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T H E S I S P R 0 G R A MM I N G

Part One January 22, 1968

Bob Sanford
 CONTENTS

INTRODUCTION Page 1.

I. Scope and Concept

A. The Peace Corps Facility 2o
B. The Market Place 3.
c. The Meeting Place 4.
D. The Learning Place s.
II. The Project 7.
A. Reasons for the Thesis 7.
B. Objectives B.
C. Requirements 10.
D. Relationships llo
E. Character llo
F. Prototype 12o
G. Orientation 12.
H. Materials 16o
I. Costs 17.

III. The Client

A. Background 18o
B. Economics 19.
c. Structure 19.
D. Training 20.
E. Similar Projects 2lo

IV. The Site

A. Reasons for Colombia 22o
B. Culture 23o

c. Economy 24o

D. Geography and Agriculture 24.

E. Comparisons of Sites 24 ...
F. Cali and Palmira 25.
G. The Site 26.

CONCLUSION 28.
..introcluctiori . .
INTRODUCTION TO THE PROBLEM

Programming is defining the problem and organizing and

analyzing information relating to its solution. It is the

first of a three part study of the Thesis Project. The

parts are: The Program Phase, the Design Phase, and the

\vritten Thesis Phase. The purpose of the program is for the

student to investigate all aspects of the building or buildings

"lvhich he has chosen for his thesis. It is hoped that the

program will establish a clear and concise pattern for the

student to follow in developing his design. After a complete

study of all questions, limitations, and phys~cal require-

ments found in ~he Program Phase, the Design Phase will

evolve.

1.
s c,ope
SCOPE AND CONCEPT

I have chosen ~or my thesis study, a Peace Corps Facility

for the training of. volunteer students and professionals. The

training camp . is one . th~t would provide on-site training for

t~e volunteers sent to Colombia. The professionals included

will be volunteer archite~ts, city planners, and engineers.

They, along with the volunteer students, would meet at the

camp for extensive training and then would travel from one

local . 9omrpuni ty to an other assisting the people of Colombia

in projects of .self-:-help construction , programs of community

develop.entt ~ low-qost . housing, cqnstruction of bridges and

sewer :~_systems, schools, and the other needs of the particular

co.m munity in . wh:icb t~ey are working. The vol~nteers would

learn at , thi$ camp a1.l possibib:e aspects o~ the people, their

culture, language, and all other things that would make

more extensive their knowledge of the area with which they

are involved.

In approaching the design of this training camp, and

thinkingwhat an environment could be f'or such a p1.ace, I have

worked with three basic concepts. In essence, these are: a

"market place" of' ideas, a meeting p1.ace of' socia1. contact,

and a learning place or school for volunteers.

The first concept would involve the synthesizing of the

two foreign cultures, American and Colombian, i~to one common

place. This would be a place where ideas are gathered and

2.
shared and better ideas come out of this as a result. The

camp would be a place where each of the cultures l.Yould view

objects of the other. This will range from photographs to

paintings to sculpture in the fine arts; to tools, ways of

planting and harvestin~ crops to methods of construction.

The place will be that of an exhibition space 1-vith cultural

artifacts of both countries displayed so that the volunteer,

and the people they are helping, can learn more about one

another from seeing these physical things. From these displays

the American volunteers will see the value that the Colombians

place on certain articles and the degree of respect they place

on them. And the Colombians in turn would have a basis for

doing the same thing. The displays would necessarily be rep~

resentative of the country and the people.

This, in fact, will be like a museum or cultural center

in which the educating is dome through the individual's sight,

his touch, and his private thoughts. He l\'"OUld begin new and

deeper thoughts about this country and the people who are

attempting yo help him.

Again, this would be a place where villagers and volunteers

would want to be intrigued to come and "browse" and shop around;

not to buy anything, but to gain knowledge. And like a market,

it 1rould involve the meeting together of people who are in-

terested and excited about the things they 1-vould see here.

Some of the things shOl\'"TI would be archeological artif ,~cts,

documents of history, \\'"Ork of Colombian craftsmen, costumes

and clothing, foods and methods of cooking, methods of con-

struction, and habits of the people. The American displays and

exhibitions would be mixed throughout the area for purposes

of analysis and comparison.

This concept would be much in keeping \vi th :Feace Corps

p olicy. Instead of all the learning processes being done with

slides and films of these objects; in a place like this, the

volunteers would actually see the things and thus learn in

more de p th 1-vhat these 11 things" are and how they, as volunteers

are involved with them.

The second concept I worked with is also a requirement

and ultimate goal of the f eace Corps training program. And

that is a plac e for social contact o~ a meeting place.

This space or these spaces would involve the bringing

together the two cultures through verbal means. It ~vould be

a p lace to meet for face to face discussions, exchanges of in-

formation and ide~s and, most imp ortantly, it would be a place

for an overall communication through thought and ,,rords of the

volunteers and villagers.

The center would provide op p ortunity for maximum par-

ticipation for all. There will be places for gathering in a

courtyard, out on the surrounding grounds, and within the

building. Discussions are held primarily through seminars,

but often there are lectures that need to be given. In both

of these cases, the main idea is response from both ends, and

this wi l l be the prime objective the camp wi11 accomplish.

4.
This can be done through the creation of an informal atmos-

phere relecting the social, cultural, and living habits of

the country.

The camp will a.J.so be a meeting ground for "inter-

regional" gatherings. Volunteers from other parts of Colombia

and South America would meet here for exchanges of opinions,

suggestions, discussions of problems, and to bring together

ideas.

The camp will provide an invitation to the villagers to

come and learn and improve themselves through meetings and

social contact with the volunteer workers.

The third concept is that which would be found in a

school, that is, a learning pliace. It would entail one more

learning process for the Colombians.

But unlike an ordinary ttteacher-student" relationship,

this would be a "living education u:b.it'' ., which would include

the ideas brought about through the market and meeting place

concepts. In othe~ .lf'()rds, it would create a total involvement

of learning for both the villagers and volunteers. Each are

there to deepen their unders-tanding of the other and this is

1~here it would happen.

Some of the specific aspects involved would be for the

volunteer to give technical advice and guidance, form pro-

grams where needed, and to integrate into villages and com-

munities a nd learn all about the people and how they can best

5,
help them.

In turn, the volunteers would learn from the villagers

things such as local building methods, customs, art and handi-

craft, and living standards.

These would be among the things the volunteers would learn

from the villagers, apart from 1he trq.ining program that would

be set up for them within the training camp. Although the

programs set by the Peace Corps will be followed, these other

aspects are introduced to enrich the volunteer's learning

process.

The school concept, too, is a two-way process. Much

learning and teaching l~ould be necessary from both sides and

would be done within this camp.

I feel that in order to design a training camp that will

accompl~ : ~ the goals set by the Peace Corps and still provide

an intertwining of the two cultures, all three of these concepts

_w ould necessarily be combined and mixed together harmoniously.

Each is compatible with the other, and when they begin working

together toward the common goal, a successful training center

will result.

6.
the pr'o iect
THE PROJECT

A training camp like the one proposed would be of great

use to the Peace Corps. Up to now, much of the training of

volunteers has been done in the United States at various

universities and colleges. Most of these have been criticized

for their failure to properly

I
educate the student volunteers

in the situations they would actually experience and the con-

ditions they would meet in day to day working in the host

country. During the past two years, the Corps has moved away

fro training at the universities, and more into simulated.

conditions and in-country training.! So far, it has been re-

ported that the most successful learning situations have been

developed by training institutions located in geographic

regions which approximate the environment and culture of the

area for overseas service. From this, it can be seen that an

on-site training calnp would be of extreme importance for the

Peace Corps; in that it would improve. these areas of inadequate

training.

Another value of the on-site training camp would be one

of a transition point. In many cases, the volunteers do not

readily adapt to the new culture, and the camp would be a place

to prevent "cultural shock". It would be a place to integrate

with the culture and become an integral part of the people's

daily lives.

Basically, the objectives of the project are to study

the particular communi.t y in which the volunteer is working,

1 Wichita Falls Times, November 12, 1967, p. 17

7.
and to learn its people, th~ir interests, their way of life,

their particular stages and possibilities of development; to

help the people take the lead in decision making and problem:

analysis; to train and stimulate leaders; to encourage the use

of local abilities and talent; and to train new volunteers as

they arrive at the camp. The volunteer's goals would be to

mak~ a better life for the people and to leave them something

better than they had to start with, whether it is a goal, a

new future, or even a building which they all worked together

to build.

The Peace Corps currently has volunteer ; architects -: nd

city planners in volunteer groups working on architectural

projects in Asia and Africa, as well as Latin America. These

projects offer a great challenge in design and planning. And

the rural communities of Colombia could make full use of their

service and talents.

The professional people would be of a great help to the

other volunteers in a camp such as this. Working together,

they could leave the people of various communities something

they might not get from ordinary student volunteers. They

could show the Colombians a way to further develop what the

volunteer workers have shown them.

The Training Camp would conduct a program for the training

of volunteers sent to Colombia, 1\Tho would be primarily involved

with community development. Although for a training camp to

work in any country, other aspects of training such as medical

care, teaching, agriculture, home economics, and physical ed-

ucation, would necessarily be included in the program. And

8o
these aspects will be included within the camp. The community

development phase would include projects ranging in scope from

individual low-cost housing to schools and hospitals, to the

technical phases of building bridges and sewers. The volunteers

involved would be those whose interests and previous training

are along these lines. Peace Corps staff members woul~ serve as

coordinators and teachers, and the volunteers that return to

the camp wo -u ld be instrumental in developing the program

further with the knowledge they had gained from their experiences.

Emphasis would be placed on experimentation and experimental

learning.

The camp will be a place for the volunteer to be trained

for his particular assignment through field work; but, it also

will be a place for him to learn the culture of the area.

