LORALAI MEDICAL COLLEGE

By MUBASHRA KHAN

(CMS ID 13285)

Supervised by

Ar. Muhammad Sohail

(Assistant Professor)

Department of Architecture Balochistan University of Information Technology, Engineering &

Management Sciences

Submitted in partial fulfillment of the requirements for the award of the degree of Bachelor of Architecture

April 2015

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Dedication

This research book is dedicated to my Parents who have been always supportive anywhere I

needed their support, without them I have been unable to accomplish this competitive phase of

education.

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ACKNOWLEDEGMENT

I commence by extending my deep sense of gratefulness to Almighty Allah, whose blessings

have assisted me in completion of this challenging and difficult project.

I would like to express my gratitude to my parents, my siblings and my friends for their support.

I would like to thank my all respectful teachers who were always there for my help and guidance

and specially, I would like to sincerely thank my Internal Advisor, Ar. Mohammad Sohail and

External Advisor Ar. Naseer Hijazi for their constant support and encouragement throughout my

thesis.

I would especially like to thank Ar. Waqas Ali Mahar , Ar. Naveed Marwat, Archt. Jalal Faisal

and our seniors specially Ar. Abduallah Sami , Ar. Danish Waqar and Ar. Shehroze Shah who

helped me and supported me constantly throughout my thesis and I am being motivated and

Supported over all the Thesis and its collection.

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BALOCHISTAN UNIVERSITY OF INFORMATION TECHNOLOGY,

ENGINEERNG & MANAGEMENT SCIENCES

CERTIFICATE

This is to certify that the work presented in this thesis on ”LORALAI MEDICAL

COLLEGE” is entirely written by Mubashra Khan (13285) herself under the supervision

of Name of the Supervisor.

Project/Thesis Supervisor External Advisor

Ar. Muhammad Sohail Ar. Naseer Hijazi Assistant Professor

Ar. Mamoon-ur-Rashid

Chairman Department of Architecture

BUITEMS Quetta

Dated: 06-July-2015

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ABSTRACT

Medical colleges are the most technically sophisticated institutions, where there is high

concern on environment of study. These institutions use advance technologies and have an ample

space for expansion with the need of modern improvement in technology. Institutions like these

concern great detail of research on both, student’s studying behavior, and standard of technology

in cooperated with curriculum. These institutions mostly are designed on the basis of function,

where the space is described by activities to be held.

The academic environment of institutions is of major concern. The “activities the students undergo

in their entire college life” and “the interactive space and learning environment they are well suited

with”, are of great concern in planning and case studies are analyzed with the aim of drawing

detailed and pragmatic conclusions and conclude with the suggestions to improve towards more

supportive and helpful solution by means of combining architecture and design to get a learning

institute.

Being an architect, it is of great concern that the plan should be such that the learning environment

may increase without losing any interest. Moreover the function and the form both should in co

operate each other, having direct or indirect on student’s learning.

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TABLE OF CONTENTS CHAPTER 1 INTRODUCTION

Serial Description Page 1.1 BACKGROUND OF STUDY 2 1.2 INTRODUCTION TO THE PROJECT 3 1.3 PROBLEM STATEMENT 4 1.4 AIMS & OBJECTIVES 4 1.5 SCOPE OF STUDY 4 1.6 SIGNIFICANCE OF STUDY 5 1.7 THEME OF STUDY 5 1.8 JUSTIFICATION OF STUDY 5 1.9 LIMITATIONS OF STUDY 5 1.10 HOW ARCHITECTURE CONTRIBUTES? 5

CHAPTER 2 LITERATURE REVIEW

Serial Description Page 2.1 EDUCATION SYSTEM IN PAKISTAN 7

2.1.2 EDUCATION SYSTEM 9 2.1.3 EDUCATIONAL INSTITUTES OF PAKISTAN 11 2.1.4 WHAT IS A COLLEGE? 11 2.1.5 TYPES OF COLLEGES 11 2.1.6 WHAT ARE COLLEGES/ UNIVERSITIES? 11 2.2

MEDICAL COLLEGE 12

2.2.1 WHAT IS A MEDICAL COLLEGE? 12 2.2.2 WHAT ARE THE DEPARTMENTS OF A MEDICAL

COLLEGE? 12

2.2.3 MEDICAL EDUCATION 12 2.2.4 HISTORICAL PERSPECTIVE (ORIGIN OF

MEDICAL EDUCATION) 12

2.2.5 MEDICAL EDUCATION IN PAKISTAN

15

2.2.6 MEDICAL STATISTICS OF PAKISTAN 16 2.2.7 MEDICAL COLLEGE DEPARTMENTS 17 2.3 INSTITUTIONAL SPACES 21

2.3.1 INTRODUCTION 21

2.3.2 HISTORY OF CAMPUS DESIGNING-ARCHITECTURE OF CAMPUSES

21

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2.3.3 INITIAL STEPS INVOLVED IN CAMPUS PLANNING

22

2.3.4 CAMPUS PLANNING 23 2.3.5 TYPES OF BUILDING IN UNIVERSITY CAMPUS 27

2.3.6 MAIN ELEMENTS OF UNIVERSITY CAMPUS AND DESIGN STRATEGIES

27

2.3.7 INSITUTIONAL CHARACTER 30 2.3.8 CONCLUSIONS 31 2.4 MASTER PLANNING 31

2.4.1 INTRODUCTION 31 2.4.2 PROPORTION OF SPACE IN MASTER PLANNING 31

2.4.3 SPACES IN MASTER-PLANNING 32 2.4.4 DESIGN CONSIDERATION IN MASTER-PLANNING 33 2.4.5 IDENITIFY YOUR SOURCES IN MASTER-

PLANNING 33

2.4.6 DYNAMICS OF GROWTH 33 2.4.7 ZONING 34 2.4.8 ACTIVITY NODES 34 2.4.9 ACCESSIBILITY 34 2.5 CONCLUSION 34

CHAPTER 3 CASE STUDIES

Serial Description Page 3.1 OBJECTIVE 36 3.2 CASE STUDY # 1 36

3.2.1 INTRODUCTION 36 3.2.2 THE SITE 37 3.2.3 MASTER PLAN 37 3.2.4 SPECIAL FEATURES 39

3.2.5 PLANS OF SHAREEF MEDICAL COLLEGE LAHORE

40

3.2.6 PICTURES OF THE MEDICAL COLLEGE 43 3.2.7 CRITICAL ANALYSIS 45 3.3 CASE STUDY # 2 46

3.3.1 INTRODUCTION 46 3.3.2 HISTORY 46 3.3.3 SITE 47

3.3.4 TOPOGRAPHY 47

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3.3.5 INFRASTRUCTURE 47 3.3.6 PLANNING 48 3.3.7 SPECIAL FEATURES 49 3.3.8 IMAGES 53 3.4 CASE STUDY # 3 57

3.4.1 INTRODUCTION 57 3.4.2 SITE 57 3.4.3 PLANNING 58 3.4.4 SPECIAL FEATURES 61

3.4.5 IMAGES 61 3.5 ANALYSIS 64 3.6 CONCLUSION 64

CHAPTER 4 SITE SELECTION & ANALYSIS

Serial Description Page 4.1 INTRODUCTION 66 4.2 GENERAL SITE SELECTION CRITERIA 66 4.3 PROPOSED SITE 68

4.3.1 SITE ANALYSIS 68 4.3.2 ACCESSIBILITY 72 4.3.3 UTILITIES 72 4.3.4 CLIMATE 72 4.3.5 AREA 72 4.3.6 TOPOGRAPGY 72 4.3.7 SURROUNDINGS 72 4.3.8 ZONING 72

4.3.9 TOPOGRAPHICAL MAP 73

4.4 SITE ANALYSIS 73

4.5 SITE 74 4.6 SITE IMAGES 75

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CHAPTER 5 DESIGN CONSIDERATIONS & BRIEF

Serial Description Page 5.1 NATURE OF BUILDING 77 5.2 DESIGN PHILOSOPHY 77 5.3 SPECIAL CONSIDERATIONS 77 5.4 USER PSYCHOLOGY 79 5.5 ARCHITECTURAL STYLES 79 5.6 DESIGN BRIEF 80 5.7 SPATIAL CONSIDERATIONS 81 5.8 DESIGN REQUIREMENTS AND THEIR

STANDARDS 82

5.9 LINK DIAGRAM OF EACH DEPARTMENT 88

CHAPTER 6 CONCLUSIONS

Serial Description Page 6.1 CONCLUSION 92

BIBLOGRAPHY

Serial Description Page Reference 94

APPENDIX

Description Page APPENDIX A xii APPENDIX B xviii APPENDIX C xix APPENDIX D xxiii APPENDIX E xxxi APPENDIX F xxxiv APPENDIX G xlvi

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SR. DESCRIPTION PAGE FIGURE #1 EDUCATION SYSTEM OF PAKISTAN 10 FIGURE #2 ORIGIN OF MEDICAL EDUCATION 13 FIGURE #3 NUMBER OF MEDICAL COLLEGES IN PAKISTAN 16 FIGURE #4 STUDENT LIFE OF A MEDICAL COLLEGE 17 FIGURE #5 DEPARTMENTS OF MEDICAL COLLEGE 20 FIGURE #6 GOVERNMENT COLLEGE LAHORE 23 FIGURE #7 ZANESVILLE CAMPUS 24 FIGURE #8 MODERN INTERPRETATION OF COLLEGIATE

CHARACTER 24

FIGURE #9 SCARBOROUGH COLLEGE 25 FIGURE #10 KING SAUD UNIVERSITY, SAUDIA 25 FIGURE #11 UNIVERSITY OF EAST LONDON, ROYAL DOCKS

CAMPUS, LONDON UK 25

FIGURE #12 UNIVERSITY OF HEWN, EGYPT 26 FIGURE #13 TEMASEK POLYTECHNIC, SINGAPORE 26 FIGURE #14 UNIVERSITY OF BRITISH COLUMBIA, VANCOUVER,

CANADA, 26

FIGURE #15 A CAMPUS MASTER PLAN 31 FIGURE #16 MASTER PLAN OF UET MULTAN 32 FIGURE #17 LOCATION OF SHAREEF MEDICAL COLLEGE, LAHORE 36 FIGURE #18 TOP-VIEW, SHAREEF MEDICAL COLLEGE, LAHORE 36 FIGURE #19 MASTER PLANOF SHAREEF MEDICAL COLLEGE,

LAHORE 37

FIGURE #20 BLOCK 1 38 FIGURE #21 BLOCK 2 39 FIGURE #22 HOSTEL 39 FIGURE #23 GROUND FLOOR 40 FIGURE #24 FIRST FLOOR 41 FIGURE #25 SECOND FLOOR 42 FIGURE #26 FRONT VIEW 43 FIGURE #27 COURTYARD 43 FIGURE #28 HOSTEL 43 FIGURE #29 LECTURE HALL 44 FIGURE #30 ANATOMY MUSEUM 44 FIGURE #31 PATHOLOGY LAB 44 FIGURE #32 BIOCHEMISTRY LAB 44 FIGURE #33 LAB 44 FIGURE #34 LECTURE HALL 44 FIGURE #35 LECTURE HALL & FORENSIC MEDICINE LAB 45 FIGURE #36 LIBRARY (DIGITAL LIBRARY) 45

LIST OF ILLUSTRATION

FIGURE

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FIGURE #37 W.CORNELL MEDICAL COLLEGE, LOCATION 47 FIGURE #38 FLOOR PLANS 48 FIGURE #39 CROSS SECTION OF W.CORNELL MEDICAL COLLEGE 49 FIGURE #40 PROJECT OVERVIEW OF W.CORNELL MEDICAL

COLLEGE 49

FIGURE # 41 GLAZED DETAILS OF W. CORNELL MEDICAL COLLEGE 50 FIGURE #42 MECHANICAL SYSTEM OF W.CORNELL MEDICAL

COLLEGE 51

FIGURE #43 THERMAL DETAILS OF W.CORNELL MEDICAL COLLEGE

52

FIGURE #44 FRONT VIEW, W.CORNELL MEDICAL COLLEGE 53 FIGURE # 45 VIEW OF W.CORNELL MEDICAL COLLEGE 53 FIGURE #46 ENTRANCE LOBBY OF W.CORNELL MEDICAL COLLEGE 54 FIGURE #47 WORKING STATION ( LAB) OF W.CORNELL MEDICAL

COLLEGE 55

FIGURE #48 INTERIOR VIEW OF W.CORNELL MEDICAL COLLEGE 56 FIGURE #49 LOCATION OF HARVEST MEDICAL COLLEGE 57 FIGURE #50 GROUND FLOOR 58 FIGURE #51 FIRST FLOOR 58 FIGURE #52 SECOND FLOOR 59 FIGURE #53 THIRD FLOOR 59 FIGURE #54 FOURTH FLOOR 60 FIGURE #55 ELEVATIONS 60 FIGURE #56 SECTION 61 FIGURE #57 VIEW OF HARVEST MEDICAL COLLEGE 61 FIGURE #58 EXTERIOR VIEWS OF HARVEST MEDICAL COLLEGE 62 FIGURE #59 INTERIOR VIEWS OF HARVEST MEDICAL COLLEGE 63 FIGURE #60 MAP OF PAKISTAN 68 FIGURE #61 MAP OF BALOCHISTAN PROVINCE 69 FIGURE #62 TOPOGRAPHICAL MAP& ROAD MAP OF LORALAI 69 FIGURE #63 MAP OF LORALAI DISTRICT 70 FIGURE #64 SURROUNDING AREAS 70 FIGURE #65 ROAD MAP NEAR THE PROPOSED SITE 70 FIGURE #66 THE PROPOSED SITE 71 FIGURE #67 DRIVING DISTANCE (FROM HOSPITAL) 71 FIGURE #68 WALKING DISTANCE (FROM HOSPITAL) 71 FIGURE #69 TOPOGRAPHICAL MAP 73 FIGURE #70 WIND CHANNEL & SUN DIRECTION 73 FIGURE #7 CLIMATE 74 FIGURE #72 SITE 74 FIGURE #73 SITE PICTURE 75

