Workshops
 Placement and employment to local peoples
 Production of reading material
 Recreational activities like gymnasium and play fields for the students.
 Vocational training

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3.11: SITE PLAN:

1. MAXTON STRONG
SCHOOL
9 2. PLAY FIELD
4 10 3. DAIRY FARM
4
7 4. WORKSHOPS
4
8
4 5. STORE
11 6. BOYS HOSTEL
6 2 4
4
7. KINDERGARTEN
5 8. BOYS HOSTEL
4
4 3 9. GIRLS HOSTEL
N 1 10. STAFF RESIDENCE
11. RESIDENCE
2
Source- satellite image of site

 SITE AREA - 60 ACRES.

 GROUND COVERAGE - 30%

3.12: ZONING: The site has been divided into different zones according to the function of the building
elements. Namely: ADMINISTRATION
RECREATIONAL
AND ACADEMIC
 Administration and Academic blocks
 Workshops and training center
 Residential PARKING
 Recreational ACADEMIC
 Parking etc.

WORKSHOPS RESIDENTIAL

3.13: CONCEPT PLAN:

Source-www.maxton strong
school.com

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3.14: SITE CONSTITUENTS:

GIRLS HOSTEL
BOYS HOSTEL STAFF RESIDENCE

9
4 10
4
KINDER GARTEN 7 RESIDENCE
4
8
4
11
6 2 4
4
5
4
4 3
1
AGRICULTURAL LAND
BOYS HOSTEL
2

ROAD
WORKSHOPS

GAUSHALA PLAY FIELD PRIMARY SCHOOL

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3.15: ABOUT ORPHANAGE SCHOOL (MAXTON STRONG SCHOOL)

Source-self clicked

The model school is located on the campus of The Good Shepherd Agricultural Mission or as it
is more commonly known: Strong Farm. This campus was built by Rev. Maxton Strong as an
orphanage home for children from destitute families. As a result of being located on the Strong
Farm campus, the School has large play areas, spacious playgrounds and is much safer for the
children who attend.

The School has a complete dedication to providing an all-round safe and encouraging
atmosphere for the children who study in it. All efforts are made to promote the educational
development of our students and to encourage them to grow physically, mentally and morally as
we strive to nurture them into becoming more responsible citizens.

There are four primary benefits to this project:

 Provision of excellent education for our orphan children

 Provision of excellent education for local community children
 Funding source for our organization (through fees raised from the point above).
 Provision of vocational education, adult education and conferences.

a: BRIEF:

The total area of the academic block is 1320.92 sqm .the school block of the mission is a single story
building. The roof the building block is flat and building constructed in rcc framed structure

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b: PLANNING:
 The planning of school is based on courtyard planning
.classrooms and other activities or component of the building is
enriched through the corridors.
 Each class room of the school is proper ventilated.
 Proper circulation was there with wide corridors.

c: PLANS: Flat roof and courtyard planning of the

building
Source-www.maxton strong school.com

GROUND FLOOR CONSISTS OF:

17 2
7 7 7 10 1. PORCH -
2 2 2 02

6 2. ENTRANCE LOBBY
9 9 3. STAIRCASE
8 8
4. STORE ROOM
7 14 16
4 5. STAFF ROOM
2

7 7 6. TOILET
2
4 7. CLASSROOM
15
8. BOYS TOILET
7 7
2
9. GIRLS TOILET
7 7
10. COMPUTER LAB
6
2
6
11. PRINCIPAL ROOM
3 2
5 4 13 12 2 11
12. SPORTS ROOM
02 0 2

1 13. OFFICE

14. ASSEMBLY AREA

GROUND FLOOR PLAN 15. DRINKING WATER

16. LIBRARY

17. SCIENCE LAB

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FIRST FLOOR CONSISTS OF:

7 7 7 7. CLASSROOMS 1- 50 sqmt

CLASSROOMS 2- 50sqmt

CLASSROOMS 3-45 sqmt

FIRST FLOOR PLAN

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d: ACTIVITIES ON GROUND FLOOR:

ASSEMBLY AREA CLASSROOM COMPUTER LAB

GIRLS TOILET

17 2
7 7 7 10
2 2 2 02

6
9 9
BOYS TOILET
8 8
LIBRARY

7 14 16
4
2

7 7
DRINKING WATER
15
2
4
CLASSROOM
7 7
2

7 7
2

6 6
CLASSROOM 3
5 4 2 13 12 2 11
02 0 2
PRINCIPAL ROOM

STAFFROOM
SPORTS ROOM

LOBBY PORCH OFFICE

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e: ACTIVITIES ON FIRST FLOOR

7 7 7

CLASSROOM

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3.16: HOSTEL BUILDING:

 The institute consists of both girl’s hostel and boy’s hostel.