He will do this in many ways. One of the ways he will better

know the customs, culture, and the people is through the exhibits

that will be displayed in the camp. As mentioned in the concept,

the "market place" ,..;ill provide numerous objects for him to

see and become involved '\vith, and thus promote a greater under-

standing on his part. The vo.lunteer will also learn much

from what he can get on his own through study and experiences

encountered during training.

Again, the objective for such a facility is for the students

to learn all they possibly can in the camp, then go out and

l-vork 1..;i th the people using the knowledge .gainerl from the camp.

From the sources of information that I have had available,

which include letters from volunteers and volunteer architects

9.
in Colombia and from interviews with teachers in the Peace

Corps, the number of trainees in a training camp usually

numbers rrolb 50 to Bb.

However, for the type of camp I am proposing, forty vol-

unteers could be trained effectively. This number is based on

an analyzation of the number of volunteers that would be

working in Colombia in any three month training period, and from

the type of training given at this camp.

In some training centers there exists a 2 to 1 ratio of

trainees to staff members, but this is the maximum number

usually found. In this camp there will be approximately fif-

teen staff members including teachers of culture, language,

archeology, sociology, art, agriculture, home economics, a

doctor and nurse, a building technologist, and at least one

architect and city planner.

The following are the spaces and square footage that would

be required for the camp. These are based. on comparisons of

similar facilities, spaces required for certain types of

occupancy, and information gathered from letters and interviews

with people involved in the Peace Corps.

An assembly room is a necessary part of the camp in that

it would be the main meeting place for not only the volunteers

but for the villagers as well. It will be large enough to

seat the entire staff and volunteers plus a large number of

people from the village. The assembly area will consist of

a raised platform for speaking and demonstrations and ample

storage facilities for movable seating.

lOo
 There will also be a need for some smaller separate rooms

for group study and seminars and also for individual study.

The recommended number of volunteers being taught in this type

of c1as~ is from 6 to ~ peop1e at one time. Assuming that

a11 :.' the trainees will not be taught in this manner at the

same time, five of these rooms would be sufficient. These would

be rooms where a -quiet and contemplative atmosphere is essential.

To some extent, educational films and slides are shown

in the training of volunteers. Within the cam p , there will

be spaces provided for these. They would likely be shown in

the assembly room or in the seminar rooms.

Learning the native language is perhaps one of the most

im p ortant requirements for work within the Peace Cor p s. For

this reason, the camp will make use of language laboratories

and practice rooms for intensive study. Some language r~tape"

booths will be needed in the laboratories. There will be two

language laboratories, each with a practice room.

Kitchen facilities will be needed and will have a dual

purpose. One is for the preparati on of food for the trainees,

and the other is to provide a place for the volunteers to learn

to cook and prepare foods. Storage and pantry s pace will be

provided wit~ the other kitchen facilities.

There will also be spaces for doctor's facilities \rithin

the camp. The space will house d~ctor's equi pment to take

care of the people in the cam p and will also be used for trainingQ

A library will be in the camp and will include reading

11.
and study areas, storage, and work spaces. Among the types

of reading material will be reference books; material for the

city planners, architects and engineers; history books; and

books and magazines to be read by the people of the community.

Laboratories for model making, drafting, and experimenting

with materials will be used by the volunteers; and in some

cases these spaces will be used in teaching the Colombians

some of these skills. There will be drafting tables, lockers,

and other storage within the two laboratorie~ enough for ten

people in each, including the staff members.

Another laboratory \vill be needed for the experiments

concerned with the agricultural training. This will have all

the equipment needed to carry on experiments in methods of

growing products.

The camp. will necessarily have admini~trative offices.

There will be a main office for the program director with

spaces for storage and clerical work. There will also be worl~

and office spaces for the other members of the staff. There

will be two staff members to an office.

One of the concepts previously mentioned was that of the

"market place" or museum and exhibition idea. For this to

be possible, there will be many spaces for displays and ex-

hibitions. This will be an area flexible enough to make larg~

and small spaces according to need.

Dormitory type rooms will be used to house the volunteers.

These will be semi-private rooms with two people to a room ! : :; :

12.
each having his own study area~ Both the men and women's living

areas will be of this type. Each area ,; will have "community"

type bath and toilet facilities.

The staff members will have individual rooms and study

areas with semi-private baths, and will be near the volunteer's

living quarters.

In most training camps there is an average of 4 or 5

married couples. For this reason, there will be within this

camp, four spaces for marriect couples only. Each of these will

have its private bath.

These dormitory living units will all be served by one

cafeteria. The cafeteria will be large enough to serve the

entire camp members at one time. The kitchen facilities were

mentioned previously.

Recreation is also an important factor in the Peace Corpso

Soccer is a major participation sport in Colombia, so there

will be a soccer field within the camp area. There will also

be outdoor volleyball courts that can be converted to tennis

and badmi tton courts. Basl<::etball w ill also be a part of the

recreation program. These facilities will be used by the

volunteers and Colombians jointly for recreation and also for

tr a ining purposes.

Within the camp area, there will be parking and covered

storage spaces for automobiles. Although most of the villagers

will walk to the camp, there will necessarily be service drives

and parking places. The camp will have s everal jeeps and truclcs

and these will be houied on the site

.1..).
APPROXIHATE SPACE REQUIREMENTS

AREA S QUARE FEET

Assembly Room (Including Storage) 2l000

Seminar Rooms (5 . at 300 sq. ft. each) 1,500

Language Labs (2 at 250 sq. ft. each) 500

Practice Rooms (2 at 200 sq. ft. each) 400

Cafeteria (15 sq. ft. per person, 60 people) 900

Kitchen (Approximately * of Cafeteria Area) 500

Library (Including storage and work space) 400

Drafting Labs (2 at 450 sq. ft. each) 900

Agricultural Lab 450

Doctor and First Aid '(OO

Program Director's Office (With storage and work area) 300

Staff Offices (8 at 250 sq. ft. each) 2,000

Exhibition Area (Including Storage) 3,200

Restrooms, ~anitor and Mechanical 1,300

Living Spaces, Volunteers (20 rooms at 300 sq. ft. ea.) 6,000

Shower ~nd . To~1et Facil~ties (2 at 400 sq. ft. each) Boo

Living Spaces, Staff (16 rooms at 200 sq. ft. ea.) 3,200

Shower and Toilet Facilities (16 at 45 sq. ft. ea.) 520

Li.ving Spaces, .:[\1arried Cou p les . ( LJ: at 250 sq. ft. ea.) 1, 000

Shower and Toilet facilit~es (4 at 45 sq. ft. ea.) 180

Total Buildin ~ Area 26,750

 The relationship of the camp to nearby buildings and

facilities is very important. The actual bui~ding or buildings

of the camp would necessarily create the environment in~ich

the people would b .e working and living. It must not be remote

or foreign in nature to the people of the community or it might

b .e a frightening thing to them and create distrust of those who

work ther .e

. The camp will blend with the culture of its area, but

will not necessarily be a copy of existing types of architecture.

In this way, it will be a part of the community in which

it exis:ts.

The camp will be place~ so that the villagers might walk

through the display areas on their way to other parts of the

community. It would be in a central, strat~gic location within

th~ , ar~~

It .will be a living u~it full of activity and constant

movement for the exhibition and display areas, and a quiet,

restful pla~e for the meeting and seminar spaces. There will

also be secluded . "thinking ' ' areas for a volunteer, or even

the vill~ger, to let his mind work to its full capacity.

These spaces will be indoors and out of doors and will be de-

fined by trees, ground, or other landscaping out of doors;

and by walls, level changes, or light and shadow play indoors.

The scale of the camp will change as needed. Parts

would be scaled small for the people to become involved with

it 1-vhile others would be large and imr,:,ressive indicating to

the Colombians that it is there for a purpose.

 One of the objectives of this initial training camp

is that it set a pattern for others to follow, It 1vould

possibly be a prototype building that could be used in other

parts of Latin America with similar conditions to those in

Colombia. Some of the ideas found in this camp could be used

in these similar areas on a larger or smaller scale, depending

upon the needs of the country. The design would be flexible

enough so that it could b~ expanded or limited according to

need, and the parts would be different experiments, constantly

being worked with.

The orientation of any building is of prime consideration,

and especially so in this Latin American country. The camp will

be placed in such a way so that maximum advantage is taken

of the natural breezes, the sun for light sources, and the

rain for water storage. It would be placed to minimize any

tropical 'r inds or heavy rains.

Besides the architectural design of the camp, there are

other ways in which the facility could fit into the character

of the community. One of these would be for it to be designed

so that the people could work on it and build parts of it

themselves. This '..o uld imply that volunteer workers and

the villagers would be lvorking side by side on something to

be used by both and at the same time teqching each other many

things. This is one part of the Peace Corp's objectives.

There are four principle types of materials used in

construction projects in Colombia.2

2Holt, Pat N., Colombia Today--~ Tomorrow,(New York:

Pr-1 eger, 1964)
15.
 Brick or concrete with tile roofs

Adobe with tile roofs

Mud walls with tile or sheet-metal roofs

Bamboo or similar frame with thathed roofs and siding

of palm leaves or straw

Floors are of natural earth, ocassionally brick, and

some concre~e or tile. Wood is found mainly in multi-story

buildings.

Concrete is being used more and more in btiildings in

Colombia. Brick and tile are chiefly made by hand, although

recently some facilities have been put into operation for

making them. In the past, most roofing material was tile and

metal, but . an~ asbstos material, called "Eterni t" is rapidly

replacing both.

The production of steel in Colombia is extremely small,

and the cost of importing it is high.

Wood is scarce, expensive, and poor quality and subject

to termites and various bugs.

One discovery in building materials was done by a Peace

Corpsman in Colombia. The idea is that of using bamboo strips

to reinforce concrete. And another has designed and built

a machine for weaving bamboo strips producing a thinner, cheap~

and lighter wall.