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FIGURE #74 ARHITECTURAL PROFILE OF LORALAI DISTRICT 78 FIGURE #75 TYPE OF PLANNING WITH THE CONSIDERATION OF

WIND 78

FIGURE #76 STYLE OF CONSTRUCTION (ARCHITECTURE) 79 FIGURE #77 STRUCTURE OF A MEDICAL COLLEGE 80 FIGURE #78 ZONING OF A MEDICAL COLLEGE 81

TABLE

SR. DESCRIPTION PAGE TABLE # 1 TYPES OF BUILDING IN UNIVERSITY CAMPUS 27 TABLE # 2 ANATOMY DEPARTMENT 88 TABLE # 3 PATHOLOGY DEPARTMENT 88 TABLE # 4 PHYSIOLOGY DEPARTMENT 89 TABLE # 5 BIOCHEMISTRY DEPARTMENT 89 TABLE # 6 FORENSIC & COMMUNITY MEDICINE DEPARTMENT 90

CHAPTER # 1

INTRODUCTION

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CHAPTER 1 INTRODUCTION

1.1 BACKGROUND OF STUDY

Education is the part and parcel of our life; it reflects the aspiration of nation and helps to achieve the set goals. Education makes the perception of a man and a nation clear and enlightened. It brings prosperity to a nation as a whole. The developing countries are the nations who have provided education for the highest percentage of their skilled people.

In our country education has been given casual treatment. Inadequate educational facilities are a common problem for all over the country. There has been increase in the number of educational institute in different provinces of Pakistan, yet the increase fails to meet the need, with the proportionate number of education seeking youth does need more and more seats of higher education with a professional base for the role of educated youth is always significant in a society, as they take their nations to new heights of glory and greatness, if otherwise, it is bound to sink in an abyss of doom and degradation.

The province Balochistan has lagged so far behind other regions in terms of human development, health facilities & tertiary education. The region Loralai division comprising Zhob ,Killa Saifullah, Musakhail, duki, Barkhan & Kohlu, is yet to effectively use its large human resource as a potential producers contributing to the District profile.

Need of the new medical colleges continues to be keenly felt in Balochistan province of Pakistan as number of population is increasing day by day with the minimum numbers of health facilities. As there are only two medical colleges in Balochistan Province which produce only 217 doctors per year. As per the international standard ratio is 1:400. The rapid increase in the population of Balochistan coupled with the slow rate of production of qualified doctors is a major issue concerning with the health profile of the province.

Now the Provincial government has decided to re-enforce the efforts in establishing new medical college in Loralai .this new college set up by the Provincial government of Balochistan has been named “Loralai Medical College”, the building will include administration, academic blocks and common facilities along with the accommodation for most of the students, doctors, nurses and other staff within the premises of medical college with complete facilities shall be provided in this regard. A teaching hospital will be constructed as a center of clinical training of its students.

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1.2 INTRODUCTION TO THE PROJECT Loralai is the North-east of Balochistan, North with Killa Saifullah, Zhob, Masakhail sharing its boundaries clockwise from Loralai, Zhob, Killa Saifullah, Masakhail, Duki, Barkhan, Kohlu, Sibi & Ziarat District the terrain of the district consists of east-west aligned mountains, valleys & southern plains ranging in ground elevation from 908-3136 meters above MSL (mean Sea level), Communications network of Loralai city is well established with radio station broad casting, telephone exchange & mobile communication services formally the district was known as Bori, the name originates from Loralai which is a Stream that flow in the south of Loralai town.

In Loralai Division, fragmented health system & relatively poor health status require a process of reforms so as to have an optimum impact on growth Health indicators have witnessed relative improvement within province but still are not satisfactory. In Loralai the people migrate from villages and towns to relatively urban area, so the need for basic services-water, power, transport and governmental/ Institutional buildings-goes with them, highlighting the boom in infrastructure demand. For the estimated population of 451200 in 2012, the number of tertiary educational facilities is nominal in the Loralai division. That is why the incumbent government has decided to provide tertiary education in social sector (health and education) for promoting regional facilities located along major transport routes among Balochistan, KPK and southern district of Punjab ( Ideal site for education city especially due to a good law and order situation, foods, weather, water etc.)The project will improve the quality of life, health, productivity & enhance living standards of the local population

In Loralai Division, fragmented health system & relatively poor health status require a process of reforms so as to have an optimum impact on growth Health indicators have witnessed relative improvement within province but still are not satisfactory. The health facilities infrastructure are there but mostly nonfunctional at the moment, there is 67 doctor for a population of about 451200 (guess work) i.e. one doctor for 6863 persons & only 20 nurses & 3 dentist are posted in health facilities of the district. The ratio of bed/population & staff has been very poor in terms of international standards. According to the national standard, one doctor is needed for every 1000 population.

The Govt. of Balochistan has proposed a medical college in Zhob division district Loralai. The Govt. has declared existing district head quarter for the teaching hospital and allocated a budget for up project gradation of existing District Head Quarter (DHQ) up to teaching hospital level.The Board of Revenue GOB has allotted the total area of 150 acres for Loralai medical college. This area is located in the north west of the city the Quetta Loralai highways at present the project is proposed to cover the area which mentioned above while for future extension (Phase Il) further land will be acquired through revenue department GOB.

The medical college proposed is to provide medical education, initially with annual intake of 100 students gradually rising to 200 students (According to National & International standard). The

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building facility will be constructed to accommodate 200 students intake in order to fulfill the criteria/ standard of' medical tertiary education.

The project will be consist of followings

• Administration Block • Academic Campus • Library • Accommodation for students, doctors, nurses and other staff • Planning of common facilities • A teaching hospital as a center of clinical training of its students.

The residential Colony will consist of student hostels and staff residences, park, mosque and commercial area. The hostel area will include separate buildings for boys and girls students, male and female resident doctors and nurses. Different type of residences will be constructed to accommodate doctors, paramedic and other staff in the premises. Without teaching hospital the medical college awarding a MBBS degree is incomplete, thus a teaching hospital is also to be planned.

1.3 PROBLEM STATEMENT

Design a medical college through the amalgamation of architecture with the learning environment and interactive spaces within a campus structure.

1.4 AIMS & OBJECTIVES

The objective of this project is to improve the health profile, development profile and social profile of the Province

• To study about the required units purposed by the government authorities. • To study about the functionality and design requirements being required for a medical

college. • To provide an improved learning environment through Campus architecture • To provide a Master plan under proper zoning.

1.5 SCOPE OF STUDY

An educational institute plays a vital role in a developing nation. In the proposal study, will investigate how a medical institute will be design while considering the learning environment. The study will focus on the development of a medical college with the concern of the functionality and form along with the environmental consideration.

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1.6 SIGNIFICANCE OF STUDY It will provide an improvement in the health ratio of the province, and will produce a good number of qualified doctors. As number of doctors will increase the health profile of the district and province will improve as well. It will also explain me about the Campus Architecture The purpose is to design this structure with various Architectural elements that define nature of the building and make the environment active about the learning and exploring. This study will explain about the structures or units required for the medical college like which departments are necessary and the layout to run a functional medical college.

1.7 THEME OF STUDY Theme of study is “Interactive Spaces & Learning Environment” it’s a visible architecture that makes an educational space more successful, to obtain a functional academic institute performing as a successful medical educational institute in Loralai. The main focus study point is campus architecture and its utilization in my design project.

1.8 JUSTIFICATION OF STUDY

It will give me margin of conducting research in the areas which I am not aware .It will overcome the lack of such projects in Balochistan. The current situation in Balochistan is that there are only two institutions which are offering the professional MBBS & BDS Degree but the numbers of students are not facilitated by the standardized number of medical educational institute.

1.9 LIMITATIONS OF STUDY As the study design is about the certain interactive spaces and learning environment of a campus which will be provided for the students that would be catering for the entering class of 200 admissions. Due to the limitation of time, planning of teaching hospital and residential units for staff or students would not be the part of project but will be included in master planning. The limits of this study design are about the spaces of the medical college and its uses.

1.10 HOW ARCHITECTURE CONTRIBUTES? Architecture involves a great influence on a person’s observation. The environment impacts the nature of the structure and change the way of thinking. The more functional space creates the better learning environment and interactive spaces the architecture would serve as a medium in between man and spaces/environment.

CHAPTER # 2

LITERATURE REVIEW

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CHAPTER 2 LITERATURE REVIEW

RESEARCH QUESTIONS

• What is the education system of Pakistan? • How does a medical college work? • How to achieve an institutional space (campus)? • What should be considered in Master Plan?

2.1 EDUCATION SYSTEM IN PAKISTAN 2.1.1 HISTORY AND BACKGROUND OF EDUCATION The earliest schools were known as Vedic schools some times before 500 BC those schools were for the training of Brahmin Priests. These schools began to enroll non-priestly class pupils and to develop as true community schools in every village. They were generally composed of 1 to 20 students, and their sole teacher was the village priest. A parallel educational system was sponsored by the Buddhists to prepare their adherents for a life of meditation as a monk. The Buddhist schools, although located a in monasteries, were open to all. Youth intending to pursue a monastic life were trained until the age of 20, while those who wanted a secular career left at the age of 12.

The third educational system was introduced by the Muslim conquerors, and it flourished particularly in the northern areas of the Sub-Continent. Schools were generally attached to the Mosques, and the curriculum consisted of the Holy Quran and little else. While Muslim supported Islamic schools, Hindus and Buddhists retained their traditional education.

Muslim boys and girls were excluded from all forms of public education “began their study in the "Maktab", where they received instructions from the "Imam" (Worship leader of the Mosque) in the rudiments of the Arabic language. The older students continued their studies in the "Madrasah', where they were taught Arabic & Persian, Rhetoric, Grammar, Logic, Geometry, Algebra, Astronomy, Natural Philosophy, Medicine, Theology and Poetry.

Children of the wealthy, especially girls, were often tutored privately in their homes. The Madras declined in the number and standards with the decline of the Mughal Empire and the rise of the British Power in the 18th and 19th centuries.

The British introduced a new system of education. They started by introducing English as the medium of education whereby they could totally upset the previously established educated circles, transforming millions of Persian-read scholars into illiterates overnight, while the traditional institutions of Muslim education decayed, the Muslim did not promptly take to the new system of education. There were some reasons for it, One reason was, public instruction under the new system did not provide for the religious teaching of the Muslims, another reason was, the Muslim

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slowness in acquiring English education especially in the early years of British whom they considered to the responsible for the destruction of Muslim Empire in the Subcontinent. This hesitation to adopt new system of education, led Muslims to Educational and Economic backwardness.

By the end of the 19th century, Muslims were encouraged to opt for the British system of education, which open the door to economic and social advancement. Anglo Muhammadan Oriental College, now known as "AIi Garh Muslim University" at Ali Garh India, was founded in 1875 by Sir Syed Ahmad Khan to provide higher education based on the British model. By the year 1920 this college had become a leading Institution for the training of British Government workers and the nucleus of the early Leadership of the country.

• POST INDEPENDENCE SITUATION

At the time of independence, Pakistan inherited an educational system, which was mainly designed to suit the needs of a colonial power. But with the dawn of independence the needs and requirements of the country also changed.

To set our goals, objectives and approach right various commissions were appointed, conferences held and committees constituted from time to time starting with first educational conference convened in Karachi in November 1947 by the Quaid-e-Azam Muhammad AH Jinnah. This conference made a number of recommendations providing a first framework for the National Education Policy. It decided that the new education system should provide Islamic Principles of brother-hood, tolerance and justice, and that primary education be made free and compulsory.Commission followed it on National Education in 1959, a Commission on student problems and welfare 1966. In 1970 a new Education Policy was announced attaching a high priority to elementary education.

In 1972, an Education Policy for 1972-80 was announced declaring that education will be made free and universal up to class X for all children throughout the country. In 1977 another National Education policy was formulated and an implementation plan was also published. Under this primary school enrollment of all boys was to be attained by 1986-87 and for girls by 1992.Despite all these commissions, committees, conferences, seminars and the pious and innocent-promises and the proclamations made so far, the country is still at the lowest ladders of educational progress and literacy levels.

The chronic problems of adult literacy coupled with poor performance in the primary education has seriously affected the educational development. The literacy ratio is said to be about 74% the literacy in the urban males is about 65.3%. Among rural women, however, in some provinces it is still as low as 2.7%. Likewise only 63.5% of primary school age children get admission in the schools of which about 20% drop out before completing the 5- year cycle.