 Girls and boys hostel are located at some distance from each other,
the rooms of the hostel are well ventilated and are dormitories
having common toilet.
BOY'S HOSTEL
(a) PLANNING:
 Both hostels are provided with ramp at the entry as well stairs to climb up.
 Courtyard planning is done inside the building, with hand rails for the easy and convenient
movement.
 Rooms in the hostel premises are dormitories.
 Concrete pathway is used for the easy movement.
 Every room of the hostel was properly ventilated.

(b) CIRCULATION:

There was proper area for circulation in the corridor, hand rails and other elements are also provided for
the easy circulation.

Circulation in the building is through staircase in the interior .

(c) MOVEMENT:

 Vertical movement inside ids done through stairs and ramps.

 For horizontal movement corridors are provided,

3.17: KITCHEN AND DINNING AREA:

There was proper area for kitchen and dining facility for the children’s

Central kitchen and large dining area is provided for children’s

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3.18: FACILITIES PROVIDED IN SCHOOL-

(a) CLASS ROOMS:

 Class rooms of the school not much wide, but proper sitting space was there, circulation
space there is very small.
 Well ventilated, and provided with stacking area for books.

(b) CORRIDORS:

 Every corner of the building is easily accessed through

corridors.
 Corridors are 3m wide in length providing proper
circulation area.
 Open corridor with plenty of light provides well ventilation
and daylight making easy for the blind student to move.

(c) COURTYARD:
CORRIDOR

 Courtyard planning is done in every block of the building providing

proper ventilation to every corner of the block.
 Corridors in the building are the main source of day light making the movement of blind
people easy and convenient.

(d) RAMP:

 Maximum building of the institute is provided with ramps at the entry but some of them
lack the provision of ramp creating problem for the movement of the disabled people.
 Ramp used in the buildings are constructed on the ratio of 1:15 at the entrance.

(e) STAIRS:

 Every block of the building is provided with staircases adequate in number.

 Tactile tiles are also used on the corners and tread of the stairs
 Width of the staircase is only 1 m.
 Tread-230.
 Riser-115.
 Height of hand rails-1000 mm.

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(f ) ENTRANCE LOBBY:

 Every block of the building is entered through a wide lobby having proper sitting area.

3.19: SERVICES

(a) TOILET:

 Separate toilets are provided for male and female.

 Some toilet consists of handrail across the wc and wash
basin for the comfort of blind children.

 All toilets were clean and well maintained.

(b) DRINKING WATER: TOILETS ARE PROVIDED

 Drinking water is provided at the end of the corridor of

the building.

WATER TANKS
 The campus of the institute is provided with the water tank,
although it’s not working properly, overhead water tanks
are also present.
DRINKING WATER
(c) ELECTRICITY:

 Electrical distribution board is provided in each building.

 Institute has its own transformer for electrical supply.
There is no high tension line running through the campus within the campus there is an
electrical circuit lies along the adjoining road on the east

(d) DRAINAGE:

There is proper drainage system in the GSAM orphanage home. Which is well maintained by

The working men in the orphanage home.

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3.20: INFERENCES:

(a) MERITS:

 Railings are providing beside pathways.

 Parking for different activities are provided differently.
 Campus Is Well Maintained.
 Trees are planted all over the campus
 Open areas are provided
 Guiding Pathways are laid all around.
 One way traffic movement pattern is followed
 Water Supply Lines are laid all over the campus.
 Over Head tank has been provided in the campus.
 Solar water heaters are installed in the hostel bocks.
 Solar lights are provided in the campus
 Electrical supply lines are laid,
 Sewage lines are installed.
 Generator power back up was there. .
 Proper Parking space was provided for staff.
 Proper signage was used in the campus.