Construction costs and Lqnd costs for the area I have

chosen ~re not available. However, in the area the materials

of the buildings make up about 65 per cent of the costs, \~bile

labor makes up about 35 per cent.3

3From a letter received from Hal Levin, Peace Corps volunteer

16.
 Since there is a trend toward in-country training and

moving stateside training facilities to the host country, the

costs and .financing of these would be channeled toward the

expenses of the in-country training camps. For this reason,

I feel that financial aid would be provided .:by the Peace

Corps in establishing this type of camp.

Models created by a volunteer architect.

~.
.I

- - I
--:
I
"" _. .. ., .... '
....
Rural school designed by Watson lowered ceilings, improved
light, and cut cost by 12 p~rcent over the previous design.

Connnunity Development Iroject

 _
.-- __:......---

Architec t s John Phillips (left) and Thomas Sheehan (right) with local planner on Saipan. The author sees Micronesia
as an ideal place for the Peace Corps to begin recasting the Volunteer in the expanded role of professional developer.

Vo1unteers meeting and planning.

the c Iient
 There are two tnain ' roat~ to the Peace Corps idea. One

can be traced back to . the work of the Christian missionaries,

vfth e~phasis updn s~1f1~~~ s~c~ifice~ te help the less for-

tunate and thus to win ' converts. The other is that of a ''peace

army 'u of young men to ' ngo to war against nature" and be of

help to the less f'atunate and at the same time be very en-

lighte:riing and inspiring to those who took part.'*

In March, 1961~ President Kennedy issued an Executive

Order establishing a Peace Corps as a new ag-ency within the

opartment of St~t~. ln the same month, he announced that

he was appointing Sargent Shriver as Director of' the Corps

and announced the appointment of the National Advisory

Council for the Peace Corps. T he final legislation providing

fbr a Peace' Corps was signed by the President on September 22,

1:9 61. Jack Vaughn succeeded Shriver: as Peace Corps Director

last January, and his deputy is War:ren W~ Wiggens

., , Currently , more than 11,000 Peace Corps volunteers are

serving : in 50 developingcountries of the world, while nearly

4, 000 are in training :in ., the United States. They are in-

~olved in 398 programa in the Peace Co~ps' four regions:

A:frica; East A8:La,and the Pacific; Latin America; and North

'Africa, . the Near East t and South Asia. Th~ Corps will have

17,500 volunteers 'i n an anticipated '6 6 countr ies at the end

of' next summer if' Congress approves its request for $118.7

mi11ion.

4Hoopes, Roy, The Complete Peace Corps, (New York, The

Dia1 Press, 1 9'b5, p. 36) , '~~ o
ie.
 Sineel961 mere than 30,000 volunteers have spent two

years .in some underdeveloped country. The operation has cost

$467 million.5 Agencies other than the government have helped

in the financing of peace Corps projects Material support

of many kinds has also contributed more than $200,000 worth

of equipment to projects developed in cooperation with the

Peace Corps, and -the Heifer Project has made available more

than :$100,000 worth of livestock . '

In practice, the Feace Corps works in the following way:

It obtains the approval,of the Under Secretary of Economic

Affairs and the, clearance of the interested regional bureau

in the De}Brtment of State and the Agency for International

Development before any new project is authorized, and again

before . it is final.ly approved.

The top agency in th~ Colombian Government that works

with the , Pel!lce Corps is the Division of Community Develop-

ment. They have contracted part of their work to the

National Federation of Coffee Growers and to the Cauca

Valley Corporat.ion, a TVA-type agency . in the Cali area. In

eaeh village where the Peace Corps is working, one of these

agencies supplies a ''J'romoter", who is the Colombian counter-

part of a Peace Corps volunteer. In addition, the Colombian

agencies also suppl.y in many Peace Corps villages, a young

woman called a:n "improver", who is much like a home-demonstra-

tion agent in the .!United States The Ministries of Public

5wichita Falls Times,November 12, 1967, P 17

~ ""
.: f9.
Health, Agriculture, and Publ:ic Work.s make.:~ experts available

on a part-time bas~s.

'f:he volunteers involved in the Peace Corps projects are

:fo~ the most part college graduates 1-~ith bachelor 1 s degrees.

But there is now a drive looking toward the professional

peQple as mentioned earlier. The average age of the volunteer

has dropped. In 1963, . 9.51 per cent were 30 or older. This

year only 3.2 per cent are of that age. The 21-25 year bracket

includes 81.8 per cent of the volunteers. Only about 200

members are over 50.

In 1968 it is pred~cted that 44 per cent of the volun-

teers will , be engaged in education programs and 18o3 per

cent in . community development.

A typical training program runs for 8 to 12 weeks. It

is made up of several basic components: Technical Studies

( Sl~ills and knowledge to perform the assignment); Area Studies

(Consideration of the total cultural background and problems

of the host country); Language (~nowledge and facility with

the language of the country); American Studies (An analysis

of our political institutions, economic and social problems);

\vorld Affairs (Foreign policy formulation); Health and

Medical Training (Personal hygiene and preventive techniques);

Physical Training ~nd Recreation (Personal conditioning);

Peace Corps Orientation (Objectives and organization of the

Peace Corps and the volunteer's involvement in it).

Similar training programs have been administered by

The Experiment in International Living, CARE, the National

4-H Club Foundation, and the Heifer Project, Inc. At this

point I have little or no information on these projects so

that I can compare the successes and failures of those against

the successes and failures of tihe Peace Corps. I am in hopes

that I 'qill eventually get enough information so that I can

make a comparative analysis.

Among the successes of the training program with which

my thesis would be involved is one in Casablanca, Colombia,

where a school wa:s built with labor donated by local people,

supervised and assisted by Peace Corps volunteers. This

school formed the nucleus of a community development program.

And in San Antonio, Colombia, Peace Corps workers were suc-

cessful in training people to continue causing things to

move toward better community development after they had left.

However, all such programs have not workedo One of the

big failures was the frustrations felt by the volunteer

because he is not given a specific taskc The training camp

that I propose would work to combat these problems by giving

the volunteer .workers specific tasks and projects that have

followed his training in that area. The camp will provide

him 'vith enough knowledge so that he might work out any prob-

lem that will ari&e, and also give him sufficient training so

that he would be able to cope with the unexpectede

 PEACE CORPS ORGANIZATION PLAN
I ixrainvt JI
StCtiTAI14f
I
l
DIRECTOR
----- NA~
/.DVI:OlY
COUNCil. 1
1 I I
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MUNATIOI!Al' .
. OAGANIZATIONS
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I~ .. PUI!UC
AFFAIRS ..I I P!OGOAM DMlOPI.UNT
. AND OI'RATIONS
. . .
I: I
.
PEACE CORPS
VOLUNTEERS
l I PlAIININO, EV AlUAliON
AND RESEARCH

:
l [ MA~AOEMENT

'.
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TAiH.E 2-P.~:-:M~~: CORPS VoLc;~rr'l::l~Rs TABLE 4-PEACE 'COIU'S VOLUNl.'I':ERS ANIJ

. TRAINEES, 1965: EDUCA'flON
ANu TR"-Da:Jo:s, 196.5: ..-\GE .
.______._ . . . -...,
.. --=-----~
- :::;:
,' =:..;:
' _;::;
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.

~:- '~!<-;,~::~ ~-~-_ . 1c.-:-~~~-

....:P_e_R__
'.

High school
Other than college
EOUCATJO:-l

247
119
PF.R CENT

i.o
21-25 10,021 I 82J 1.0
1 or 2 years college 726 5.9
2~30 1,349. 11.0
3 or more years; no 4egtee 760 6.2
31-40 320 .2.6 .
41-50 ' 92 .8
A.A. degree 193 1.6
. 51-60 97 .8
A.B. degree 6,561 53.8
61-70 87 .7
n.s. degree 2,775 22.8
~LA. or 1\I.S. ut!gree 730 5.9
71-80 13 .1
.Ph.D, LL.B., etc. . 9.6 .8
12,207 100.0
12,207 100.0

TABLE 3-PEACE Coru?s Vor.uNTEI::RS AND

TRAINEES, 1965: l\IARITAL STATUS
TABLE 5-PEACF. C<>Rl'S VOUJNTEER5 AND
STAlUS NmiBER PER Ct::NT
TR..\lNJ:o:Es, 1965: Ovr:RSE:\5 EXI'ERlEXCJ::
------- --===:::=:;====.
Single 10,471 85.8 !':ATIJRE
Married 1,736 14,2 - - - - - - - - - 1 - - - - - - - -
--- Resided three months or
12,207 lOQ.O more abroad 1,674 14
No overseas residence w,.;33 86
Either .entered training as married couple,
married while in training, or married .while
overseas.
I
. ~2,207 100
the working peace corps
THE SITE
In choosing a location for the training camp, I considered

many different countries that might be able to use something

like this. Tunisia and Colombia were the two likely places

because each of their governments has requested architects

and city planners to assist them in some of their programs for

building construction and community development. Jvluch work

has already been done in Tunisia through the Peace Cor(:s,

but as yet many facets are still unexplored in Colombia.

Also, in Latin America, Colombia occupies a middle position.

Its industrial development is behind that of Mexico, Brazil,

and Argentina; about the same as that of Venezuela and Chile;

and considerably ahead of most other Latin Mlerican countries.

Unlike most other Latin American countries, Colombia has

several important cities.

In Colombia, there are more different k~nds of land than

could be found in any comparable area in South America. There

are mountain ranges which permanently have snow; high basins

where the air is always chilly; forest-filled slopes where

the tropical showers feed the rivers; and there are lol.,rlands,

alternately baked in the tropical sun and drenched in trovical

6
rains~ where the air is always warm and humid.

These aspects of Colombia led me to believe that the

country is a cross-section of much of the Latin American

countries, and therefor would be a good place for a training

camp that might be prototyped and used in the various regions

6James, Preston E. ,Latin America, (New York, The Odyssey

Press, 1959)
of Colombia and South America.