The reason for this tragic performance are varied and complex. Several strategies and programs were tried to achieve universal primary education and for promotion of literacy but almost all could not achieve the set targets. In some, the success was modest but many of these were abandoned

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halfway resulting in a tremendous wastage of efforts and financial resources. "Innovation" is a favorite word among Pakistani educators, but only few of the reform projected in the policy papers are ever implemented. Changes in the system arc slow because of financial constraints and lack of co-ordination among various agencies. Nevertheless, there have been a number of positive improvements in the past decade, including free tuition up to class X; supply of cheap text books through book banks; expansion of student hostels; and concessional bus fare for students. But in other major areas, such as curriculum, examinations and teacher education, the changes have been more cosmetic than real.

2.1.2 EDUCATION SYSTEM

I PRE-PRIMARY EDUCATION: In cities, pre-primary schools are being introduced; Montessori schools are run only under private auspices.

II PRIMARY EDUCATION:

The primary cycle is a five-year course starting at age five (Class I) and continuing to about age 10 (Class V). There are two main types of primary schools; those run by provincial governments and those run by private organizations. The medium of instruction is either Urdu or English. Primary education is free in Government schools but not compulsory.

III SECONDARY EDUCATION:

The secondary education consists of two stages, Middle and High. Middle schools cover Classes V to VIII and ages of 10 to 13. Higher secondary education comprises Classes IX to X. In these classes, emphasis is on Islamic studies as well science, vocational and Technical subjects are secondary. School certificate examinations taken in the end of Class IX and X is an external examinations administrated under the supervision of the Board of Secondary Education. Admission to the next level of schooling is based on the results of this examination. The term "Matriculate" is used for the person who passes this exam.

IV COLLEGE EDUCATION

• LEVEL- INTERMEDIATE

After the graduation from secondary high school, students may then enter two year intermediate colleges which serve to prepare them for possible entry into profession field; or they may enter technical institutions, which offer a three years program, and award Diploma of Associate Engineer. The intermediate curriculum has been standardized for the whole country, with emphasis on integrated science courses. The intermediate examinations are external examinations conducted by the Board of Intermediate Education.

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• HIGHER EDUCATION

Higher education in Pakistan is available in Universities and affiliated colleges. Non-University high education is offered by Polytechnics, Oriental Language Colleges, Religious Madrassas, and Institutions for the training of technical and primary teachers and vocational schools.

Broad fields of study at institutions of higher education in Pakistan are Arts and Humanities, Social Sciences, Natural Sciences, Medical Sciences, Education Engineering, Agriculture, Technology and Religion. Academic programs end with an award of the Bachelor of Science (B.Sc.) or Bachelor of Arts (B.A.) Degree after two years of study or the bachelor's degree with Honors after three years of study.

Subsequent to receiving a bachelor's degree, a student may go on two years of study for the Master of Arts (M.A.) or Master of Science (M.Sc.) Degree; upon successful completion of either of these programs, he/she may then pursue three to five years of additional study for the Doctoral Degree. Study for professional degree includes the one-year program for the bachelor's degree in education, which a student may pursue after receiving the Bachelor of Science Degree, the one-year program for the master's degree in the education, for those who have received the bachelor's degree in education.

Others are the four-year programs for the Bachelor of Science Degree in Agriculture; the two programs for the master's degree, the four year program for the bachelor's degree in engineering and' the five year program for the bachelor's degree in Medicine and surgery.

Education System of Pakistan

Pre-Primary Education

Primary Education

Secondary Education

Intermediate Level

Higher Education

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Figure # 1 Education System of Pakistan

Source Self-made

2.1.3 EDUCATIONAL INSTITUTES OF PAKISTAN

• Kindergarten • School (primary school & middle school & secondary & higher secondary) • College(if a institute is offering courses of diplomas or bachelor under a university

authority) • University

2.1.4 WHAT IS A COLLEGE? A college is an educational institution or a constituent part of one (May of any University).A college can be a degree-awarding tertiary educational institution, a part of a collegiate university, or an institution offering vocational education. In Pakistan "college" may refer to a secondary or high school, a college of further education, a training institution that awards trade qualifications, or a constituent part of a university.

2.1.5 TYPES OF COLLEGES Two-Year Colleges Four-Year Colleges Universities Public Colleges/Universities Private Colleges/Universities Military Academies Single-Sex Religious Historically Black Colleges

2.1.6 WHAT ARE COLLEGES/ UNIVERSITIES? The difference between a college and a university is that a college just offers a collection of degrees in one specific area while a university is a collection of colleges? When you go to a university you are going to be graduating from one of their colleges, such as the business college. Single colleges tend to be smaller while universities are bigger.

• A college can offer many majors. However, doctorate programs are more prone to be offered at universities.

• This is probably related to the fact that Universities conduct research, which in turn allows them a certain degree of recognition, attracts a larger student body and affords them the capacity to offer higher learning options than a college can offer.

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• Originally a college was a specific school teaching a specific subject, such as Education, Medicine, etc. and a University is a school made up of numerous colleges

2.2 MEDICAL COLLEGE 2.2.1 WHAT IS A MEDICAL COLLEGE?

A medical college is an educational institution that provides medical education. These institutions may vary from stand-alone colleges that train doctors to conglomerates that offer training related in all aspects of medical care. The term is synonymous with "medical school as used in the USA and some other countries. It produces students for an undergraduate course leading towards a Bachelor of Medicine and Surgery (MBBS) or Bachelor of Ayurveda, Medicine and Surgery a degree

2.2.2 WHAT ARE THE DEPARTMENTS OF A MEDICAL COLLEGE?

• Anatomy

• Histology

• Physiology

• Biochemistry

• Pharmacology

• Therapeutics

• Pathology

• Microbiology & parasitological

• Psychiatry

• Dermatology

• Orthopedic

• Anesthesia

• Obstetrics

• Radiology

2.2.3 MEDICAL EDUCATION Medical education is devoted to teaching the knowledge and skills used in the prevention and treatment of disease and to developing the methods and objectives appropriate to the study of the still unknown factors that produce disease or favor well-being.

2.2.4 HISTORICAL PERSPECTIVE (ORIGIN OF MEDICAL EDUCATION):

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The Greek's spirit of rational inquiry may be considered the starting point of medical education because it introduced the practice of observation and reasoning regarding disease. In the second half of the 4th century B.C. Hippo crates was teaching medicine in Greece and seeking to give it a more scientific basis. His influence ran on in Islamic medicine until the 10th century A.D. but the Europe it was more short-lived.

Later Christian religion greatly contributed to both the learning and the teaching of medicine because it favored as acts of Christian piety not only the protection and cure of the sick but also the establishment of institutions where collections of sick people encouraged observation, analysis and discussion among physicians by furnishing excellent opportunities for comparison.

Figure # 2 Origin of Medical Education

Source Self-made

I MIDDLE AGES The medieval universities were founded to teach medicine and other subjects which had no place in the ecclesiastical curriculum. One of the earliest Saloons, well established by the middle of the 19th century, began as a medical school. During the 12th and early 13th century it was the chief medical school in Europe. It was here that study of Greek and Arabic medicine began. Among the

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first school after the 10th century was Salerno, but the real growth occurred in the 13th century with the foundations of three major centers of medical studies at Montpellier and Paris in France and Bologna in Italy.

Medieval medical education stressed theory, rhetoric and philosophical speculations, which gave physician's dignity and prestige among other educated peers in law and theology. Initially courses were available in all universities to both would-be physicians and surgeon, but not to apothecaries. Then in the 12th century the teaching of surgeons were forbidden in church dominated universities. Thereafter, in much of Europe apothecaries and surgeons served an apprenticeship, while physicians spent some four years at university.

II RENAISSANCE: The Renaissance brought reconsideration of original Greek and Galenic texts, reawakening a spirit of new approach to anatomy and the gradual introduction of clinical teaching. The Italian universities advanced most rapidly with Padua leading. Pairs and Montpellier led the way in France, followed later by Leiden in the Netherlands. With Latin as a common language student moved freely and were not restricted to the university in their own country. Medicine developed in universities and in hospitals associated with them, and universities controlled medical education in most countries. In England, however, the situation was different from the dissolution of the monasteries early in the 16th century the country was virtually without hospitals until the mid of 18th century. The universities of Oxford and Cambridge had long since abandoned courses for surgeons and made little contribution to medicine. Moreover, in 1518

The Royal College of Physicians of London was founded with the right to license physicians. Thereafter, graduates of Oxford and Cambridge were required to obtain a license from the College if they wished to practice in London. In the absence of universities, bereft of hospitals and with licensing mainly in the hands of professional bodies, medicine in England developed on an individual basis and private clinical medical school emerged in the 18th century.

III 19TH CENTURY: At the start of the 19th century, medical education ranged from that in England with the emphasis on practical instructions in hospital based private schools, to that in Germany with the emphasis on theoretical instruction in research-oriented university hospitals. French medical education was clinically oriented. In Holland, where Boerhaave had developed bedside teaching in the early 18th century, Clinical teaching had come to depend mainly on "Ex-cathedra" lectures on patients, but his idea of on ordered curriculum progressing from natural science to normal anatomy and physiology and hence to pathology, and therapy was still influencing Holland, Sweden and Scotland. At the start of the 19th century Western Europe faced a rapidly rising demand for medical care, the main causes of morbidity - infections and accidents, wore all too often fatal especially where exacerbated by poverty and, in the countries (such as England) first affected by the industrial revolutions, by overcrowding, medical help was greatly wanted, therefore, existing medical

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schools expanded and new ones began to normal anatomy and physiology and hence to pathology, and therapy was still influencing Holland, Sweden and Scotland.

In 1858, a General Council for Medical Education and Registration (CMC) was established in England. It set out to ensure a high standard of general education before entry to medical school. It extended the medical course from four years to five years in 1885 and recommendations arc made as to subjects and order in which they should be studied.

In the second half of the 19th century in most of Europe, health care become based primarily on general practitioners. Therefore, the purpose of medical education became the production of general practitioners. While the aim of medical education through Europe became the production of safe general practitioners, the manner of their preparation varied. In many countries, most typically perhaps in Germany and Austria medical education remained university dominated, with as much emphasis on research as on teaching.While university regulations laid down what coverage of subjects were required, students were left barely to decide for themselves in what order to cover the syllabus and even in what place, having some freedom to move from school to school.

IV 20TH-CENTURY In Europe, the medical schools from the second half of the 19th century, up to outbreak. Of the Second World War in 1939, ranged from university dominated and research centered, to hospital dominated and practice oriented. In the former students learned mainly by precept and in hospital-dominated schools they learned by precept and example.

In the U.S. medical education was greatly influenced by the example set in 1893 by the John's Hopkins Medical School. Its clinical work was superior because the school was supplemented by the John's Hopkins Hospital. The number of inadequate medical schools in the United States was reduced after the Carnegie Foundation for advancement of teaching published hi 1910, a report by Abraham Flcxncr. This report attracted attention to the need of medical schools with better laboratory facilities and larger better-trained teaching staffs. Aided by the General

Education board and private donors, U. S. and Canadian medical education was characterized by substantial improvements from 1913 to 1929 in the point of endowments, buildings laboratories, clinical facilities, teaching staffs and method of instruction.

2.2.5 MEDICAL EDUCATION IN PAKISTAN Medical Education in Pakistan is given an important consideration from an international point of view. The Pakistan Medical and Dental Council (PMDC) controls medical Education in Pakistan. All Colleges that give medical education are monitored and timely inspected by the Pakistan Medical and Dental Council every year. PMDC allows colleges or universities to grant Medical education or any Graduate or PG degree or diploma provided those colleges are strictly adhering to the standards set by the PMDC.

There are 131 Medical and Dental colleges recognized by Pakistan Medical and Dental Council (PMDC) to impart medical education in the country as per the rules and regulations. PM&DC is a

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statutory regulatory authority established under Pakistan Medical & Dental Council Ordinance 1962 as a body corporate. It is known and respected worldwide and is part of international community of medical regulatory authorities (IAMRA). Pakistani doctors are considered one of the best and are doing meritorious service in all parts of the world and that is a testimony to the effective regulation of medical education being done by the PM&DC. No Pakistani Doctor can practice in Pakistan or abroad without being registered with PM&DC or without being in good standing with it.

2.2.6 MEDICAL STATISTICS OF PAKISTAN In Europe there are 3.5 doctors for every 1,000 patients, and according to the World Health Organization the third world countries had 1.3 doctors against 1,000 patients. In Pakistan, the ratio is 0.7 doctors against 1,000 patients. There are 165307 doctors in Pakistan, of which 5,004 are in Balochistan, 3,079 in the AJK, 19,792 in the NWFP, 64,975 in Sindh and 68,790 in Punjab while 3,101 doctors are foreign degree holders. There are 131 public and private medical and dental colleges in the country. During the year 2013-14 PMDC has reallocated the seats to its approved colleges and now there are approx. 14,720 seats for MBBS and BDS (Source: PMDC).

Figure # 3 Number of Medical Colleges in Pakistan

Source PMDC Website

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2.2.7 MEDICAL COLLEGE DEPARTMENTS

Figure # 4 Student Life of a Medical College

Source Self made

I. BASIC SCIENCE DEPARTMENTS

i. ANATOMY The structural organization of various systems of human body, their relation and development from the basic concept of anatomy. The course and curriculum includes the traditional development anatomy (Embryology) Gross anatomy and histology.

The developmental anatomy deals with the general plan of reproduction, the growth and development of the fetus including congenital malformation. The gross anatomy deals with basic microscopic structural organization of the different part of the body with emphasis laid on bone attachments and actual dissection of parts of the body. Histology (microscopic anatomy) deals with the internal structure of the organs in light and electronic microscope levels.

