JUVENILE CORRECTIONAL CENTER/ Architectural thesis/ Sem 10

RUSHIKESH SHEWALE

The Juvenile Justice Act, 1986 repealed the earlier Children Act, 1960, aimed at giving effect to the guidelines contained in the Standard Minimum Rules for the Administration of Juvenile Justice adopted by the U.N. countries in November 1985.

J v n e s A 2 0

The Juvenile Justice Act,2000 aimed to provide care and protection, treatment, development and rehabilitation of the neglected juvenile delinquent. the Act was put in practice in the year 2000 with an aim and intent to provide protection for children.

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Juvenile Justice Act, 2015 aims to consolidate the laws relating to children alleged and found to be in conflict with law and children in need of care and protection by catering and considering their basic needs through proper care and protection, development, treatment and social-integration, by adopting a child friendly approach in the adjudication and disposal of matters in the best interest of children.

FIRST BEFORE DESIGNING I STARTED TO LIST DOWN DIFFERENT POINTS THAT SHOULD CONSIDER BRFORE DESIGNING, WHICH WERE TRANITION, INTERACTION, PHASING, BREAKING THE GENERIC WEB OF DESIGNES AND THE BIFERGATION BETWEEN THE HIGH SECURITY, LOW SECURITY AND THE PUBLIC TO UNDERSTAND THE SPACIAL EXPERIENCE STARTED TO EXPLORE IN THE SECTIONAL MODELS AND THEN THOUGHT THAT SHOULD FIRST UNDERSTAND THE PROGRAM AND SCALE PROPERLY SO THEN STARTED TO EXPLORE WITH DIFFERENT SECTIONAL MODELS BUT THE OUTSOME WAS NOT WHAT THOUGHT OFF

SO THIS DIAGRAM WAS SATIFFYING MY REQUIREMENTS HAD THE QUALITY OF BIFERGATION AND IT WAS ALONG THE TREES.

SO WHAT DID WAS DEVIDED THE DIAGRAM INTO TWO STATIC, TRANSITION AND DYNAMIC AND THE DYNAMIC WOULD BE THE MOST IMPORTANT ELEMENT IN THE DESIGN AS IT IS A BIFERGATING ELEMNT AND HAS ACCESS TO BOTH THE ZONES u e e ome O se a o hom S o Th on n e c n a e wee bo h h o es t n t r y as ss eg a o so h c n n me t a t s mo e s e n t r y as t o v g t t o o he ou d r s k n f u e v u y u e ome O s r a o hom

J v n hom Obs va n h me

Ce tr o e s h o Ho s g u H u n n t T an o a b ge

T a s n r g c a n

Adm Adm he b c y r f v n hom w h a u a y ha es ve e a n r zo ta f r a o c o d g to e e t zo es

T e b c ya d f o se a o om w c s n t r y as mo e e e a o

SO HAD A DIAGRAM AND THEN HAD TO CONVERT THAT DIAGRAM INTO A DESIGN PROGRAM SO WHAT DID WAS THE STATIC PART WAS THE ADMINS OF BOTH THE ZONES THE CURVES WERE THE RESIDENTIAL UNITS OF BOTH THE ZONES AND THEN THE MAIN CENTRAL CORE WAS THE SCHOOL WHICH WOULD BECOME THE ONLY PLACE WHERE CHILDREN FROM BOTH THE ZONES WOULD INTERACT AND ALSO THE SCHOOL WOULD HAVE A VISUAL CONNECTION TO BOTH THE ZONES.

AS WE CAN SEE IN THE SECTION ONE OF THE SIDE HAS VERY LESS VEGITATION AND THE OTHER SIDE HAS ALOT OF VEGITATION SO WHAT DID WAS I ASSIGNED THE SIDE WITH MORE VEGITARION TO OBSERVATION HOME AND THE SIDE WITH LESS VEGITATION TO JUVENILE HOME BECAUSE IN THE ZONE OF JUVENILE HOME THE FEELING OF CONFINEMENT IS VERY STRONG BUT IN THE OBSERVATION ZONE THE FEELING OF CONFINEMENT IS VISUALLY DILUTED BECAUSE OF THE VEGITATION PRESENT OVER THERE.