There is also a need for a f'aci:li ty, such as I am pro-

p osing, in Colombia. T~,.e 'colombian villages n~ed help in

keeping pace with Co~ombian cities and in narrowing the gap

in living standards between urban and rural areas. It is

believed by many developers that the countryside is experiencing

a change, and that the people need to be directed into ron-

structive channels. And this can be done. The Colombian

worker possesses a quick and ready intelligence and has

shown a capacity to learn rapidly and to '\VOrk efficiently

when he is properly trained and directed.

The people of Colombia are about 20 per <:. cent white and

about 70 per cent mestizo (white an:d .Indian). The remaining

10 per cent are Negroes and Indians. Mestizos predominate

throughout the country, although whites are found in all

regions.

About two-thirds of the population live in villages of

less than fifteen-hundred people. The average rural levels

of living are low, but the~r standards of living are higher

than their levels of living. Many families have a strong

desire to better themselves.

The population of Colombia is sup ~ orted chiefly by

agriculture (66 p er cent), and the income per capita is $175.

Coffee is the largest contributor to the foreig;n commerce

of Colombia. Most of the crops and r~w materials are for

domestic commerce, \'lhich has had significant im"')Ortance in

overcoming the isolation of the various areas of settlement.

colombians
 Urban labor, generally, is better off economically than

rural labor. Few industrial workers make less than 10 pesos

a day, and skilled workers make up to 35. The nature of

Colombia, it is said, will be shaped by whether or not the

economic grol-rth wins the race against population growth.

The peculiar topography and its position near the equator

permit a diversity . of a g ricultural crops in Colombia. The major

crops are coffee, sugar cane, corn, potatoes, rice, wheat,

yucca, and beans. The amount of land in forests is estimated

at 50 to 70 per ~ent of the total land area.

Several cities with~ri Colombia seemed like good choices

for the project. Among those considered were Bogota in the

High Basin, Medellin in the Antioquia Region, Cartegena in

the Caribbean Coastal Lowlands, and Cali and Palmira in the

Cauca Valley. The location of these can be seen on the first

map.

The High Basin is among the most densely populated parts

o:f Colombia, with Bogota's population numbering 1,156,040.

This capital city is the political and social core of the

country. All the air and rail routes converge here as well

as the princile highways and turnpikes.

Medellin, whose popu.lation is 824,060, is in the

Antioquia Region which is rugged mountain country covered with

dense forests~ The land is difficult for growing agricultural

products, but the area occupies second p lace within the country

in the production of textiles.

 Cartagena is located in the Car~bbean Coastal Lowlands

and is one of Colombia's leading .seaports. Its population

is 204,110. The land is flat and low and the region has

a tropical atmosphere.

Cali is Colombia's . second larg.efft city with a population

of 880,850. It is representative of most of the problems

and promises of Latin America.7 It has the country's worst

slums and greatest social tensions. It is the chief commercial

center of the Cauca Valley. Cali provides the best place in

Colombia to study the growing pains of Latin Americao The

Cauca Valley has a mild climate called an "eternal spring"

and is mostly flat and fertile. One of Colombia's largest

rivers, the Cauca, flows in the valley between the western

and central ranges of the Andes.

Th:ere is much poverty in the Cauca Valley region. The

rural population work as tenants on large properties. Gen-

erally, the people are typical of those found in most other

regions of rural Colombia.

If I were to choose an urban area . for the tra~ning camp,

Cali would probably -- l:>e the b'est choice because it presents a

representative c~oss-section of most of Colombia. However,

for a facility such as . this, a more rural area 1-vould best

suit the needs for training. But the camp would need to be

?Holt, Pat M., Colombia Today ~n~

~
Tomorrow, (New York,
Pr a e g er , 19 6 4 )

25.
 Sea~-- .

Show mg .the route of.the

PAN AMERICAN HIGHWAY

SCALE OF MILES

: \

....
........:..'
.. :.. ~ ~: '..
..
. .,
VENEZU~L~

. '. ,

site.
reasonably close to an urban society as well as a rural on~.

For these reasons, I would choo~e a site nearer Palmira, or

on the outskirts of it.

Palmira is twenty miles from Cali and is located in the

Cauca Valley. The land is flat and the soil is a heavy clay

type much like that found near Dallas.

The average rainfall . is 70 inches annually, and the

area has two wet . seasons and two dry seasons. The highest

relative humidity is 75 per cent and the lowest is 65 per

cent. The highest average temperature is 100 degrees and the

lowest is 60 degrees.

The temperature and climate make indoor-outdoor living

a reality. Most of the living ' rooms in the area are open to

the air but covered for protection from the rains.

I considered several locations for the specific site for

the training camp, all but one bein g within the town of Palmira.

The first consideration was one that would be located

in the valley somewhere between Cali and Palmira. This would

give maximum space for training and could t a ke advantap;e of

both towns. However, in this location, the p eople who would

be coming there 1vbuld have to travel some distance and thus

they 'tvould not take full advantage of the exhibition area

offered by the camp.

The other sites I considered \\Tere in the city limits of

Palmira. They are marked on the }lunici p al }Jap of Palmira o

Site Number 1 is :Ln the north part of town in a l a rge

open area. The advanta g es are th a t it is near the residential

areas of the town yet it is near the outskirts enabling

the faci1i'ty to grow larger in future years.

The second site is also in a residential area nearer the

heart of town. The room to grow is not as large as the first

site but it is on major arteries of' transporta:\ tion(l

The third and possibly the best site includes the ad-

vantages of the others, that is; within a residential area,

on the edge of' t<>:wn, plenty of open spaces, and on major

transportation arteries. This site is also closer to

the heart of town than ~he other two, and it is locreted near

the Facultad Agronomia (Agricultural College), railroad,

and th~ National Penitenti~ry. Probably the biggest factor

that made this site my preference is the fact that . the site

is adjoining the Plaza de Ferias, or the Fiesta Plaza of

Palmira. It would be fitting that the exhibition areas of the

camp would be near such a high activity area as this. These

facts, plus the almost rural atmos phere in \vhich its located,

made me prefer this site above the otherse

Within this site, the training camp could make full use

of the advanta g es mentioned, and become a living, working

unit for the people of Colombia(~

 ..

' l .
.. .....

' ... ,

---.
- RAILWAYS
- HIGiiWAYS
.........
~ ...
~-:7~-~ ~

''
\:
I

FIG.U RE 2
 r.
.V EG E T/tT.I oN -r---.-~~-~
' ', ' .

..
H IG I-I LAN n .
COL0~1BIA

PACIFIC

Ktlolfttltll ~0 zoo

?vfap 38 .
Mao 36
 .,~

I
COLOMBIA
.ECONOMIC
REGIONS

f:@j Settled ~gricultur~

0 Shifting Agriculture
:0 .Unused . Area~
OIJ[J Livestock Ranching Without .
Agricultur~
o. 100 1io wilu .

"'Map 42
the cauca valley
typical . plaza
 , I ,, . I - .

agricultural college, palmira

 F i ; ') URi:! )\1':.0 SEGUN
p-,i :.1 ElF<E DE 1.9!30._
~J ( .'

.: , ..... .i\ I ' 20.000

----:'t-llllf!dllll_ ------

.;::~j~,

:\'?ff:iY:'"::_:
..
,,,_._ ;,_ '
~ .... ,_. - ~
~~ . . -_>

zo. "MlrrfOoo ..

Ci :,l /4 DE PLAN EACION MUNICIPAL

MARCACION DEL.,....
D':: PALMIRA CON DEN ACUERDO No. 101
E'C:'u URBANO SEGU 1,

P't"ki:JBRE DE 1.9.60._ :!
i\ . 1 , 20.000
 . - f*pk fl~

c i rcUiation
conclusion . ~-
CONCLUSION

From the research I have completed and am in the l)rocess

of doing, I feel that there is a definite need for a Peace

Corps training camp in Colombia, more s p ecifically, in or

near Palmira for the reasons I presented before.

Architecturally~ it would greatly enhance the environ-

ment of the volunteers who work there and consequently make

better volunteers and workers of them. This in turn would

benefit the Colombian people whom they are helping to help

themselves.

28.
BIBLIOGRAPHY

Currie, Lauchlin. The Basis ! ~ Development Program for Colombia.

Washington, 195o:-

Ezickson, Aaron J. The Peace Corps. Ne'\-v York, Hill and \vang, 1965.

Holt, Pat M. Colombia Today and Tomorrow. New York, Praeger,

1964.
Hoopes, Roy. The Complete Peace Corps. New York, The Dial
Press, 196s:-

James, Preston E. Latin America~ New York, The Odyssey Press, 1959o

Middle East Technical University. Yassihoyuk, ~t Village Study

S:ellin, Thorsten. ~ Annals, "The Peace Corps"~ Philadelphia,

The American Academy of Political and Social Science, 1966.

ARTICLES

"Design Oasis in the Desert" AIA Journal XLVII (February, 1967)

P 69

"Peace Corps Needs More Architects" Architectural Record Vol. 135

(Ivlarch 1964)

"Onetime Opr>onents Praise the Peace Corps' Results" Business

Week (October 1965)

"Peace Corps Training at Ohio University" School and Society

Vol. 92 (November 1964)

Pe~ce Corps Factbook and Directory

\V"ichi ta Falls Times, "Peace Corps: Marvel or Histake?n

(November 12, 1967)

:t-1uch information came from pamphlets sent to me from the Peace

Corps Headquarters in Washington, D. C Also information was
..
obtained from Dr. George Elle, Horticulture Department, Texas
Tech, who Sl)ent the past summer in Colombia with the Peace
Corps, and from Dr. Evelyn Montgomeryt Sociology Department,
who has done much work lvi th the Peace Corps o
I also received much help from correspondence with Bruce Houghton,
volunteer architect, and from Hal Levin, a Peace Corps volunteero
--~-~(l_c_e:._ ._.-~_c_ O_[]l--'--~-~---c.:c:~.--m . p_
A written thesis submitted in partial
fulfiJlment of the requirements for a
Bachelor of Architecture Dee;ree at
Texas Technological College.

Bob Sar1ford.