• ANATOMY MUSEUM The anatomy museum includes embryology models, embedded dissected specimen's section, plastic models section and anatomy charts display, etc.

• DISSECTION HALL The dissection hall provides practical approach to gross anatomy based on the dissecting the human body, region by region, under the guidance of the demonstrators.

MBBS &

BDS

College(Basic Science Departments)1st & 2nd year

Hospital(Clinical Department)

3rd , 4th & 5th year

1 Year Home JobTeaching Hospital

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• HISTOLOGY LABORATORY The histology laboratory provides the study of microscopic slides under latest microscopes, and the technique of slides preparation is also explain to the students.

ii. PHYSIOLOGY One cannot meaningfully analyze the complex activities of the human body without a framework upon which to build a set of viewpoints to guide one's thinking. Such an orientation can be provided by the subject of human physiology. The mechanism by which body functions with special emphasis upon by chemical and physical factors that are responsible for emanation and progression of life. In human physiology, we attempt to impart education on various aspects at the micro and macro levels, held responsible or marinating the internal mechanism of human body and hence allowing us to lead normal life.

iii. BIOCHEMISTRY Biochemistry has gained a role of greater importance in the teaching of modern medicine. The studies of biochemistry enable the medical students to fully appreciate the cellular mechanism that take place in the living cell. Its understanding is essential to study of health and disease for individual organ system and the organism as a whole.The Biochemistry course consists of three major modules which are as follows:

• Study of molecules of Nature/Biochemistry, their structure and function in the living cell.

• Biochemistry of metabolism.

• The molecular processes, which form the basis of health and disease.

iv. PATHOLOGY Pathology is the study of disease after a sound knowledge of anatomy, physiology and biochemistry. This subject deals with what happens in a disease, what changes are occurring. In 3rd year, clinical teaching and ward rounds start and this is the time when a medical student's mind starts asking questions about the mechanism and causes of disease i.e. pathology.

• DIVISION OF PATHOLOGY

MICROBIOLOGY AND PARASIOTOLOGY Pathology has been divided into General pathology and General pathology along with microbiology and parasitological. General pathology deals with general reaction and response of a cell and tissue to abnormal stimuli causing disease. Special pathology is the specific reaction and changes seen in specific diseases. Study of these in diagnosing and eventually in the treatment of the patient.

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v. FORENSIC MEDICINE AND TOXICOLGY Forensic medicine & medical jurisprudence play an important role in guarding the safety of each individual in the community, ensuring that any accused is not injustice condemned and promote the knowledge of law in relation to the practice of medicine. Toxicology deals with poisons. This course is designed to cover Diyat & Qisas Ordinance, duties and responsibilities of a doctor, knowledge about poisons & poisoning, chemical examination of biological fluids, factory act, mental health legislation medico legal aspects of insanity legitimacy and paternity problems medico legal aspects of death, crimes of violence. Medico legalautopsy, sexual assault, medical negligence and similar related topics.

vi. PHARMACOLOGY The study of organization of body anatomically, physiologically or biochemically is actually aimed to seek the remedy of the illness. This makes the pharmacology and therapeutics, immensely important for those who are engaged in learning medicine or surgery.

Pharmacology embraces knowledge of the history, sources, physical and chemical properties, compounding, biochemical and physical effects mechanism, absorption, distribution, biotransformation and excretion and therapeutic and other uses of drugs. The basic pharmacological concepts apply to the characterization, evaluation and comparison of all drugs.

vii. COMMUNITY MEDICINE Curriculum of community medicine is prepared in such a way as to prepare the students to become community oriented and thereby contributing effectively to the community health care system of Pakistan.

viii. BIOINFORMATICS Bioinformatics is related to biochemistry its included study of genetics. DNA. RNA.

TEACHING LABORATORY Practical in the laboratories are designed to complement the concepts given in the lectures/seminars. In the practical, the students are exposed to qualitative and quantitative analysis of "Biornolecules" in the context of diagnosing monitoring disease state, thus providing the basis for the understanding of bio informatics

II. CLINICAL DEPARTMENTS Following are those subjects which are taught both in college and hospital, practical are performed in hospital.

i. SURGERY It includes lecture in lecture/seminar rooms and demonstration in hospital.

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ii. OPTHAMOLOGY/ENT Its deals with the study of disease of eye, ear, nose and throat. It includes lecture in lecture/seminar rooms and demonstration in hospital.

iii. OBSTRETIC/GYNAECOLOGY It deals the study of diseases of females.

iv. CLINICAL METHODS AND THERAPEUTICS All clinic methods and therapies is taught in this subject

v. CLINICAL PSYCHOLOGY It deals with the study psychiatry of patients.

Figure # 5 Departments of Medical College

Source PMDC Website

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2.3 INSTITUTIONAL SPACES

2.3.1 INTRODUCTION A university may be defined as a self-governing, mainly publicly funded, community or academics and students engaged in absorbing. Advancing or disseminating knowledge.

ISSUES AND RESEARCH QUESTIONS

• What is the history of campus planning? • How many types of planning are there for college master planning? • What is institutional character? • What should be the design consideration for college planning?

2.3.2 HISTORY OF CAMPUS DESIGNING-ARCHITECTURE OF CAMPUSES It is more of a landscape designing where buildings come to form a part of a designed campus landscape

• Historically, the design of landscape of universities shows a classical layout with a main boulevard leading from the entrance to administrative block, at the meeting of boulevard and the admin block, a drive with lawn fronting is usually created.

• Instead of large drives, courtyards and gardens were created as the spaces for discussion and experiments.

• The emphasis was to create a maximum interactive environment through students centers, playground etc.

• AMERICAN COLLEGIATE

The American education played a key role in development and the evolution of the American identity toward a postmodern, postindustrial personality

The American multiversity can be divided into three categories which are:

1. The earlier college planning

2. The beautiful campuses planning

3. The post war modern planning

I THE EARLIER COLLEGE PLANNING 18 CENTURY

There were dispersions of colleges and they were located outside the city. Academic village: This was the concept put by the Jefferson he said "it is infinitely better to erect a small and separate lodge for each separate professorship, with only a hall below for his classes, and two chambers above for himself, joining these lodges by brackets for a certain portion of the students, opening into a covered way to give dry communication. Between all the schools, the whole of this arrange around a square would make it. Why it should be in fact a academicals village" Le Corbusier has

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named it as "self-sustained green city" as it was closer to nature and pure and harmonious surrounding.

II DEMOCRATIC AND BEAUTIFUL CAMPUSES PLANNING 19 CENTURY

In 1854, after the civil war. Simplicity of the design came to be favored then detail emphasis was on functional and environmental features like:

VENTILA TION

ILLUMINATION

HEATING

SANITATION

Probably the functionalist approach was due to industrial revolution there was an introduction of coeducation and Women College

III COTTAGE SYSTEM

This was a concept given by Olmsted he said "in formal and unsymmetrical layout harmonized better with general character of neighborhood

IV THE POST WAR MODERN PLANNING 20 CENTURY

After World War 2 there was a revival of nature and flexible character of campus that started with Van-de-Robe and Wright. The layout of the campuses had a ring road around whereas the heart of the campus was designed pedestrian there was horizontal and vertical growth pattern, Communication was created in long distance corridors, and concentrated places, these were stepped courtyard created where students and faculty easily meet and relax. This gave rise to the concept of an academic street.

2.3.3 INITIAL STEPS INVOLVED IN CAMPUS PLANNING • As a first step the overall goals of higher education are determined by the key factor in determining these goals are the educational and the national needs.

• These educational objectives are then translated into specific programs, it means that which degree will be offered and which will be course of the study leading to them.

• Then the academicals organization is established; that is it is decided whether the university will have a system of department or schools, colleges, institutes.

• Decisions about academic systems are taken .whether it will be annual system .terms, or any other system

• On the basis of above decision total enrollments at each level is worked out, on the basis of projections of candidates. If possible a breakdown of enrollments by sex should be worked out.

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In the final steps the facility required are worked out on the basis of enrollment and staff projection at each stage of development from here the exact role of an architect’s starts.

2.3.4 CAMPUS PLANNING

• TYPES OF LAYOUT OF COLLEGE/UNIVERSITY PLANNING We can distinguish nine types of campus plan among the countless university developments across the world

I. BUILDING DOMINATED PLANS Here there is a strong sense of campus identity forged mainly by the presence of usually large bold buildings.

These are normally near city centers.

Figure # 6 Government College Lahore

Source Google Image

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LANDSCAPE-DOMINATED PLANS

This type of campus has a sense of place dominated by landscape design.

• The landscape -dominated campus offers three advantages:

• The tranquility feeds creative thought

• Nature is itself instructive and can be used for teaching

• The separation from urban life formed by planted framework helps give a strong sense of community.

Figure # 7 Zanesville Campus Source Google Image

II. COLLEGIATE Universities composed of semi-autonomous colleges have an ancient foundation. Generally the colleges were privately funded, some, as oxford and Cambridge, linked to monasteries or private schools.

Figure # 8 Modern interpretation of collegiate character at Chaucer College University of Kent U.K

III. LINEAR PLANS This type of campus, normally arranged around an internal street, takes advantages of linear compaction to create distinctive and relatively economic universities, normally three or four storey high at the center. The linear master plan can twist or turn to follow the site contours to respond to view or to connect.

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Figure # 9 SCARBOROUGH COLLEGE Figure # 10 KING SAUD UNI, RIYADH, SAUDIA ARABIA

III. GRID – DOMINATED PLANS This type of master plan is a natural development of the linear form, grid whether or biased in favor of one of its axes, provides a rational basis for universities planning, the orthogonal layouts having streets ,pedestrian paths or infrastructure corridors at right angles to each other.

IV. MODULAR -BASED PLANS This type of master plan is composed of repeating units which in different configurations and scales of use, provides a kit of parts for university. It has the advantage of giving the university a great visual order and through mass production of providing economies of scale.

Figure # 11 University of East London, Royal Docks Campus, London UK

V. MOLECULAR -GROWTH PLANS This type of master planning based upon molecular principles consists of a grouping of buildings in logical relationship according to functional, nonlinear hierarchies.

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Figure # 12 University of Hewn, Egypt

VI. RADIAL PLANS The radial master plan consists of a central point about which lines or clusters of campus development radiate.

Figure # 13 Temasek Polytechnic, Singapore

VII. AD HOC

The ad hoc master plan accepts little or no spatial pattern other than the functional demands of access and daylight, neither is there a considered relationship between building types or function hierarchies, nor are pedestrian routes well establishes or articulated.

Figure # 14 University of British Columbia, Vancouver, Canada,

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2.3.5 TYPES OF BUILDING IN UNIVERSITY CAMPUS

Three typologies Examples

• Big buildings/large spaces Congregation/senate hall,

Library,

Sports hall/stadium,

Teaching hospital

• Medium building/medium spaces

Faculty blocks

Research laboratories

Lecture theatres

• Small buildings/small spaces Halls of residence, Book shop/bank

Table # 1 TYPES OF BUILDING IN UNIVERSITY CAMPUS

2.3.6 MAIN ELEMENTS OF UNIVERSITY CAMPUS AND DESIGN STRATEGIES

• CAMPUS The word campus has been derived from the word CAMP, meaning a place which is opened and spread out over a large CAMPUS DESIGN OBJECTIVES

“BUILDING ARE THE BOOK THAT EVERY ONE UNCONSCIOUSLY READ"said aphorism activities, which are cluster together to form a campus, following are the essential design objectives in a campus design.

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i. PROPER LINKAGE The whole campus is divided into following selections

o Administration section

o Academic section

o Hostels

o Recreational section

o Staff residence colony

o Miscellaneous building like mosque, post office, and petrol pumps, etc.

All these sections should be placed according to their function and there proper links between them should be developed in such a way that time and distance problems of the users could be minimized.

ii. PLACE MAKING & PLACE MARKING Place making is an essential first step in creating a rational and pleasurable campus design. Place making and campus planning are synonymous phrases place making resemble town planning, producing the large picture of the future .while the place marking involve the specific of campus architecture and landscape architecture. The campus must have the physical patterns, which is functional and attractive with forms that are appropriate for the institution purpose size, topography and organization positioned to reflect the best aspects of the particular side and local environment. Thus utilizes the sit potential to the maximum possible.

iii. SOCIAL INTERACTION Among all the users is an extremely desired guilty in the functioning of any campus. The above goal can be achieved by employing the following ways.

Space can be of three types, open, semi covered and covers these spaces can be created between different building are within each building. If carefully placed and designed them shell become center of social interaction. In this way space remains alive and will be maintained because they are in use.

iv. SPATIAL HIERARCHY It is necessary for visual and physical comfort that the total environment should be designed to human scale .which could comprehend and relate to its immediate environs, and the progressive spatial transformation from smaller spaces to bigger spaces in formal campus plan survive better than the monumental rigid design an informal type of planning aspects changes and addition in such more flexible way then the formal design. It must be a complete as possible but adjustable and amenable to new conditions.