(b) DEMERITS:

 Buildings of the institute lack ramps for the vertical circulation

 There was no provision of lift.
 In the school building senior classes are run in primary wing

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CHAPTER 4 - CASE STUDY 2

“DEEPALYA SCHOOL SANJAY COLONY, NEW DELHI”

4.1: PROJECT BRIEF

PROJECT NAME: DEEPALYA SCHOOL

YEAR OF ESTABLISH: IN 1992
PROJECT TYPE: FULLY NON-PROFIT ORG. AND ORPHANAGE SCHOOL
OWNER: DEEPALAYA ORGANIZATION (NGO)
SITE INFORMATION (AREA): 7\400 SQ.MT
LOCATION OF SITE: SANJAY COLONY I, SANJAY COLONY, OKHLA PHASE II,
OKHLA INDUSTRIAL AREA, NEW DELHI

School building
Source- deepalaya.org
4.2: INTRODUCTION

It is a Co-educational School. This school was meant to cater to an extremely impoverished

community located in the dirtiest area of a slum settlement.

Deepalaya School, Sanjay Colony shifted to the community of Sanjay Colony in 1992, after
functioning from the Chittaranjan Park, South Delhi for many years. The school runs classes from
LKG to class VIII

The site is approached via the industrial land of the region. The site is located in the dirtiest area
of a slum settlement right next to a community toilet, in the dense settlement of 600 dwelling
units per hectare, housing approximately three thousand families.

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DEEPALAYA SCHOOL

It is a Co -educational School .
This school was meant to cater to an extremely
impoverished community located in the dirtiest area
of a slum settlement .

4.3:
LOCATION OF THE PROJECT

The Deepalaya School is located in one of the largest slums of Delhi at

Sanjay Colony, Okhla Industrial Estate, New delhi .

OKHLA INDIA

SANJAY
COLONY

DELHI

The route passes by Okhla Estate Marg and it is located

19 kms away from New Delhi railway station.
It had a very poor access, but was the only piece of land
available in the dense settlement.

CLIMATE : The climate of Delhi is a monsoon -influenced

with high variation between summer and winter temperatures
and precipitation and has relatively dry winters and has a prolonged spell of very

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2. SITE PLAN

Lab Play Area

Admn /
acedemic.

Junior
section
N
Toilets
Entrance

The school building for the Deepalaya Education

Foundation was built in two major Phases. In first phase,
the ground floor, was framed around a central courtyard.
The first phase was built by the Nizamuddin Building
Centre (sponsored by HUDCO and the Slum Dept.)
 In the second phase, the courtyard was covered with a
large span of Funicular Shells and the other blocks
were added gradually. The second phase was designed First phase
and built by the Anangpur Building Centre
Second phase

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2.1 DESIGN CONCEPT

The School was built to exemplify a creative, cost-effective design with spatial configurations and
interaction spaces to match the scale of a growing child. It is a conviction that providing well
planned, designed buildings would inspire a positive response in the children.

The idea was that an inspiring building does not have to be expensive and that innovative materials,
colour and texture can generate a built quality that would actually change human behavior.

3. FLOOR PLANS – ADMIN/ACADEMIC BLOCK

e ground floor is framed around a central semi-open space and built with pre-finished
Blocks in order to ensure permanent finishes at low cost.

as to integrate art into the built form. The roofs with brick Funicular Shells of varying patterns
generate a warm and colourful environment.

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Mangalore tiles. The A-Frame is construced over the assembly area.

INFERENCES

THE MOST IMPORTANT LESSON LEARNT WAS THAT HUMAN BEHAVIOUR CAN BE
CHANGED THROUGH AN INNOVATIVE, APPROACH TO DESIGN AND USE OF
MATERIALS, AND A VARIETY OF INTERESTING SPACES. THE PROJECT’S SUCCESS
CAN BE MEASURED IN THE CHILDREN'S WORK AND A TRANSFORMATION IN THEIR
ATTITUDE TOWARDS THE SCHOOL.

THE NATURE OF THE BUILDING IS PLAYFUL AND IMAGINATIVE. IT IS INTERESTING

THAT ONE FINDS NO VANDALISM AND VERY LITTLE GRAFFITI IN THE BUILDING,
THUS INDICATING THE CHILDREN'S RESPECT FOR THE PLACES CREATED.

THE A-FRAMES, FUNICULAR SHELL ROOFING THAT ARE USED, HAVE PROVED TO
BE THE ONLY SUCCESSFUL CONSTRUCTION METHOLOGIES FOR EARTHQUAKE
RESISTANCE.

THE BUILDING USED FAR LESS CONCRETE AND STEEL THAN CONVENTIONAL
STRUCTURES, THUS REDUCING COST. SINCE THE PRODUCTS ARE
MANUFACTURED ON SITE, THERE IS A TREMENDOUS AMOUNT OF SAVING IN
TRANSPORTATION COST AND A STEB TOWARDS SUSTAINABLE APPROACH.

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