.ltr~h. l~, J 5

~1a.Jr 21. 1 Q68

Ac~~owledgement~

I wish to thab~ those peopl~ who were the ~0st

h~lpful to me dnrir;g the pro~:'~~s.::: of my dAslgn. This

1 n~ludes th~ lab ins true t.ors s:tni! fa~\J1t.y memh~:rs f0r

their criticisms and suggestions. But most import3~t1y

I wish to express my greatest appr0ciatinn ~o Mr.

Willi8.'TI SteT~art and to Mr. Joe Sl{t_..,:r !~pa, for their unencU.'l"g

help and cncourag~mE?nt. d.urlng the sem.est.er.

 Table of Contents

I. Scope and Concept

II. Program for the Training Center

III. Environmental Considerations

IV. Deslgn Process

V. Structure

VI. Ma ter.ials .~ .

VII. MechanicaJ

VIII. ConcJ~sion
s.cop~ ..

The purpose of Part ri'or the program is to sup-

plemen't the desigri prOduht o:r the choseri thes1's project
and to document the design process.
Through out the second pro~am, the.r e will be expla-
nations that will accompany th'e ; design patterrt t have
chosen and 'followed fn the 'development or my thesis.

Gonc.ept

The project is a :. Peace Corps Training Camp to be

located in Palmira, Colombia~ It will tnciude the
training of conventional iidiunteers and professional vol-
unteers, such. as architects, city planners, engineers,
and agriculturalists.
This will be an on-site, in-country training center
for Colombia.. The volunteer trainees will meet here, go
through extensive training and then go to the rural are~s

of Colombia.
The basic concepts T have worked ~ri th in the design
of the project were stated and explained in Part I.
They are: a "market place of ideas"; a meettng place
for social contact; and a learning Pl~ce or school for
volunteers.
 An idea of an integration of Colombian: and American

culturee is the desirable .po1nt of the "market place" and

exhibit areas throUghout the eamp. : Within these areas,
prodltl.'Ots of ways . of liv111g' clothing, textiles, crafts,
and other representative things will be exhibited.
From the .two major entries into the camp areat the
people pass through outdoor exhibitions displayed.under
canvas coverings, some of which are permanent . and some
temporary~ The atmos~,P>here is ' like a bazaar of a village
wherein colorful canv.as tent structures create a feeling
of a mul tipliei ty of. shops' but instead . of things to buy'
there are things to .look a t and learn about, both of the
Colombian people and the Amertcan people.
The principle idea is for people to learn more about
one another from viewing these physical things.
 The second design concept was that of a meeting place
or a place for social contact. This is a very important
part of the Peace Corps program in that a close rela-
tionship or "brotherhood" must be created between these
people.
The principle idea is for the camp to promote maximum
participation between the volunteer and teacher., and both
of these with the Colombians~ The spaces created ~re for
the purpose of face to face discussions and exchanges of
information and ideas.
Also spaces were designed for strictly social
purposes such as plays, dances, play,ing games, and recre-
ation. These things involve the bringing together of the
two cultures ...
 The last conc~pt was that of a learning place for
both Peace Corps volunteers and Colombians.
At the camp, there are spaces wherein the volunteers
are taught and traine~ by the staff members~ how to survive
while in the rural parts of Colombia. But another part of
their training is learning ways of ~rhich to teach the
Colombian, people better ways of living and improving their
conditions of life.
Still another aspect of the "school" or learning
place is to provide spaces in which the Colombian people
of the town can come to and learn such things as drafting,
netAT methods of planttng crops, and ianguage training.
These are "living education units" where a total
involvement of learning will take palce for both the
volunteer and the Colombians.
Program for the Training Center

Each trainee will be rnvolved generally with the

following basic components:
(1) Area studies
(2) Technl,.aal ,s,tudies
(3) Language
(4) American studies
(5) World affairs
(6) Health and medieal training
(7) Physical training and recreation
(8) Peace Corp~ Orientation

The scheduled training time is 60 hours per week

in an average week. This will fluctuate ac0ording to
n~dd and necessary changes. The program as outlined will
last f6~ 10 weeks; the last 2 weeks of the 3 month

training period will be prin~iply spent in the field and

the homes of the people of Palrnirae
A tJVPica.l ~ATeek is outlined on the sa.mple schedule.
The day begins at 6:30 fo~ the trainee and ends at
9:00 with varying times during the day for individua!
study. After 9:00, time is spent studying in vartou~

ways: in language labs, the library, study areas within

the camp, or study at the trainee's quarters. Saturdays
are devoted to physical education and/or training and
technical studies.
A breakdown of what each basic componen.t involves
is as follows:
Language studies require a ro.inimum of 22 hours per
week .alass time or lab work. Extra hours of study are
not include-d in this amount. There will be lectures,
discussions, and individual learning, both with the
Peace Corps Staff and with the people of Palfuira. The
trainee will gain knowledge in the use and understanding
of,rthe Spanish language and be able to fully communicate
with the Colombians after the training program.
The Peace Corps 'Orientation will include lectures on
the organization and objectives of .the Peace Corps and
the trainees involvement in it. There will be li hours
per week for this.
Heaith education includes medical training, personal
hygiene~ ~nd preventive techniques required that the
trainee: might encounter in his work in Colombia. There
will also be programs within this area for the people of
the city, and other Colombians. A social services area
will be tn6luded and explained later. This will include
3 .hours per ~eek ot training time, and will be made up
of discusston~ and practical exercises. First aid will
also be taught as a part of this.
Discussions, practical exercises, and physical
conditioning will be a part of the physical education
area. There will be 3 hours per week for personal
conditioning, while J hours eon .saturday will be dedicated
to physical recreation for the Colombians with the trainees
acting as coordinators. Any spare time on Sunday or
week :\ ~l4ss time Cjr. lab work. Extra ~ours of study are
not :included in this amount. Th~re ~111 b~ lectu~es,

d1s~uss1ons, :and ' indiv!d.ual learning, :both witlh the

Paaoe .corps , Staff and w1th the people of Palmira. The
trainee will :gal:n knowledge in th$ use and understanding
o~rthe Spanish language and : ~be able to fully communicate
with the Colombians after the training program.
The .Peace : corps ' 'Orientation will incl~cle ) . E:)ctur~s on
the organization and objectfves "of .the Peace . Corps and
the .trainees involvement in it. There .w ill be li hours
peP week .for this.
;Heaith education includes medical training, personal
hygiene, and preventive .techniques required that the
tralnee: 1.m 1ght encounter in his work in Colombia. There
will also ~ be ' programs ' wtthinthis area for the people of
tne . oity, and other Colombians. A social services area
will -be tnril~ded and explained later. ~his will include
3 . hour~ per ~week ot .tra1nlng time, and will be made up
of ..
d1_ S _Q1J..~.~:lqns .an~ : :P:r:-~ct1cal exercises . First aid will
also be taught as a p~t . of this.
: Discussions, praot1cal exercises, and physical
c6ndit1on1ng will ~e a part of the physical education
area. ; There will be J hours per week for personal
conditioning, while J hours mn saturday will be d.edi ca ted
to physical recreation for the Colombians with the trainees
acting as . coordinators. Any spare t1me on .Sunday or
 during the week may be spent on recreation if at no time
does it interfer with other required training. Physical
training offers the trainee an opportunity to improve
personal physical fitness, develop knowledge and skills
in sports and games such as swimming, soccer, basketball,
etc. Time will also be spent on basic horsemanship and
folk dances of Colombia.
Nine hours per - week are required for Area studies,
although extra hours of study are encouraged. This includes
consideration and knowledge of the total cultUral back-
ground and problems of Colombia~ Area s : . dies and language
studies are the two mast important aspects of the vol-
unteer . s training program.. Lectures, discussions, and
area analyses are a part of this area, but also a great
deal of know ledge will come from the exhibitions and
displays in the "market" area of the training camp. It
is expected that the trainee will become totally involved
with the problems and ass~ts of the Colombians.
Technical studies will be conducted on Saturdays for
a total of 4 hours. This will include lectures, discus-
sions, practical exercises, experiments, and demonstrations
of skills necessary to perform different assignments
. ranging from laying sewer pipes to cooking native dishes
to making home made soap. Extra time will be given here
if needed.
There will be 5 hours per week for American s tudies,
world affairs, and communism, which will include lectures
and discussions. Within this area will be studies in the
analysis of ' American political institutions, economic and
social problems, foreign policy formulation, and knowledge
of the dangers of communism to : the Colombian people.
There are several periods of free time l'li thin the
schedule of the trainee. These times ma~ be speht as
he pleases, but he ill be encouraged to make full use of
all spare time. Individual study may be done in these
extra hours, which c'a n be done in language labs or anyplace
of his choice.
These 'times may also be spent in spontaneous or
prepared seminars. Discussions and idea exchanges are
a necessary part of the Peace Corps program and are
greatly encouraged. The trainees will be free to organiz~

these for themselves alone or they may want to include

staff members.
The program is flexible so that there may be lectures
for the entire camp any time within the week without
disruptin~ the entire system. There is no regularly
scheduled time for these but there may be any numher of
them per week as needed.
In the last two weeks of the three month training
period, the volunteers will go into special programs.
It is during this time that the trainees will acutually
live with Colombian families in Palmira. There will be
pme trainee per family and he will live and work with them
as if he were a member of t he household. In doing this
he will become fully knowledgable of Colombian customs and
the language. He will become involved in the Colombian
.environment and thus have an insight into the problems
and possible solutions of the people he will be working
with. The trainee will be using Palmira as a . testing
ground for investigation into the lives .of the Colombians.
It is also during this time that there will be a
more thorough concentration orr field training. However,
much of this will be done on Sundays and specially
sele~t~d days during the first months. This includes
mountain climbing, hiking, horseback riding, cooking in
field, protection and survival, etc.
 Th'etfe ar~e ove~- ~50 lPe~c.e - corpsf volunte.e l-s eu:rrently
wor~!Wg: in~ ~iombt1i:~ }I'hif# ;number: auc:tua.tes ~r 'a:l thtrugh not

t~~&' m~:. as ttx'v olunteer''':s 11111ne 1term1'na:t es ~;:new vrolunteers

are sent .~

The avt:!frag-Ee: breit:t~dowtV' Of; tnen to women voluntee-rs is

59% mal:e: and '4It'%. <r .emale. Using this to .~o '.b y. :tny camp is
design~e:d a.etfnt-d~-n~ tid; ~this ratio. After" talking with Peace
Corps trainees and corresponding with ,rolunte ers now in
Colomb~a ~~w~~he aJ)p!-bp!'ai'at~ numbe~: lof .v olunteers to train
dtiring: :.ahy': ~J: .:month: 'perlo"d : wa~r 40 . 'And f~.om: :the above
r~!ftt~o, :the :eamp,ha:s. raai}lf'tfes'' for '24' men and :18 women.