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v. CENTRAL COURTYARDS It’s a big factor in landing visual and physical unity and it provide social cohesion and a sense of intimacy among the students they act as areas of social interaction. However it should be noted that only those central courtyard which open corridors on all the four side or at least on three sides remains alive and support social activity otherwise they become dead space and do not accommodate any social activities.

vi. CLIMATIC CONSIDERATIONS Climate plays an important role in affecting the planning as the placing of building is done with respect to solar path, wind direction and severity of climate landscape is a very important factor for temperature control. Trees functions as natural louvers and gives protection from solar radiation the area reflect little solar radiation and if amply given a properly handled, reduce the temperature of environments to a great extent and keep the dependence on mechanical services to the minimum.

vii. ORIENTATION The building should be oriented north south, window of lectures rooms should be on the north side. Similarly in the case of laboratories and workshops. Window on the south side provided beat during winter and can be protected in summer.

viii. CIRCULATION Three interacting system of circulation

1. Service vehicles

2. Car access

3. Parking

4. Pedestrian movement

• Campus building from the dominance attached to the roads vehicles leaving pedestrian to struggle between parked cars and service yards.

• Well design campus give priority to pedestrian movement

• Routes should be direct safe, clearly perceived,

• Enjoyable to use and reflective in spirit

• Roads and their associated parking areas undermine the creation of the campus as a learning environment.

• Contacts with nature are so important.

• Routes need to help the flow of ideas by encouraging the interaction of students from different disciplines. Hence key campus routes should not be internal to facilities or

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departments. But shared external promenades edged by cafes, bookshop and student facilities.

ix. DEFINING THE CENTER The role of the university master plan is to promote communication between parts of the campus; the latter is largely fashioned by the nature of buildings and spaces which form the center. Relationship between buildings and spaces which is the key to good campus design.

x. DEFINING THE EDGES The university or campus requires its own well marked parameter. The edge can be established in the variety of ways through:

• Landscaping

• The physical marking of edge by buildings

• The use of security gates onto the campus

Or by the use of encircling roads

By the use of tree belts

xi. LANDSCAPING The design of the external landscape involves establishing at the macro scale a coherent framework of

• tree belts,

• hedges

• gardens,

• roads and

• parking areas

Which integrate the buildings and their external spaces into an image able whole. The objective is to use landscape design to reinforce the sense of an academic district complete with vistas, containment, edges, gateways and spatial hierarchies.

2.3.7 INSITUTIONAL CHARACTER • Other design consideration of institutional character while designing a campus layout:

• Visual introduction

• Phenomenal overlapping:

This creates sense of depth as campus architecture is a subject untapped as systematic intellectual inquiry.

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• Sequence of layout:

Having continuity of systematic layout and to give it rhythm which creates self-generated harmony in design

Micro to macro absorption:

Completion of design from micro to macro detail so it could be absorb

• Using of steps and height as symbol of learning

• Series of landmark as campus architecture bas it own identity and dominance

• Small elements for orientation:

2.3.8 CONCLUSIONS Conclusion derived from research that campus design can be distinguish in nine types among the countless university development across the world. There are exceptions such as UK's Open University but generally building make a university in both functional and spiritual terms.

Above case studies of colleges can help to find out practical problems in two different types of master planning. We can get design consideration which could help in designing campus.

2.4 MASTER PLANNING

2.4.1 INTRODUCTION Master plan is a detailed plan of large scaled complicated project which helps in understanding the location of buildings and open areas.

2.4.2 PROPORTION OF SPACE IN MASTER PLANNING

Figure # 15 A Campus Master Plan

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RATIO IN MASTERPLAN Built space has its form and placement in master planning

2.4.3 SPACES IN MASTER-PLANNING There are so many spaces in master plan of a project which we can name as following:

• Open space

• Interactive space

• Recreational space

• Expandable space

• Patristic

• Circulation

• Static

Figure # 16 MASTER PLAN OF UET MULTAN

Source Nespak Newsletter Oct- Dec 2014

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2.4.4 DESIGN CONSIDERATION IN MASTER-PLANNING In design every building should have its own character to environment or response to environment it can be:

• Shocking

• Formal

• Transitional

And every building is located according to its function like emergency and outpatient department is always connected with primary road.

• Main focus of building

• Sequence of space

• Institutional character

• Security

• Activity zone

• Non activity zone

2.4.5 IDENITIFY YOUR SOURCES IN MASTER-PLANNING In master -planning of a project we can identify our source through which planning get easy and understandable .For example:

• Space

• Landscape

• Courtyard

• Travel energy

• Light

• Water

To use sources in our design first we should get know about the user that which type or environment is suitable for user.

2.4.6 DYNAMICS OF GROWTH Campus design is essentially a growth oriented planning crosses. Universities grow over the years depending over the availability odds and technical resources, but as far as detail is concerned it can be worked out for more than ten years. A successful master plan needs to establish a system which will grow and it's capable of handling future load of services. It must provide enough flexibility to accommodate changes in academic projections incremental growth approach has resulted in haphazard plantings and ugly campus environment.

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2.4.7 ZONING The question of zoning is very important in the overall layout with respect to functional aspect. Primary there are five zones in any campus. First is the academic area, which is restricted to instructional process and contact between students and department. Second is the residential zone for students as well as faculty members. Third one is activity zone where the students, departments and public come together for culture events sports or as a part of administrative process. Fourth is he common facilities zone, and fifth is the commercial zone for both types of housing.

2.4.8 ACTIVITY NODES When the buildings are spread evenly across the campus; they don't generate small centers of public life around them. Therefore while locating buildings, place them in conjunction with other buildings to form small nodes of public life, create a series of these nodes throughout the university in contrast to the quiet, private outdoor space. Between them and knit these nodes together with a network of pedestrian paths.

2.4.9 ACCESSIBILITY At the campus level, the circulation system can be divided into three parts:

1. Movement of the staff from their residences to the academic block

2. Incoming day scholars and visitors from the city

3. Students from their hostels to the academic block

Ease of moving men materials is of fundamental importance for a system to operate optimally. Two major modes of movements are the vehicular and pedestrian. To have proper accessibility for both there should be no intersection or minimum intersection between them and every facility at the campus should have a proper access for both systems. The academic activities are to be kept within 5-10 min leisure walk from other activities.

2.5 CONCLUSION With the help of this literature review, the design of Loralai Medical College will be in an internationally standardized way. It will serve as a platform to educate the people in such a way they explore and have good interaction time & space and produce a functional campus under the consideration of campus planning.

CHAPTER # 3

CASE STUDIES

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CHAPTER 3 CASE STUDIES 3.1 OBJECTIVE The objective of carrying this case study is to analyze an existing, planning setup of a medical college, similar in functions and requirements as the one to be designed.

The expected outcome is a set of guidelines that will be used in the planning and structuring of the proposed project.

• ASPECTS IN FOCUS • Recreational spaces

a. Sport facilities

b. Other

• Administrative areas

a. Faculty

b. Student/ public dealing

• Planning pattern

• Architectural/ landscaping elements

3.2 CASE STUDY # 1

3.2.1 INTRODUCTION PPROJECT NAME SHARIF MEDICAL AND DENTAL COLLEGE (SMDC),

CLIENT SHARIF TRUST

LOCATION LAHORE, PUNJAB

PROJECT COST RS. 2700 MILLION

DATE OF COMMENCEMENT OCTOBER, 2008

Figure # 17 Location of Shareef Medical College, Lahore

Figure # 18 Top-view, Shareef Medical College, Lahore

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3.2.2 THE SITE The proposed Sharif Medical & Dental College was commissioned to be built in the premises of existing site of Sharif Medical City Complex at Jati Umra Raiwind Road, Lahore. Its total site area is 83 acres.

3.2.3 MASTER PLAN SMDC provided itself with a greater architectural challenge with its limited space in already existing Sharif Medical City Complex. The new construction was introduced into the existing module in a befitting manner. Design philosophy has been derived from a thought to produce a building which is environmentally appropriate, socially acceptable, and climatically responsive and represents our traditional architectural style.

SMDC facility is designed for 500 students of medical college and 250 students of dental college. The lecture theaters cater to no less than 150 students at one time. Thoughtfully scaled, sensitivity oriented and an Eco friendly configuration of spaces makes this project of sheer educational design excellence: a place where students can feel comfortable.

Figure # 19 Master Planof Shareef Medical College, Lahore

Source Nespak Lahore

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SMDC is configured in three (3) academic buildings around open courtyard linked through articulated walkways. SMDC is well equipped with all the allied facilities required for teaching medicine. The courtyard has been beautifully landscaped through hard & soft materials and will provide a refreshing environment to students.

ACADEMIC BLOCK- 1

Academic Block-1 is ground plus four floors building within its

150,000 sft. covered area houses:

- Anatomy Department

- Oral Biology & Phantom Head Lab.

- Dissection Hall

- Museum

- Demonstration Rooms

- Lecture Theaters

- Bio-Chemistry Department

- Physiology Department

- Postgraduate Block

- Secretariat Block

- Examination Centers

On entering the academic block -1 building you find yourself in a large entrance lobby leading towards wide corridors and two courtyards in the building. The courtyards help in creating a complete spatial experience and help in forming an influx of light which is dispersed throughout the interior spaces. Aural comfort is achieved with the main circulation designed around courtyards.

There is clear bifurcation between the administrative area and the student areas. All lecture halls are accessed through buffer zones in order to ensure that the noise and hustle bustle of the corridors do not affect the concentration of the students studying inside.

Academic Block -2 has ground plus two floors with a basement within covered area of 100,000 sft accommodates:

- Pharmacology Department

- Community Medicine Department

Figure # 20 Block 1

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- Forensic Medicine Department

- Museum

- Demonstration Rooms

- Lecture Theaters

- Canteen

ACADEMIC BLOCK 3 Figure #21 Block 2

Academic Block 3 is ground plus two floors building with two basement floors for parking within covered area of 150,000 sft. Accommodates:

- Pathology Department

- Dental Clinics

- 3 Girls Hostel Blocks accommodating 350 students

- 3- Boys Hostel Blocks accommodating 350 students

- 4- Blocks of Officers Apartments

-4- Blocks of Staff Apartments

AUDITORIUM

The stepped auditorium is designed for 1000 persons. It has been carefully designed keeping in view all the requirements of a multi-use auditorium. The interior of the auditorium is designed using panels to control the spread of sound in the hall. A wide stage in front is proposed to accommodate various activities.

SPORT COMPLEX

Sports Complex is proposed to cater for following sports facilities:

- Gymnasium

- Cricket Ground

- Tennis Courts

3.2.4 SPECIAL FEATURES It’s a one unit building a complete building serves as a college and teaching hospital is separated, early years of education can be completed in this block very easily, it has purely learning environment along with the consideration of student interaction with each other without disturbing hospital activities.

Its façade consist of some elements of Islamic architecture which represents the architectural character of the city, as Lahore has a great history with Mughals.

Figure # 22 Hostel

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3.2.5 PLANS OF SHAREEF MEDICAL COLLEGE LAHORE

Figure #23 Ground Floor

Source Nespak Lahore

Legend

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Figure # 24 First Floor

Source Nespak Lahore

Legend

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Figure # 25 Second Floor

Source Nespak Lahore

Legend

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3.2.6 PICTURES OF THE MEDICAL COLLEGE

Figure #26 Front View

Figure # 27 Courtyard

Figure # 28 Hostel

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Figure # 30 Anatomy Museum

Figure # 29 Lecture Hall

Figure # 31 Pathology Lab

Figure # 32 Biochemistry Lab

Figure # 33 Lab

Figure # 34 Lecture Hall

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3.2.7 CRITICAL ANALYSIS

• There are some lecture halls with no stepped sitting • Noise disturbance in the building • Acoustic consideration was weak • Less interactive spaces in the academic block

Figure # 35 Lecture Hall & Forensic Medicine Lab

Figure # 36 Library (Digital Library)

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3.3 CASE STUDY # 2

3.3.1 INTRODUCTION

PPROJECT NAME Weill Cornell Medical College

LOCATION 413 East 69th Street, New York, NY 10021, USA ARCHITECTS Todd Schliemann ,Ennead Architects PROJECT MANAGER LoisMate PROJECT ARCHITECT CraigMcIlhenny AREA 480000.0ft2 Weill Cornell Medical College is the biomedical research unit and medical school of Cornell University, a private Ivy League university. The medical college is located at 1300 York Avenue, on the Upper East Side of Manhattan in New York City, along with the Weill Cornell Graduate School of Medical Sciences.

The new Belfer Research Building provides Weill Cornell Medical College with a cutting-edge medical research facility in close proximity to the institution’s existing clinical, research and academic buildings, reinforcing its mission as an urban academic biomedical center and world leader in its field.

An outgrowth of Ennead’s 2003 master plan for the campus, the design of the Belfer Research Building is intended to complement the National Healthcare Design Award-winning Weill Greenberg Center, the institution’s flagship ambulatory care facility designed by Schliemann and opened in 2007.

A two-story space extends from the Belfer entrance to a landscaped garden that connects the two buildings and creates an internalized campus green for Weill Cornell. Classrooms, conference rooms, lounge and study spaces, and a café are connected to the garden

3.3.2 HISTORY The school was founded on April 14, 1898, with an endowment by Col. Oliver H. Payne. It was established in New York City because Ithaca, where the main campus is located, was deemed too small to offer adequate clinical training opportunities.

A branch of the school operated in Stimson Hall on the main campus. The two-year Ithaca course paralleled the first two years of the New York City school. It closed in 1938 due to declining enrollment.

In 1927, William Payne Whitney's $27 million donation led to the building of the Payne Whitney Psychiatric Clinic, which became the name for Cornell's large psychiatric effort. That same year, the college became affiliated with New York Hospital and the two institutions moved to their

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current joint campus in 1932. The hospital's Training School for Nurses became affiliated with the university in 1942, operating as the Cornell Nursing School until it closed in 1979.

In 1998, Cornell University Medical College's affiliate hospital, New York Hospital, merged with Presbyterian Hospital (the affiliate hospital for Columbia University College of Physicians and Surgeons). The combined institution operates today as NewYork-Presbyterian Hospital. Despite the clinical alliance, the faculty and instructional functions of the Cornell and Columbia units remain distinct and independent. Multiple fellowships and clinical programs have merged, however, and the institutions are continuing in their efforts to bring together departments, which could enhance academic efforts, reduce costs, and increase public recognition. All hospitals in the NewYork-Presbyterian Healthcare System are affiliated with one of the two colleges.Also in 1998, the medical college was renamed as Weill Medical College of Cornell University after receiving a substantial endowment from Sanford I. Weill, then Chairman of Citigroup.

3.3.3 SITE

3.3.4 TOPOGRAPHY

The nature of site land is flat which is best for a high rise building.

3.3.5 INFRASTRUCTURE

Its infrastructure is very good

Figure # 37 W.Cornell Medical College, Location

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3.3.6 PLANNING

Figure #38 Floor Plans

Source http://www.archdaily.com

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3.2.7 SPECIAL FEATURES A humanistic research environment, the building is designed to facilitate high-impact translational research, providing both state-of-the-art efficiency and optimal quality of life on thirteen floors of laboratories, three floors of academic programs and two floors of research support space. Flexible, transparent, open and easily adaptable spaces are designed to break down research silos and encourage communication and cross-disciplinary collaboration.

Natural light is optimized throughout the building as transparency between the office and the laboratory. The building envelope features a high-performance double-skinned, fritted-glass curtain wall that defines the building’s formal identity and maximizes energy efficiency

Figure # 39 Cross Section of W.Cornell Medical College

Figure # 40 Project Overview of W.Cornell Medical College

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Figure # 41 Glazed Details of W. Cornell Medical College

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Figure # 42 Mechanical System of W.Cornell Medical College

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Source http://www.archdaily.com/

Figure # 43 Thermal Details of W.Cornell Medical College

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3.2.8 IMAGES

Figure # 44 Front View, W.Cornell Medical College

Figure # 45 View of W.Cornell Medical College

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Figure # 46 Entrance Lobby of W.Cornell Medical College

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Figure # 47 Working Station ( Lab) of W.Cornell Medical College

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Figure # 48 Interior View of W.Cornell Medical College

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3.3 CASE STUDY # 3

3.3.1 INTRODUCTION

PPROJECT NAME HARVEST MEDICAL COLLEGE

LOCATION HYOGO, JAPAN

ARCHITECTS SHOGO IWATA SITE AREA: 1,494.48SQ.M TOTAL FLOOR AREA: 3,802.50SQ.M BUILDING AREA: 794.82 SQ.M This building is considered as not just a medical welfare college but also an information center about medical and welfare for neighborhood. Therefore, the entrance lounge is used not only as student’s communication space but also people’s counseling space and the auditorium is also used as rehabilitation and eurhythmics lecture space.

3.3.2 SITE

Figure # 49 Location of Harvest Medical College

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3.3.3 PLANNING

Figure # 50 GROUND FLOOR

Figure # 51 FIRST FLOOR

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Figure # 52 SECOND FLOOR

Figure # 53 THIRD FLOOR

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Figure # 54 FOURTH FLOOR

Figure # 55 ELEVATIONS

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Figure # 56 SECTION

SOURCE http://www.archdaily.com/

3.3.4 SPECIAL FEATURES Its design theme is “reflection of various colors”. The building uses six primary colors in interior, exterior, furniture and signs. The composition of these colors reflects embracing diversity that we regard as the primal concept of medical and welfare. The frontal facade consists of the composition of primal colors. The checker board patterned steel porous folded plates layered in front of it make the facade rich and ephemeral.

3.3.5 IMAGES (SOURCE http://www.archdaily.com/)

Figure # 57 View of Harvest Medical College

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Figure # 58 Exterior Views of Harvest Medical College

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Figure # 59 Interior Views of Harvest Medical College

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3.4 ANALYSIS a) The planning pattern, a single building block divided by landscaped courtyards is a good solution to avoid wastage of space, construction materials, unnecessary walkways and discomfort in moving from department to department in moving from department if separated by individual building blocks. b) As seen, laboratories of some departments are separated by other functional space like a seminar hall or they are either placed on separate floors. This disperse a class and cause more movement and hence noise. This could have been avoided if all labs and lecture rooms of a particular department would have been placed closely and interconnected. c) The courtyards here lack any facility to sit and enjoy the greenery in them. Garden furniture and gazebos are usually missed by the students. d) The college building has a good looking exterior but one feel to be moving in a hospital, as far as the interior is concerned. It is primarily due to the finishes and their arrangement. There is nothing of interest in the interior except the green courtyards. The white and light yellow painted walls and white tiled dados in corridors especially when they get double loaded, give an impact of a common hospital. e) The building design is making it very difficult to extend the department if required in future. A very sensible criteria will be required that might not disturb the present circulation and symmetry of form. f) The placement of college building in relation to other facilities is quite good and no problem was seen or reported about that. This might be basically because due to a convenient walking distance between them, which is experienced regularly by every student. 3.5 CONCLUSION From the observed data and analysis following major conclusions could be drawn; a) The quality of views from the site is a very important aspect. As in case of the site to be designed, it has extraordinary breathtaking views of the surrounding mountains. The design must have such criteria as to incorporate this quality boldly both as a functional and a recreational element. b) The access to other facilities primarily hospital from the college must be on a convenient walking distances. To achieve this, it is very important to control the vehicular and pedestrian traffic and noise of the neighboring building. c) Individual or combined, each department should be self-sufficient of all facilities and services. This makes it very easy to administer and even help the visitor and student to manage their circulation and access. d) The administration should be placed as to provide easy access guest and visitors. This could avoid the mingling of administration and teaching affairs. e) Some special features should be introduced to create focal points, nodes and landmarks as they help in defining the hierarchy of spaces and building clear mental maps. f) Courtyards are a good element to enjoy the natural climate, to invite natural in the interior and if landscaped properly, could prove a place of great attraction. Selection of functional garden furniture and shading devices like gazebos are inevitable. g) In designing the interior common spaces, it should be considered that the study of medical sciences require a lot of brain effort and is really hard. So the spaces should be relaxing and equally live to provide nervous relaxation and mental refreshment. Natural light, air and a sensible selection of finishing materials can help to achieve this. Keeping this point in mind, spaces specially lecture rooms and teaching halls should be designed accordingly. h) Room for future growth should be provided beforehand with a very special attention to already designed circulation and form.

CHAPTER # 4

SITE ANALYSIS

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CHAPTER 4 SITE SELECTION & ANALYSIS

4.1 INTRODUCTION An Architect’s primary responsibility lies with the design of the buildings, for human activities and comfort, however buildings don’t exist in isolation: they exit in spatial behavioral and perceptual context. Thus the architect is responsible for the building design and the building site and location.

“Site selection and planning is the art of ordering the man-made and the natural environments to support human activities”

In other words we can say

“A site is a piece of land received to accommodate a particular architectural entity”

The architectural entity gives the site, scale and character; the site embraces the architectural entity and provides its two dimensions so that three-dimensional entry could become a reality. What follow is the fact that both, the site and the project are inevitable for each and that both go together?

For every site there is an ideal use, for their project. In economic term an ideal site should adequately accommodate existing requirements and provides for future adjustments as such feasible manner entailing manner entailing minimum cost and providing max comfort.

4.2 GENERAL SITE SELECTION CRITERIA Site selection is the first and foremost object while designing a project as to study the feasibilities of land, soil, access, climate, surrounding and environment and other important features. Success for every educational institute is mostly infused by location of the site and its neighborhood.

Site selection criteria for medical college are as follows:

A: Visibility

B: Accessibility

C: Adaptability

D: Security and safety

E: Geographical factors

A: VISIBILITY The first impression of people is very important: the site is seen from the main highway. However it is desirable to afford a roads sign some mile before reaching the medical college or a tall tower having the signage.

B- ACCESSIBILITY The location of site is easy for arrival and departure and access, all type of transport is available.

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C- ADAPTABLITY The area of site should be enough to accommodate the buildings, amenities and other facilities. The site should also be sufficient for future extension.

D- SECURITY AND SAFETY Security and safety are the chief important factors to be considered for any project. So site is near to National Highway, on main road and it’s secure.

E-GEOGRAPHIC FACTORS

I. SOIL The soil type affects:

• The type and size of a buildings foundation system.

• The drainage of ground and surface water.

• The type of plant material able to grow on site.

II. TOPOGRAPHY

• Land and ground slopes affect.

• The building foundation type.

• The building form and its relationship to the ground plane.

• Site drainage.

• The site’s micro-climate: wind, temperature, solar radiation.

III. VEGETATION The type and location of plant materials affects:

• The sites micron-climate: solar radiation, wind, humidity, air temperature and purity.

• The definition or visual screening of exterior spaces.

• To absorption or dispersion of sound & act as buffer.

IV. CLIMATIC FACTORS The following climatic factors affect a building form, orientation, and construction,

The sun is the source of:

• Solar radiation (heat gain).

• Natural light.

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V. WIND The prevalence, direction, and velocity of wind affect:

• Air infiltration in to a building (potential heat loss)

• The ventilation of interior space and outdoor courts.

• The lateral load on structure.

VI. PRECIPITATION: The prevalence and amount of precipitation affect VII. TEMPERATURE Air temperature and thermal comfort are affected of the above

climatic factors. VIII. VIEWS

The consideration of desirable and undesirable views helps determine.

• The building form and orientation.

• The building’s defenestration (door and window openings )

• The plant materials used in landscaping the site.

IX. SOUND The level, quality, and source of sounds affects:

• The distribution and orientation of the building mass.

• The choice of building materials and their assembly.

• The sound control methods used.

X. NEIGHBORHOOD BUILDINGS

4.3 PROPOSED SITE

4.3.1 SITE ANALYSIS

FIGURE # 60 MAP OF PAKISTAN

SOURCE: GOOGLE

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FIGURE # 61 MAP OF BALOCHISTAN PROVINCE

FIGURE # 62 TOPOGRAPHICAL MAP& ROAD MAP OF LORALAI

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FIGURE # 63 MAP OF LORALAI DISTRICT

FIGURE # 64 SURROUNDING AREAS

FIGURE # 65 ROAD MAP NEAR THE PROPOSED SITE

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FIGURE # 66 THE PROPOSED SITE

FIGURE # 67 DRIVING DISTANCE (FROM HOSPITAL)

FIGURE # 68 WALKING DISTANCE (FROM HOSPITAL)

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After co-ordination of provincial Government and Board of Revenue site is selected for the Loralai Medical College.The site is located on National Highway of city. It is in front of Agriculture Officer Colony. It is observed that it is more secured area of city. It is connected to the main road which leads to the main city. Infrastructure is good and efficient local transport is available.

4.3.1 LOCATION

The site is on the right side of Highway, along the ongoing traffic side on N-70. The site is near the Loralai Residential College and Agriculture Officer Colony. Keeping in mind all of the above considerations the site which I had proposed is suitable for the Medical College these above sited features are being included in the site, and to utilize these features with its best composite Procedure.

• Site is touched with the two main Roads. • It’s though the site is a cornered site and South Facing.

4.3.2 ACCESSIBILITY

The site is located on the Right hand side of N-70. It is accessible from Loralai District through Main road.

4.3.3 UTILITIES

During the survey it is found that the amenities like electricity, water supply, telephone lines, and Sui gas are already present at the site.

4.3.4 CLIMATE

The climate of Loralai District is dry, arid; hot in summer and mild cold in winter. Loralai does not have a monsoon of sustained and heavy rainfall as it lies inside of monsoon range.

4.3.5 AREA

The area of site for construction is 150 acres and we have to utilize only its 45%.

4.3.6 TOPOGRAPGY

The topography of the site is good the site is a plain land with no contours and the site is suitable for massive construction.

4.3.7 SURROUNDINGS

All surroundings are rich and suitable for an educational institute. Just on back side there is Balochistan information technology, engineering and management sciences along with the residential college Loralai. So all the surroundings are rich and most suitable for Medical College

4.3.8 ZONING

There is proper zoning available on site.

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4.3.9 TOPOGRAPHICAL MAP

FIGURE # 69 TOPOGRAPHICAL MAP

4.4 SITE ANALYSIS

FIGURE # 70 WIND CHANNEL & SUN DIRECTION

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4.5 SITE

FIGURE # 71 CLIMATE

SITE IN ACRES 150

ROAD FIGURE # 72 SITE

SITE

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4.6 SITE IMAGES (SELF TAKEN)

FIGURE # 73 SITE PICTURE

CHAPTER # 5

DESIGN BRIEF & CONSIDERATION

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CHAPTER 5 DESIGN BRIEF & CONSIDERATIONS

5.1 NATURE OF BUILDING Every building has its own concept and type of Nature, in this building the concept is the giving the message of responsible and learning attitude, and other psychological responsibilities towards their education and profession. That’s why it’s a learning institutional building type, the activities would be purely learning and social interaction.