AlsO.:..~lii.:tibl.n :..:a.:,~:P.S.mp this size, there i~.::...a..n ...::@yerage of

2 marrteh ':cou:J)l'es ~ which ~ have .; provided for.
The st:arr: memhers number 18, which is also a
recomended ratio of volunteer to teacher.
Special Programs

Each Peace Corps Training Center has at least one

special f1el4 of study, and usually more. This camp wilJ
have six areas of specialized training. They are:
program specialty trainees
(1) community development 6 men 2 women
{2) medical training J " 4 n
(3) education 3 " 4 It

{4) technology 8 " " 1

(5) home economics 0 " " 4
(6) agriculture 4 " 1 If

24 men 16 women
In most training centers there exists a 2 to 1 ratio
of volunteers to staff members. However, this camp l-1111
have 16 staff members with the 40 volunteer trainees. They are:
job function amount
(1) teaching 7
(2) health 3
(3) technology 5
(4} administration
It-staff
 -r~~-:- .
Community development . concerns princi~ly) an analysis
\_;;
of typical , local oom.'Ilunlty situations that the trainee
will likely encounter in his 1"1ork in Colombia~.

The mverall aim of this phase of training is to

provide the trainee with an awareness of community
problems with guidance directed toward probable solutions.
He ,must acquire an ability to understand and live with
primitive eeonom+c and social structures.
He will receive lectures and be a me~ber of dis c ~s-

sion groups conducted by the staff, returned volunteers,

visiting consultants, and academic specialists. He will
be subjected to a series of case studies on community
development programs, movies and records on community
development as well as much reading and research on the
subject. This will be the theory preparation he will
obtain from the training camp.
The second ph~se of his training will. be the practical.
and including field training. In this h~ will be grouped
with other volunteers and they will begin their field
experience working in the slums of Pa]mira and nearby
communi ties. They wi 11 apply -r.-,hat they learned from the
studies they previously made.
" First they wi 11 investigate ex13ting cond t ttons and
discover future needs of the people. Then they will work
with existing programs of the area, if any , and he~ome

involved with those activities.

All or the trainees wil.l..'.. ~.P.~-~~ pa:r;.:t .'" ~f the~;r tim_~ __ _
worki~g

W1tb .~t.~P@rtlhents of the city concerned with their special

training ~ . For example, those involved with. health would
*brk ~1th the department of health and sanitation, those
in city planni~g would work with a commission in this . area.
At all; timest staff members will be indaily contact
with the trainees helping in: an;w way . they can. And there
'W'lli : b'e seminars, le~tures, S.md" 'diseussions conducted at
the camp during thi~ . period. _ .

up on compTet1or1 of the training, the volunteer will

~o to. his :t'espective assignment and begin his work. He

will . p~rticipa.te in self-help community projects, furnish
organizat i'o nal advice; to . local leaders, teach courses ; in
c9mmu:n1ty development, and generally promote higher
~tandards of living for the Colombians.
 The 'Obje ct.,i ves of Medical Training ; abd Health
Edueation J.s to develop aE.:awareness and uhderstending of
the techniqtte~ : and . methods of health teaching and its.
importance in disease ptrevention and control.
There will ~ be facilities within the training camp
for ' education and trai:ningof the volunteer. This will
.
1?.~ .~ 9.-.<?.:t?:~ . through lectures, -~ discussions, demonstrations, and
experiments~ The st~ff me~ber charge will be a physician
and 8. ,professional health educator.
The trainee *ill be concerned primarily with the
medical aspects of personal health, hygiene, and emer
genoy field first aid.
Allse ,. w1 th the medical and health training, the

volunteers . will be working -in socia..l services for the

COlombians. This would include training in family and
child pare, healthy liV'itl.g conditions, and social
relationships and . ad~ustments.

Along . with the theor:v of health and medical training

the volunteer will receive, he will also do practical work
with1n . the c~mp and will work during the last two weeks
of special1~ed tra1n1ng .with1n the city of Palmira, Here
mu ~h practical knowledge will be gained.
After training in the camp, the volun~eer will go
out and organize immunization programs, set up school
health programs, and demonstrate things such as sanitation, .
and water pu~ification.
 The 1folunt.-ers 1worlttng tn ... the ~. s.pectaJ_fze.d ~ rte. ld of

Agriculture will work in many cases with the Agriculture

College of Palmira. They will be exchanging .f deas and
experiments on various programs.
Although there wil~ be lectures, demonstrations and
audio-visual education, most of the trainingwill cQme from
practical exercises. Included in the instruction will
be sheep shearing and the butchering of sheep, hogs, and
cattle. Theywill also be instructed in planting and
harvesting of 'basic crops.
In the last two weeks the trainees will be assigned
to a specific site within the Cauca Valley a.nd determine
basic needs and investigate problems and assets of the
area. He will be working with ~taff members durirtg this
time.
Upon completion of their training the volunteers
will ~ go into the various parts of Colombia and begin
their~ork . They will work to increase the standards
of living and agricultural production in rural areas and
establish organization through which . surplus products
can be marketed, which is one of the major problems found
in rural Colombia.
 The primary objective of the Home Economics program
is to give the trainees a basic foundation in nutrition
by showing them relationships of a well balanced diet to
good health. They will necessarily understand their own
food habits as well as those habits of the Colombians.
The trainees in home economics as well as the entire camp
will learn to acquire a taste for a wide variety of foods,
especially the native foods of 'Colombia.
The volunteers will receive lectures and enter into
discussions on many problems the South American's face;
the principle of these being nutrition. They will also
learn food sanitation and causes of illnesses due to food.
Laboratory work will be done in specific parts of
the kitchen. This work will consist of cooking and the
preparation of native foods.
Out door cooking will be taught during the last
two week "period of training. The trainee will be expected
to slaughter, cook, and eat specified animals .
After training the volunteers will serve in the country
in self-help programs in nutrition and work in many ways
with the health -oriented trainees.
 The Education program of the camp will be oriented
primarily toward teaching the volunteers to shift edu-
cation from a rote method to a child-centered teaching
technique. The trainees will learn methods in developing
parent-teacher associations, sports groups, health groups,
and teacher-community participation.
The volunteers trained here will be concerned with
secondary school education; their ultimate goal being to
increase the number of secondary school students and
prepare them for higher education and develop their
potential leadership abilities.
The volunteers will receive lectures, be involved in
group discussions, and conduct experiments. They will be
trained in the basic techniques of teaching to ch~ldren and
will learn how to introduce new methods and materials to
them.
During the last two weeks of the training period, the
volunteers, while living in the homes of Palimaranss. will
tea=ch in the school system of Palmira. It is here they
will receive much of thefr practical training and look
for solutions to the problems they will encounter .when in
the rural areas of Colombia~
 There will be several volunteers and staff members, as
well as the Colombians, which will be involved in the technological
aspects of specialized training.
Under this title would be listed thin~s such as architecture,
city planning, engineering, and building technology. These
things will come as needed and the members would be in-
volved in community projects such as building schools, bridges,
community centers, and other projects ~equested by the people.
At the camp, the staff members will train the volunteers
to work with the people of the country, and as a second purpose,
they will train the people of Palmi~a in specialized programs
that will be conducted at the camp.
Practical ~xcercixes will be conducted in the field'' in
the nearby partssof the city and countryside. Here they
will learn techniques that the Colombian people utilize as
well as teaching them new techniques.
Upon completion of the training within the camp, the
volunteersswill be assigned to various parts of the country
working in the jobs that they were trained for.
Environmental Considerations

.EaqJ:l area of the design phase must be carefully

an~ly~ed . as to its environmental conditions keeping in
h
mind the ~ree ba~ic . concepts.
The individual parts are broken down into three
ba,.~ic . con~~derations: their use (who is going to use the
area or spa9~ and what it is to be used for); their
regJ.ti.r~ments (suc}'l -as amount of space needed, relationships
to other. are,a s, ._furniture): the environment (what type
of atmosphere it must have and climate considerations)

The Si t 'e
-----
!n Part I, I stated the reason for choosing Colombia,
specifically Pal.m ira/ .as the ''s ite for the training camp.
Essetially the reasons were: 'a need for the project,
Colombia occupying a middle position in South America;
and Palmira being typical of rural Colombia.
Several sites were under consideration in Part
I of the program and I chose one at that time which
~~emed to be~t fit the requirements for the camp.
This pr.oved to be most advantageous one.
,Again, th,e reason for its choice were that it ls
.on the edge of ~own so there would be plenty of room
for . o~tdoor tratn!ng, growing agriculture products.
animal shelters, recreation. an~ expansion.
 This site is also located not too distant from the
heart of the town with direct access to the site hy bus,f
which is the most common mode of transportation.
It is also bounded in two sides by major streets.
The plot itself is directly across the street
from a residatial area. (.Refer to map sent from a
Peace Corps Volunteer in Palmir~) .