The building should act as “All in one” everything and everyone belong together in relationship and in context at once being whole and part of a whole

5.2 DESIGN PHILOSOPHY The design philosophy is form follow function and to visualize design as a tool to influence the way people use space, by creating atmospheres that are accessible and adoptable provoking inspiration and connection. Promote the relationships spatially and interpersonally enhancing the performance of the built environment and its end users. Design should be effectively communicating passion towards a solved problem for the end user. Additionally integrating the various resources, to create spaces that are socially and economical sustainable. The design elements should inspire unity in work

Social sustainability: wellbeing of occupants (health, comfort, natural light, fresh air, quality of life) and also positive contribution to the community

Economic sustainability: wellbeing of the wallet (economical design) and sensible solutions that will help reduce running costs over the building’s life span, with smart choices for future flexibility

5.3 SPECIAL CONSIDERATIONS

As the regional architecture of the Loralai city is not so developed the design of the building should be considered for cultural and social scale of the district

I. ORIENTATION & CLIMATICALLY As it’s a hot region orientation and climatically factors should be considered very carefully to produce an energy efficient and comfortable unit. The local architects do practice open spaces and courtyards to make air flow possible into the building . In Baluchistan especially in Pashtoon belt valleys south facing façade of building is more successful than other orientation sides. It is though the climatic factor makes the troubles.

II. SOCIAL & CULTURAL The district Loralai is not so developed, as the cultural and social profile of district is not so rich with its neighborhood as there are 65% kacha houses, 23% semi kacha houses and 12%paka

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houses. They still practice door-band structures and had old constructed building (in colonial style), so the building should represent the area through its façade and other architectural elements.

FIGURE # 74 ARHITECTURAL PROFILE OF LORALAI DISTRICT

SOURCE: SELF MADE

FIGURE # 75 TYPE OF PLANNING WITH THE CONSIDERATION OF WIND PASSAGE

SOURCE: SELF MADE

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III. FORM & FUNCTION CONSIDERATION As it is a technical kind of building the functions will be considered on priority bases then the form will be considered

IV. TECHNOLOGICAL & ENVIRONMENTAL It is thought to see the Factor of environment with design as it fitted on the neighbor buildings that don’t disturb the environment through elements and façade. The building will be design such as to produce learning environment, though to add some technologies as to design and fulfill the requirements as to see the modern technology.

V. DESIGN Design is entirely about to fulfill the requirements on standards that make the friendly environmental structure, learning spaces along with the interactive space in the structure.

5.4 USER PSYCHOLOGY

The user psychology of building is faculty staffs, maintenance and administrative staff and the students that can be local or regional. (Purely educational purpose)

5.5 ARCHITECTURAL STYLES The Architectural style of the project is quite modern traditional Architecture, though it reminds and revives the whole traditional and cultural aspects of District Loralai and it would not appear as an alien structure to the area or the district. The building will include permanent spaces or structures that are as provided for educational or learning activities under the consideration of climatic or environmental factors

.

Figure # 76 STYLE OF CONSTRUCTION (ARCHITECTURE)

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5.6 DESIGN BRIEF A medical education consist of two major departments

Basic Science Department

Clinical Department (being studied in hospital)

A medical college consists on this structure

Figure # 77 Structure of a Medical College

Source: Self –made

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Along with its departments following spaces will be designed in medical college

• Departmental Laboratories with all facilities • Departmental offices • Lecture theatres • Auditorium • Seminar room • Workshops and Learning laboratories • Library • Administration • Animal houses

Figure # 78 Zoning of a Medical College

Source: Self –made

5.7 SPATIAL CONSIDERATIONS The spaces would be planned in such a way that academic block should have a noise free environment along with the consideration of hygienic environment. The planning would be a blend of learning spaces, interactive spaces, other activities spaces, open spaces, circulation and statics

Adm

inist

ratio

n B

lock • Academic

section (principal, etc)

• Administrartion section (Registrar, etc)

• Accoutant section ( Audit officer, etc) Ac

adem

ic B

lock • Basic Science

Departments• Laboratories• Museums• Library• Lecture Halls• Staff Offices O

ther

Spa

ces • Open Spaces

• Circulation• Canteen• Play area• Interactive

Spaces• Indoor

Activities• Outdoor

Activitties• Parking Area

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5.8 DESIGN REQUIREMENTS AND THEIR STANDARDS

MEDICAL COLLEGE WILL INCLUDE ADMINISTRATION BLOCK ACADEMIC BLOCK LIBRARY AUDITORIUM MOSQUE AND OTHER INTERACTIVE SPACES

• ADMINISTRATION BLOCK

SPACES # OF PERSONS # OF SPACES AREA IN SQFT

Academic Section Total = 1962

Principal , P.A, Toilet 2 3 298

Vice Principal 1 1 150

Conference Room 20 1 504

Office 2 1 360

Male & Female Toilets - 2 280

Admin Section

Chief Admin., P.A, Toilet 2 3 200

Registrar office 1 1 200

Asst. Registrar 1 1 100

Record Room - 1 100

Male & Female Toilets - - -

Accounts Section

Chief Acct. , P.A, Toilet 2 3 200

Audit Officer 1 1 100

Accountant Officer 1 1 100

Accountant 4 1 360

Record Room - 1 100

Male & Female Toilets - - -

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• ACADEMIC BLOCK (TEACHING DEPARTMNETS AND LABORATORIES)

SPACES # OF PERSONS

# OF SPACES AREA IN SQFT

Anatomy Departments

1 ) Museum 1 1 300

Technician office 1 80

Preparation Room 1 100

Bone Storage Cabinet 1 100

2 ) Histology Lab 1 1 3024

Technician Office & Storage 1 144

SPACES # OF PERSONS

# OF SPACES AREA IN SQFT

Tissue staining & Embedding area 1 100

3) Dissection Hall & demonstration area

32 1 3840

Associate Professor 2 2 200

Assistant Professor 3 3 300

Storage 1 100

PHYSIOLOGY DEPARTMENT

Physio laboratory 50 1 2160

Experimental physio lab 50 1 2160

Demonstration area 50 1 360

Head of depat+pA+Toilet 2 3 230

Associate professor 2 2 200

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Assistant Professor 3 3 300

Stoarge 1 100

CONFERENCE/STAFF ROOM 8 1 360

BIOCHEMISTRY DEPARTMENT

Bio chem. Lab 50 2 4320

Storage 2 1 570

Demonstartion area 8 3 360

HOD +PA+TOILET 2 3 230

ASSOCIATE PROFESSOR 1 1 120

ASSISTANT PROFESSOR 2 2 400

CONFERNCE/STAFF ROOM 8 360

PHARMACOGNOSY DEPARTMENT

PHARMACOGNOSY LAB 50 2 4320

STORAGE AND PREP ROOM 2 1 260

HOD+PA+TOILET 2 3 230

ASSOCIATE PROFESSOR 2 2 240

ASSISTANT PROFESSOR 3 3 300

CONFERENCE/STAFF ROOM 8 1 360

GARDEN OF MEDICINEL PLANTS 4 2 32400

BIO INFORMATICS

COMPUTER LABORATORY 50 2 4320

DEMONSTATION AREA 2 360

HOD+PA+TOILET 2 3 230

ASSOCIATE PROFESSOR 1 1 120

ASSISTANT PROFESSOR 2 2 200

CONFERENCE/STAFF ROOM 8 1 360

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SPACES # OF PERSONS

# OF SPACES AREA IN SQFT

COMMUNITY MEDICINE DEPARTMENT

TOTAL 2982

MUSEUM 1 1 1656

HOD+PA+TOILET 2 3 230

ASSOCIATE PROFESSOR 2 2 240

ASSISTANT PROFESSOR 3 3 300

CONFERNCE/STAFF ROOM 224

PHARMACOLOGY DEPT TOTAL 6882

LABORATORY 50 1 4320

DEMONSTATION AREA 12 2 756

STORAGE AND PREP ROOM 2 1 260

HOD+PA+TOILET 2 3 230

ASSOCIATE PROFESSOR 2 2 240

ASSISTANT PROFESSOR 3 3 200

CONFERNCE/STAFF ROOM 8 360

FORENSIC MEDICINE & TOXICOLAGY

TOTAL 3462

FORENSIC MUSEUM 1 3000

TECHNICIAN OFFICE 1 1 80

POSTMORTOM CADAVER 12 1 270

COLD STORAGE 2 1 224

HOD+PA+TOILET 2 3 230

ASSOCIATE PROFESSOR 1 1 120

ASSISTANT PROFESSOR 2 2 200

CONFERNCE/STAFF ROOM 8 1 224

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PATHOLOGY DEPARTMENT TOTAL 8074

GENERAL PATHOLOGY LAB 50 2

STOARAGE 1 1

Museum 1 1

MICROBIOLOGY & PARASITOLOGY LAB

50 2

Storage & media prep 2 1 280

HOD+PA+TOIET 2 3 250

ASSOCIATE PROFESSOR 1 1 400

ASSISTANT PROFESSOR 2 2 400

CONFERENCE/STAFF ROOM 8 1 360

PHARMACY DEPRATMENT TOTAL 4662

Pharmacy lab 50 2 4320

Storage & media prep 2 1 264

HOD+PA+TOILET 2 3 230

ASSOCIATE PROFESSOR 1 1 120

SPACES

#OF PERSONS

# OF SPACES

AREA IN SQFT

LIBRARY 1 1 400

Reception 150

Card catalog area 6070

Reading area 200+200= 400

Micro reading area & microfilm area 10,000

Book stack area 400

Audiovisual storage 120

Assistant librarian office 200

Librarian office 80

Offices storage

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AUDITORIUM

Seating for 350 person @ 12sft/person 350 1 4200

Stage facility 50% of sitting 2100

Total :6300SQ FT

Male female dressing rooms, toilet 800

30%public toilets male/female,stairways,wall corridors

1260

2.5% of elect/mech installations 105

MOSQUE FOR 350 people

Covered area 200 1 2000

Covered & semi covered area 150 1 3000

Store - 1 240

Ambulatory area 20 1 300

Toilets 20 1 300

Total 5840

30%corridors,stairways,ways 1752

2.5 elect/mech installation

146

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5.9 LINK DIAGRAM OF EACH DEPARTMENT

TABLE # 2 ANATOMY DEPARTMENT

TABLE # 3 PATHOLOGY DEPARTMENT

ANATOMY DEPARTMENT

MUSEUM ( WITH ITS SUPPORTIVE SPACES)

LABS ( WITH ITS SUPPORTIVE SPACES)

DISSECTION HALLS/ DEMO. ROOM

OFFICES ( WITH ITS SUPPORTIVE SPACES)

PATHOLOGY DEPARTMENT

CHEMICAL PATHOLOGY

(WITH SUPPORTIVE

SPACES)

MICROBIOLOGY & PARASITOLOGY

(WITH SUPPORTIVE SPACES)

MUSEUM

HEMATALOGY (WITH

SUPPORTIVE SPACES)

STAFF OFFICES (WITH

SUPPORTIVE SPACES)

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TABLE # 4 PHYSIOLOGY DEPARTMENT

TABLE # 5 BIOCHEMISTRY DEPARTMENT

PHYSIOLOGY DEPT

LAB ( WITH ITS SUPPORTIVE

AREAS)

DEMONSTRATION AREA ( WITH ITS

SUPPORTIVE AREAS)

STAFF OFFICE ( WITH ITS SUPPORTIVE

AREAS)

BIOCHEMISTRY DEPARTMENT

LABS ( WITH ITS SUPPORTIVE

AREAS)

DEMONSTRATION AREAS ( WITH ITS

SUPPORTIVE AREAS)

STAFF OFFICES ( WITH ITS SUPPORTIVE

AREAS)

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TABLE # 6 FORENSIC & COMMUNITY MEDICINE DEPARTMENT

FORENSIC & COMMUNITY

MEDICINE

LAB ( WITH ITS SUPPORTIVE

AREAS)

MUSEUM( WITH ITS SUPPORTIVE

AREAS)

STAFF OFFICE ( WITH ITS SUPPORTIVE

AREAS)

CONFERENCE ROOM

CHAPTER # 6

CONCLUSION

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CHAPTER 6 CONCLUSION

6.1 CONCLUSION

After conduction this research I am able to design a medical college on proper standards with the consideration of its spaces, circulation, departmental relationship, zoning, and interactive spaces and master planning of a campus.

This research has cleared my vision for a medical college design. After a thorough study of this long process, research methods, from books, websites, journals, and interviews and questionnaires to be asked and filled to find out the best solutions this data is being collected in one form

– An Architect’s perception is clearer to the project after studying the brief and requirements. Similarly to the client and its user

BIBLOGRAPHY

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REFERENCES

BOOKS

ARCHITECTURE OF PAKISTAN, BY KAMIL KHAN MUMTAZ UNIVERSITY ARCHITECTURE,BY EDWARDS BRIAN CAMPUS ARCHITECTURE, BY DOBER RICHARD P LITERACY NEEDS ANEW THRUST BY Dr. A.RAHIM CHAUDARY TIME SAVER STANDARDS FOR BUILDING TYPES ARCHITECTURE GRAPHICS

THESIS

AHMED MIAN BIN SHAHBAZ, 2003 , THESIS REPORT “MEDICAL COLLEGE SAILKOT” MANZOOR ADNAN, 2004 , THESIS REPORT “MEDICAL COLLEGE MUZAFARABAD” WAQAS AFRIDI, 2004 , THESIS REPORT “COMSAT INSTITUTE OF TECHNOLOGY”

WORLD WIDE WEB

www.archdaily.com www.shareefmedicalcity.com www.askabout.com www.onlineterminologies.usa.net www.payyete.com www.urbanpk.com/forum http://www.wseas.us/e-library/transactions/environment/2008/27-708.pdf http://scholar.lib.vt.edu/theses/available/etd-01152008-

235622/unrestricted/ArchitectureAndHumanSenses.pdf http://www.roundrocktexas.gov/departments/utilities-and-environmental-services/design-

construction-standards/ http://bigthink.com/strange-maps/185-the-patients-per-doctor-map-of-the-world http://blogs.jpmsonline.com/2012/08/21/an-overview-of-medical-education-in-pakistan-and-

the-improvements-required/ http://www.utrechtart.com/Scale-Model-Building-Drafting.utrecht http://www.arch.columbia.edu/admissions/admissions-requirements/march http://www.lokpaper.com/notice/medical-college-loralai-work-tender/38572 http://fastquetta.com/tender-notice-of-medical-college-loralai/ http://blogs.jpmsonline.com/2012/08/21/an-overview-of-medical-education-in-pakistan-and-

the-improvements-required/ http://www.wseas.us/e-library/transactions/environment/2008/27-708.pdf http://yeminaung92triple.blogspot.com/2013/12/architecture-culture-history-2.html

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http://www.theguardian.com/science/alexs-adventures-in-numberland/2015/feb/10/muslim-rule-and-compass-the-magic-of-islamic-geometric-design

http://www.architecturaldigest.com/architecture/2011-09/college-campus-architecture http://archives.ced.berkeley.edu/campus-architecture https://lbre.stanford.edu/architect/Who_we_are http://www.google.com.pk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CBsQFjAAah

UKEwiZn6Lhs9vGAhXJxxQKHSMIAoU&url=http%3A%2F%2Fwww.architects.uga.edu%2Fsites%2Fdefault%2Ffiles%2Fpdf%2Fstandards%2FUGA%2520Campus%2520Planning%2520Principles.pdf&ei=cWmlVdkiyY9To5CIqAg&usg=AFQjCNEHk4PKEKqySaZ4rBWfzxtEVT9qtg&sig2=8AYC4BhR83FS4D2WvMOXgA&bvm=bv.97653015,d.d24

http://www.forbes.com/2010/03/01/most-beautiful-campus-lifestyle-college.html http://www.theatlantic.com/education/archive/2013/09/how-gothic-architecture-took-over-

the-american-college-campus/279287/ http://www.facilities.ucsb.edu/departments/campus-planning-design https://www.timeshighereducation.co.uk/features/six-trends-in-campus-design/2017412.article

APPENDIX

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APPENDIX A (LORALAI DISTRICT- PROFILE)

MAJOR FACTS ABOUT LORALAI DISTRICT

DEMOGRAPHY OF LORALAI DISTRICT

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HEALTH OF LORALAI DISTRICT

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ATTENDEES OF EDU. INSTITUTES

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APPENDIX B (NEWSPAPER PICTURES)

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APPENDIX C

Medicine Through Time Timeline

3000 BC Pre-History – understanding is based on spirits and gods. No real medical care. People die very young, normally by the age of 30-35 for men, but only 15-25 for women due to the dangers of childbirth. Most people suffered osteoarthritis (painful swelling of the joints).

2000 BC Egyptian Empire – development of papyrus, trade and a greater understanding of the body (based on irrigation channels from the River Nile). They believed the body had 42 blood channels and that illness was caused by undigested food blocking these channels.

1500 – 300 BC

Greek Empire – Medicine still based on religion – Temple of Asclepius.Here, patients would get better, but mainly through the standard of rest, relaxation and exercise (like a Greek health spa)

400 BC Hippocrates – founder of the Four Humours theory. This theory stated that there were four main elements in the body – blood, yellow bile, black bile and phlegm. Illness was caused by having too much of one of these humours inside of you. He also wrote the Hippocratic Collection, more than 60 books detailing symptoms and treatments of many diseases.

400 BC – 500 AD

Roman Empire – The Romans were renowned for excellent public health facilities. The Romans introduced aqueducts, public baths, sewers and drains, etc. In the citcy of Rome, water commissioners were appointed to ensure good supplies of clean water.

162 AD Galen – continues the four humours theory but extends it to have the humours in opposition to each other. This meant that an illness could be treated in one of two ways, either removing the “excess” humour or by adding more to its opposite. Galen also proves the brain is important in the body (operation on the pig). Galen’s books would become the foundation of medical treatment in Europe for the next 1500 years.

1347-1348 Black Death – across Europe more than 25 million people die. Two main types of plague

1. Bubonic – 50-75% chance of death. Carried by fleas on rats. Death usually within 8 days

2. Pneumonic – airborne disease. 90-95% chance of death within only 2-3 days

People had no idea how to stop the plague. People thought it was caused by various factors, i.e. the Jews, the Planets, the Gods, etc etc etc

1540s Andreus Vesalius – proved Galen wrong regarding the jawbone and that blood flows through the septum in the heart. He published “The Fabric of the Body” in 1543. His work encouraged other to question Galen’s theories.

1570s Ambroise Paré – developed ligatures to stop bleeding during and after surgery. This reduced the risk of infection. He also developed an ointment to use instead of cauterising wounds.

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1620s William Harvey – proved that blood flows around the body, is carried away from the heart by the arteries and is returned through the veins. He proved that the heart acts as a pump re-circulating the blood and that blood does not “burn up”.

1665 The Great Plague – little improvement since 1348 – still have no idea what is causing it and still no understanding of how to control or prevent it. In London, almost 69,000 people died that year.

1796 Edward Jenner – discovered vaccinations using cowpox to treat smallpox. Jenner published his findings in 1798. The impact was slow and sporadic. In 1805 Napoleon had all his soldiers vaccinated. However, vaccination was not made compulsory in Britain until 1852.

1799 Humphrey Davy discovers the pain-killing attributes of Nitrous Oxide (Laughing Gas). It would become the main anaesthetic used in Dentistry. Horace Wells would try and get the gas international recognition. He committed suicide the day before it got the recognition it deserved.

1830s Industrial Revolution. This had a dramatic effect on public health. As more and more families moved into town and cities, the standards of public health declined. Families often shared housing, and living and working conditions were poor. People worked 15 hour days and had very little money.

1831 Cholera Epidemic. People infected with cholera suffered muscle cramps, diarrhoea , dehydration and a fever. The patient would most likely be killed by dehydration. Cholera returned regularly throughout the century, with major outbreaks in 1848 and 1854.

1842 Edwin Chadwick reports on the state of health of the people in cities, towns and villages to the Poor Law Commission (fore-runner to the Public Health Reforms). He highlights the differences in life-expectancy caused by living and working conditions. He proposes that simple changes could extend the lives of the working class by an average of 13 years.

1846 First successful use of Ether as an anaesthetic in surgery. The anaesthetic had some very severe drawbacks. In particular, it irritated the lungs and was highly inflammable.

1847 James Simpson discovers Chloroform during an after dinner sampling session with friends. He struggles to get the medical world to accept the drug above Ether. Doctors were wary of how much to give patients. Only 11 weeks after its first use by Simpson, a patient died under chloroform in Newcastle. The patient was only having an in-growing toenail removed (non-life threatening). It took the backing of Queen Victoria for chloroform and Simpson to gain worldwide publicity.

1847 Ignaz Semmelweiss orders his students to wash their hands before surgery (but only after they had been in the morgue).

1848 First Public Health Act in Britain – It allowed local authorities to make improvements if they wanted to & if ratepayers gave them their support. It enabled local authorities to borrow money to pay for the improvements. It was largely ineffective as it was not made compulsory for Councils to enforce it. This was an element of the “Laissez-Faire” style of government.

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1854 Crimean War – Florence Nightingale and Mary Seacole contribute majorly to the improvements in Hospitals.

1854 John Snow proves the link between the cholera epidemic and the water pump in Broad Street, London. Unfortunately, he was unable to convince the government to make any substantial reforms.

1857 Queen Victoria publicly advocates use of Chloroform after birth of her eighth child.

1858 Joseph Bazalgette designed the sewage pipes in London after the ‘great stink’- still used today.

1861 Germ Theory developed by Louis Pasteur whilst he was working on a method to keep beer and wine fresh – changed the whole understanding of how illnesses are caused.

1867 Joseph Lister begins using Carbolic Spray during surgery to fight infection. It reduces the casualty rate of his operations from 45.7% of deaths to just 15.0 % dying.

1875 Second Public Health Act – now made compulsory. Major requirement is that sewers must be moved away from housing and that houses must be a certain distance apart.

1876 Public Health improvements – in the UK, the government introduced new laws against the pollution of rivers, the sale of poor quality food and new building regulations were enforced.

1881 Robert Koch discovers the bacteria that causes anthrax. He establishes a new method of staining bacteria. Using Koch’s methods, the causes of many diseases were identified quickly: 1880 – Typhus 1882 – Tuberculosis 1883 – Cholera 1884 – Tetanus 1886 – Pneumonia 1887 – Meningitis 1894 – Plague 1898 – Dysentery

1895 discovers X-Rays. Though it is an important discovery, it is only WW1 and the treatment of soldiers that propels it into the medical spotlight.

1901 Scientists discover that there are different blood groups- this leads to the first 100% successful blood transfusions.

1911 National Health Insurance introduced in Britain

1914-1918 World War One – development of skin grafts to treat victims of shelling

1928 Alexander Fleming – discovers Penicillin. The mould had grown on a petri dish that was accidentally left out. Fleming writes articles about the properties of Penicillin, but was unable to properly develop the mould into a drug.

1937-45 Florey, Chain work on producing penicillin as a drug. Their success will make the drug the second most finded project by the USA in WW2. They

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fund it to the tune of $800 million and every soldier landing on D-Day in 1944 has Penicillin as part of his medical kit.

1939 Emergency hospital scheme introduced – Funded and run by Government

1942 William Beveridge publishes the Beveridge Report. The report was the blueprint for the NHS

1946 National Health Service Act – provides for a free and comprehensive health service. Aneurin Bevan convinces 90% of the private doctors to enrol.

1948 First day of the NHS. Hospitals were nationalised, health centres were set up and doctors were more evenly distributed around the country. However, the popularity and costs of the NHS would rapidly spiral out of control. The £2 million put aside to pay for free spectacles over the first nine months of the NHS went in six weeks. The government had estimated that the NHS would cost £140 million a year by 1950. In fact, by 1950 the NHS was costing £358 million.

1953 Description of the structure of DNA

1961 Contraceptive pill introduced

1978 First test tube baby

1990s Increasing use of keyhole surgery, using endoscopes and ultrasound scanning, allowed minimally invasive surgery.

1994 National Organ Donor register created

.

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APPENDIX -D (MASTER PLAN OF MEDICAL INSTITUTES) A-KING EDWARD COLLEGE, LAHORE

CASE STUDY CONDUCTED IN SUCH A WAY TO UNDERSTAND INSTITUTIONAL SPACES, LOCATION OF DEPARTMENTS, CIRCULATION, ZONNING, TYPE OF MASTER PLANNING & RELATIONSHIP BETWEEN DEPARTMENTS

LOCATION OF DEPARTMENTS

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ZONNING

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AGHA KHAN UNIVERSITY KARACHI

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LUMS, LAHORE

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APPENDIX E DEPARTMENTAL BODY OF A MEDICAL COLLEGE The Departmental Body of L.M.C comprises of eminent units, who formulate the smooth functioning of college.

ADMINISTRATION OF MEDICAL COLLEGE

The Administration runs day-to-day affairs of college:

1. Principal

2. Vice Principal

3. Chief Administrative Officer

4. Administrative Officer

5. Accounts Officer

6 Store Officers

7. Transport Officer

8. Office Secretary

9. Office Superintendent

10. Transport Supervisor

ACADEMIC STAFF OF DEPARTMENTS OF MEDICAL COLLEGE

1. Chairman Principal of College

2. Secretary Vice. Principal of College

3. Members,

Basic Sciences:

Head of Anatomy Department

Head of Bio-Chemistry Department

Head of Physiology Department

Head of pathology Department

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Head of Community Medicine Department

Head of Pharmacology Department

Clinical:

Head of surgery Department

Head of Gynecology & Obst. Department

Head of Anesthesiology Department

Head of Dental Department

Head of Neurosurgery Department

Head of Facio- Maxillary Department

Head of Orthopedic Department

Head of Cardiology Department

Head of Ophthalmology Department

Head of Plastic Surgery Department

Head of Urology Department

Head of E.N.T Department

Head of Radiology Department

Head of Pediatric Surgery Department

Medical Superintendent of Teaching Hospital.

FACULTY MEMBERS (MEDICAL COLLEGE)

a) Basic Sciences:

Head of the Departments: 04

(Anatomy, Physiology, Bio-chemistry, Pathology, Community Medicine)

Assistant Professor: 01 (Physiology),

02 (Bio-chemistry)

01 (Pharmacology)

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Lecturer: 01 (Pak-std),

01 (Islam-std)

Demonstrators: 06 (Anatomy) J

06 (Physiology)

05 (Bio-Chemistry)

03 (Pharmacology)

03 (Pathology)

03 (Forensic Medicine)

Medical Technologist:

Anatomy J Physiology J

Bio- Chemistry J

Pharmacology J

Pathology,

Forensic Medicine (one for each Department)

Museum Technologist: 01 (Anatomy)

In charge Library: 01

Librarian: 02

CLINICAL:

Professor: 04

Associate Professor: 03

Assistant Professor: 21

Consultant in charge: 01(0 P D)

Senior Registrar: 04

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APPENDIX F

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