Also within walking distance of the camp is the

Faculdad Agronomia or Agricultural College which is
one of the foremost in Colombia.
Another principle reason for choosing this location
is that it is in direct access the Plaza de Ferias or
Fiesta Plaza where all the major celebrations and
holidays are held. These fiestas and celebrations are
most important to the. Colombia way of life. so
appropriately, the high activity exhibition area of
the training camp is almost an extension of the
Fiesta Plaza.
The site is within walking distance from the pl~za

and the two areas will compliment each other in atmosphere

and intensity.

The camp is divided into three basic areas:

The assembly and exhibition area; the educational and
adminstrative units; and the living units.
It was necessary to make these differences becau~e

of the flow pattern of people that was desired.

This was the idea behind the arrangement of buildings
as they are.

The "Assembly Tent" is designed to seat 450 people

under the main structure. However, each of the
seminar rooms opens up into the assembly area to
provide for 200 a.ddi tional seats. This number evolved
from a consideration of the amount of people that might
be using it at any one time. There would likely not
be more that 250 to 300 volunteers here out of the
650 in Colombia for a intra-country meeting plus the
50 members of the camp and the Palmi ra,ns that \~ou1 d

likely be there.
The seating is simply concrete benches formed around
a plot form in e. "dampfire" ':>r informal gathering
atmosphere. The people sit in grass nets or pillows
which are stored in the large area behim the stage.
Overhead, in the center of the area. is a. open
space in the structure which can be covered with canvAs
panels. This area is open for sunlight and also for
air ventilation acting as an exhaust system to emit
the rising hot air. And it can be covered during the
rainy season.
 The assembly is used for lectures, rne~tingss

demonstration, and audio-visual programs,

The area is closed off by . the use of canvct.S panels
which can be raised or lowered to control natural
breezes and sunlight,
Surrounding the assembly is a covered exhibition
area that can be partitioned or enclosed or needed for
whatever types of things displayede The area is large
for high intensity circulation because it aJso provides
entrances into the assembly.

There are J Seminar Rooms that are grouped around

the assembly and are partitioned ., off by the use of movable
screens. These areas will be used chiefly by the volunteers
and staff members for idea sessions and discussions.

The Administrati-ve Unit is the first building

from the assembly area and is connected by a covered
walkway. The program director's office is located here
and ~here is also space for secretarial and administrative
paper work to be done. There are two other large offices,
that open off a large meeting space, that are arranged
for 9 staff members. Each of these rooms are flexible
so they can be rearranged according to need.
These meeting spaces open out into a deck within
a quiet court areae This space will be used as a
lounge or can be used for conferences.
 The library is to be,used by all members of the
~amp for research, study, or relaxing reading. The
books . are. not checked out to anyone other than the camp

inembers . although the Colombian people may use them

wi thtn the b1Ut!l..ding, Also throughout the building are
exhibits of pottery,. painting or ; other Colombian
artifacts.
There is space for book repair and work areas off
the main reading area. A "reading porch" is accessible

from the main building ancf Is. . covered with a canvas

panels overhead. Concrete berms create a quiet study
area all the way around the building.
The language unit is an unatrconditioned building
relying on natural breezes for ventilation. The
interior walls do not go to the ceiling but are 9 feet
tall.
Within the building there is a classroom that opens
into a deck for more space when needed. This area is opAned
up by the use of tilt up panels as detailed in the drawings.

There are also four individual pr~cti~e rooms each

opening onto a deckc These rooms are quiet areas where
the volunteer can practice the language by himself or
with the help of a teacher. There is also a small space
for groupJ~te~t~.:ngs.
Twenty . 'ttape" . booths are provided within the unit
complete_. w:l. tn tape ,<leeks and controls. An ad jaeent
storage room .houses the tapes and controls their
issu,ance
.The control cooling plant is within this unit
and the mechanical system feeds out from here.

There is one large drafting room, which can

be divided into two; a studio, and storage and rest
room facilities in the "arts" unit.
The drafting labs are used by the volunteers but
also are used . to~ teach classes of Colombians how to draft.
Thls is where the professional volunteer architects
and city planners do much' of planning for improvements
of rural areas, community centers and schools.
The studio is used for model making, material
. '

experiments, and drawing. There is space for JO

drafting tables in the labs and enough work space
within th~ studio for several projects going on at
one time.
The labs and studio are grouped around a central
court to be ri~ed for outdoor or covered exhibition of
work done in the lab~~

The . agricu1 ture lab is not too large bec.a.use some

training will be done at the Universitye However, there
is ~rork space pro,rided for experiments and testing
that rel~te. .._~:p~cifically to tne training camp 1 tself.
A classroom is a part of this unit as is ~ green house
next to the building. The greenhouse and the lab open
into a deck for experiments that would need full use
of the sun.
This building is in direct access to the experimental
fields adjacent to the camp area. Food products used in
the cafeteria are grown here. Also there are shelters
for horses, sheep, goats, and cows. Within this area~

The goats and cows provide some milk for the camp.

-------
The medical unit is to be used chiefly for the
.

camp volunteers and staff. One doctor and two nurses

are on duty at all times both for medical training
and treatment of patients. A classroom is within
the unit for training
. The building -itself is close to the living units.
There is a -2 bed isolation ward plus space for 2 more
pati~nts. ' Also there is a general lab where much
training is taken place. The doctor's office, nurses
station and waiting area are in the higher traffic area,
while the wards lo'o k out and are accessible to a privat~

courtyard created . by berms,

The building is air eondi tioned and many w1ndo~rs

throughout provide a light, airy feeling.

 '!'he living spaces were separated into male volunteer's
quarters, female volunteer's quarters. male staff
cQ.Uarters -, -remale staff qhe.rters, and married noupJ.e 's
apartments.
The men's housing are g:rouped together around a
gourt area, . while a social hall separates these from
the wo:m~n's . grouping of untts& And separated from these
two are the married _couplefs units.
Ther~ a.re J Units for male volunteers with 8
men to a unit and 2 men to a living space~ The living
'
spaces are separated by a conversation area~ Each living
space has 1 ts own storage and bath. The rooms are so
arranged into 2 parts so that the men can either have
separate private areas or can put their beds in one
space ~nd ..9-~s:ks ~n the other.
Thereare 2 units for females and ate exactly .
like "those of the male&
The s ta.ff u.ni ts have 2 111-en to a urii:t and there are
6 .u nits for males, three for females. Each member has
his own bathand storage .area and are arranger! like
the Volunte. er r s units
There are 2 married couplets units and one g l est

unit. Eaoh has 'his oJqn bath and ,storage and are also

arranged like the volunteer unit.

Each unit is heated but not cooled from the central
plot in the social hall, Their furnishtngs inclurle a
a bed, desk, shelves, and chairs. Also provided
are Colombia rugs, blankets, and pottery so that there,
again, will be cultural integration~

The units make maximun use of lou.veri. 111indows

for control of breezes and light and canvas curtains
are used for sun control. Each unit is connected by
a covered walk.

The social unit is located between the men's and

women's areas and is used exclusively for members of
the Peace Corps. Within the unit is the central heating
plot, restroom facilities, storage area, and facilities
for washing clothes~ A large open room is used for social
gatherings and opens into a deck from three sides.

The cafeteria is directly connected to all the

livlng units and connected to the assembly area. It
is divided into two parts. One that is a dining space
used for the Peace Corps only and one large space that
can be used for an indoor social area for the Colombians;
or working from the same, central kitchen can be used
to feed 150 people for a regional conference~at any one
time _. The larger space opens into a deck and is next to
the recreational area of the camp.
 The design process evolved through a series of
..
preliminary juries: two work sessions and a formal,
intermediate presentation.

Firs~ Work Session

The purpose of_ the first work session was to

. .
reacquaint the lab instructors with the chosen
thesis project, but most importantly to establish a
direction.
At this point I presented the organization of the
Peace Corps and pointed out the general programs
in which all volunteers are involved. I then explained
the specific programs involved in the training camp. I
was designing and espla ined the neec and i n1portance
or in-country training.
A great deal of time was spent with the analyzation
of the site. I restated the aspects mentioned in
Part I of the reasons I first chose Colombia; then the
reason I chose Palmira, and finally the reason I
chose the site within the city itself. These were
discussed and found to be acceptable.
I presented schematics of my thoughts for the
camp up to that time. The first related to the flow
and circulation of people I desired to obtain,
emphasizing that at all times people would be able to
walk through this area and see the exhibits and the
Peace Corps at work.
The next schematic presented the camp with its
supporting facilities such as the recreational areas,
agricultural fields, and exqibit areas.
A third schema tic show!fd t.he camp with a 11 the

parts as I had envi.sioned it up to that point. The

design thought at this time was that it was to be one
building unit ..
FIRST \D -

- -- - - - - - - - -
First Formal Presentation

This presentation was done before the lab instructors

and the faculty.
In order that the new jury members understand my
idea, I first presented the three concepts with which
I worked to obtain the design; that is, the "market,"
"meeting," and "leaving" places r

At this _point I changed my way of thinking of the

camp as 0 -f \'e building to envisioning the training camp
as a senes of buildings, each working with the other,
but doing its own job. The plot plan I presented had
the assem~ly as the focal point of the camp although
it seemed to be some what overpowering.
I refin .-
~ ed the flow pattern of people with definite
points of entry into the camp from the fresta plaza,
the resitlential area, and the agricultural college.
Living units had been under consideration before
arid were new added to the camp. They were the dormitory
type all connected to a c~feteria and also connected
to the assembly.
I presented at this jury, preliminary plan of
the school units, assembly tent and the living units.
The design thought at this time was a complex of
units grouped around the central assembly area.
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-- -
Second Work Session

By this time each of the units of the camp were

designed and presented for criticlsm. The "assembly
tent" 1ATas in the same location as before. but rn.uch more

open to the other areas of the camp, and had covered

"exhtbi tio:n 'tATalkways" surrounding it.
The school units were pres~nte1 and their d~sig:n

was to compliment the assembly but not copy tt.

These buildings were concrete frame structures taking
fu11 advantage of the prevailing breezes of Colomh1a..

They made use of louvered windows~ canvas pannels.

woven grass screens. and open spaces for the particular

requiremerits of the unit.

Air YentiaJtion for un a.ir conditioned bui.lnings
was very important and thus evolved the degign of thP
units through these considerati ~:Jns ~~ The unJ ts 1~!er.e

lifted off the ground for ' air ventila~ton under the
floor slab and the roof l'las "\'ringerl_" sr:) as to fnnne-1.
thA breezes through. The i:nt. 0 J"rnedlat~ part Nas t h~ a:~ ~'

controlled ~Y windows~ screens, or ngnvas.

Prelimt nary struct.u.re anr'i mech.:::tni0al systems "'lre :! 'e

also presented at this ~essinn~

The school and living units were to he of concr0te

and lightwetgh t in structure and appearance. The
"assembJy tentn was presenter!. as a steel fram~ st!'uct1.1.re
whose main members work like a rigid frame system.
This was to be covered with a wood fiber decking
covered with lightweight cement.
The air conditioned building included the admin-
istration unit, the libr~, and the medical unit. These

were cboled from -a central plot located in the language

unit. Each of the dorms were heated ;'bu.t not coo1ed.
And the central heating plot was located in the social

At this time the entfre site was developed tnc.ludlng

parking near the large exhibition area and parking
n~ar th~ recreational and social area. A "bu~ drop
off point lvas l .o cated near the maln entry. The agrl
cultural fields and sto~k pens~were located at the
Southern e,nd of the site so that the breezes wnuld not
carry foul smells tnto the camp. Also the exhihitlon
'5
areas with can~ as covering' "'tere def.'lned at the tr..,r .') ends
of the site. All entries into the area were covered
with multt colored canves and flag poles marked the

two major entries.

The i.de:!.=t of concre+.e berms were shown at thls ttm~ ~

These defined entr~es, provtded courts !:lnd gave

privacy to the different areas of the camp. But at n0
point did th0y block breezes or stifle flo~ o~ people L
The des1gn idea ~t this time was to areatc a
v1.11age or bazaar atmosphere for bryf-:l1 t'h~ Peac,.~ Co~p:::
volunte~rs and the v1sitors to th~ ~a~p.

The Final

The changes and further developments can be seen

in the photostats of the drawings.
The living 1L"'1i ts 'JJere concieYed as a complex of
apa.rt:merjt u.ni ts and the ex hi bit ion area Nas mor-e
refinede
Also the structural system was refined a:nd d(~ta. i let~

for the assembly and scho,)l u.ni ts., Details were

completed for t.llt up panel~. the c.a:nvds over the
assembly and 'll_se of screens as can bP. geen tn the

rlra'thrings.
Structure
The ''Assembl9' Tent"
This , area needs the ,eharacter of a large open
space for - the ,gathering of many people. However, at
times - it would have meetings with just a few people.
A steel structured system was chosen for this
area because of its long span and required height.
It _is a circular system . of ~ l6 rigid frame-like
members all joining into a common steel connection unit.
The ~ length of span of each member is 80feet. The , frames
are supported like. a Q.ouble column , ~ system where the
co~urnns arour1d , the exhibition walloray tends to help
support the structure Each steel frame is 1 foot
6 inches at tne base, 3 feetO inches at the - ba~te arld
1 foot 0 inches at th~ eonnecting . unit . All the steel
members are ,,welded together for rigidity and strength.
These figures come from a. eompat-att-ve arlal;vzatdon ~of
other suc)'l .syst.ems ~ The height of the member from the
floor to . the fi~rst j9ist. . 1~ _. 12 feet 0 inches.
The roof is covered with a series of wood fibered
panels resting on bulb tees which in turn are spot
welded to the joists. After these panels are laid in
place they are .covered with o. ll inch thick cement
coating for water proofing.
 A detail of the . joists connecting to the frame members
is shown in the d~ings.
The ~eating is poured in place concrete benches grouped
in 6 segements arount the platform~ The flat stage area
is 4 feet 0 inches below the walkway. The seats ar.e
each 5 inches l~er than the previous one to permit
ample sight lines to the stage. Ramps are used rather
than steps bec~us~ , of the shortriess of depth.
The seminar rooms around the assembly are poured
in place concrete walls battered both for added space
and design continuity~ These walls are non-load
bearing and are 10 feet 0 inches in height.
The canvas covering over the assembly is detailed
in the drawingsc;
The exhibition walkway has the same roofing system
as the assembly, ahd th~ joists .sizes range from 12
inches for a 40 foot span to 6 inches at the smallest
sp~n. These calcuJ.ation was obtained from charts
used in ' Time S:evers Standards.

The School and Living Units

A concrete frame system was chosen for these units

for several reasons. One is that concrete is indigenous
to the area and is extremely economical for these
people. Also the system permits maximun flexibility
with the units mn.1~ing use of louvered wlndnws, rem0vable
screens. fixed glass, or open areas c. overed ~ATl th canvas
panelsc
The s~stem is poured ln place with the use of
wooden forms that can be nsed again for economical
reasons.

The units are poured in 16' x 16' ~aysc First

the footings are poured with steel reinforcing rods set
in place, Next the fl()or slab is poured Jt-6" above
grade level. The floor slab is a two way slab with
joists 5'9" on center and the total depth of the slab

8" 1--! i t h the joists be i :ng 5" deep and 4" wide
The 9'-10" column anti lf"'we:r frame is pourefl next t.o
create a m0nolithic appea:rance and they are lO"xlO".

A second coJumn is no1r poured Nhich ts aJ so l0"x1 0"

and 1'6" i.n height. 1\Jex:t the roof slab i.s pour-ed, like
the floor sTab having the same demenstons, with a. 4'0"
overhang bn all sides~ The living units are 26'x20 bays
't.oJ"l.th 12" columns in the two story units. The str11cturaJ
system ls the same as the schoo] ,lni t &

The total helght of eac.h bay is 11 '2" f:t'om the f1o '1r

to th~ celltne"
The roof is slop8d in a "Wing" manner dowr to t.he

c0nter of the bt:tildtng v.rhere the second column 1s 1' 0"

prov-iding a 6n slope. lvater is f:~aught here at t:r.e bottom

of the slope where two rnof slabs ~eet anrt is ~rainert

through th r~ center colurn:ns" r-"rh~re a drat nage pt :r~

\:Till J:>e. cast in pla.ce, and do\Arn a.:nd Ul"'df:':r the but1rftYJ.s ..
The Cafeteria works on a waffl.e slab system.
aJ so l>ou~ed ln} plaoe>wl t.h ,l4" :. col1.unns e.nd. ) 0". floor and
roof: slabs.
The cortcl"ete structural system 1s a simple cn-1e and
e~onomtcal. .,,.'fhe Peace Corps v.olunteers c.ouln e~si~y ~:,Irk

wft11 the- Colonfb1.al1s . tn bui'lding these ~U:ni ts.

Material~

!he- materials used ar~ those , which are mostly found

and easily obtained in Colombia.. This is done for econo-
mical reason~ as we11 ss esthetical reasons.
All walkways are native brick arranged in random
patterns. Brick is also used ~s the material for the
entries int6 the camp.
The berms around the camp which de f ine areas and
courts - are of concrete poured in place and battered and
le f t with a rough finish, but with sharp edges.
The 11
exhibition walkway" and assembly floor are
poured concrete l~ft in its natural state. Canvas shades
ar~ used throughout ind grass fiber screens with bamboo
ffams ~r~ used for temporary partitions.
The school and living units ar~ concrete structures
smoothed to an even finish. 'fhe f loors are left as is
~r r~ r covered with gra ~ s matts or Colombiart rugs. Where
concrete walls exist, they are smoo-t h finished. The
roofs . are lef t with the structure exposed .
Louvered windows, both horizontally and vertically,
are used 'in the units, With SCPeens behind theo.
1

-Cartvis p~nels are us~d for the outdoor exhibition

areas and -also stretched ~ hetween the berms as an overhead
entry into the ca mp.
Hechanieal .

Only three of the school units are air-conditioned,

These are the administration, lib ~ ary, and medical units.
The system I chose is a two-pipe, all water system,
one pipe supplying the chilled water and the other
returning it. The central plant housing the refrigeration
machine is located in a somewhat middle position in the
language unit.
This water is piped to f~n :_ coil units located in
each building and then ducted to various rooms of the unit
under the slab and through the floor.
Venti~ation is obtained through the screens below
the roof of the structure where the hot air rises and is
emitted from the building creating an exchange of air.
There is a total of 7,936 square feet of space to
be air-conditioned. According to the pamphlet, Tbe A~C's

of Air-Conditioning, one square foot of cooling of tower

space is required f or every 400 square feet of building
space. The cooling tower required is twenty squar e feet
and is located behind the language building. Also,
another ''rule of thumb 11 is that the mechanical space
required is three per cent of the building, in square
feet, making a total of 228 square f eet for the mechanical
room.
 Because the nights become chilly, the living units
are heated. The same system is used here,that is a
two-pipe, all water syste~ piped to fan coil units
within each unit. The boiler is located in the social
unit midway between the other units.
Conclusion

It is hoped that this program, Book Two, will further

explain the design concepts, environmental considerations,

and structural analyses that are presented by the drawings
of the architectural solution.
I feel that the design solution that I have presented
graphically and literally illustrates my way of thinking in
the design of a Peace Corps Training Camp. I think that this
camp, if realized, would greatly benefit the Peace Corps as
well as the people of Colombia.
Bibliography

The ABC~s of Air Conditioning, Carrier Air Conditioning Co.

Huntington, Clark, Building Construction, John Wiley and Sons,

Inc., Ne\'.; York

Korn, Martin, Steel Rigid Frames, J.W. Edwards, Inc., Ann

Arbor, Michigan, 1953 -

McGuiness, William, Mechanical and Electrical Equipment of

Buildings, John \vi ley and Sons, New York

Time Savers Standards, McGraw-Hill Book Co., New York, 1966

Sweet's Architectural Catalogue, 1966