REGIONAL CENTRE FOR THE EMPOWERMENT OF BLIND- Undergraduate Architecture

Regional Center for the Empowerment of Blind.

RCEB

Sanam Rajeena CAT17AR094 S8B

Macro-Context Map

Uloor-AkkulamRoad

Site Location : Akkulam

Site Area : 12.26 acre

The Site is situated away frm the main road thus away from the commotion of the street. The Large area is within the visual field of the apartments around the area. The level difference of the site blocks access and view to the left end completely and makes it difficult to approach the lake borders.

Nearest Bus stop

Thaikattukonam Bus Stop - 550m

Nearest Railway Station

Kochuveli Railway Station - 0.5km

Nearest Airport

Thiruvananthapuram Airport - 8km

The proposed site is within a residential area. The site has a temple and a apartment complex that is under construction; at very close proximity. These acts as sources of sound. At the west end, the site overlooks the Ambedkar girls school. Since the school is on a lower level, it does not act as a prominent sound source.

Residential Commercial

Religious Access Road Akkulam Lake

Sound from the Construction Site of Confident Apartment

Sound from the adjacent Temple

Sound from the Ambedkar Girls Schools

Akkulam Lake

Context Map

Akkulam Park

Public Recreation Spaces Religious Institutions Educational Institutions

Karuvamoola Bhadrakali

Althara Devi Temple

Althara Sree Kovil

Up North Restaurant Con dent Da odil Apartments

School Of Good Shepherd

Dr Ambedkar Memorial Girls School

National Institute of Speech and Hearing Impaired

Sri Bhadra Bhagavathi Temple Karimanal Post O ce

CSI Church Uppachi

Thaikattukonam SNDP Bus stop

Althara Devi Temple

Althara Junction

Confident Daffodil Apartments

Dr Ambedkar Memorial Girls School

Micro Context Map

Occupancy: Group B/educational ii) Higher educational institutions

One Parking for every 125sq.m of build up area in higher education institutions. 25% of that area is used for 2 wheelers.

The circulation within the site is smooth at the flat areas at the beginning of the site. Towards the south the trail is distraputed due to the deep slope and outgrown vegetation.

Views

Topography Accessibility

Rocky Terrain Accesible Area

Lake Edge

Inaccesible Area

Most Buildable Buildable

Least Builable

Vegetation Cover

The site has very less vegetation density. The trees present do not provide much canopy, hence giving an openess to the entire site. Most of the vegetation density is cluster that the dip within the site making it inaccessable. These portion hav small trees and shrubs that cover most of the ground cover.

Height of Vegetation Cover

Maximum temperature30.6 deg. Celsius in july to 33.6 deg. Celsius in march.

Average temperature: 32.0 deg. Celsius.

Average HumidityMaximum humidity at June with more than 80%

Precipitation2.2mm in february to 138.0mm in october. Annual rainfall: 786.4mm per year.

Canopy

Since the vegetation at the south and west are short trees that are not fully grown accompanied by shrubs, it doesnot provide much canopy. The coconut trees have a slender body and fail to provide shade too.

Sensory Aspects

Prolonged

Smell

The rush of local wind from the lake rises towards the low pressure flat land of the site. The wind passes through the dense overgrown vegetation and hence causes a significant sound of rusting of the leaves.

Global Shadow Mapping

Maximum sun hours are expericed during the month of march and the minimum sun hours during the month of June. Since the proposed site has very less canopy, there is direct sunlight affect most of the site.

Shadow Density

Shadow Prone Area for Prolonged Period

Shadow Prone Area for Short Period

No impact of Shadow

Wind Direction

Local Wind

Prevailing Wind

Sound of the rusling leaves as the wind from the lake approches the high land. This is a prominent pleasant sound within the site.

Prevailing wind condition is from West. Wind speed varies from 2.8kmph in november to 8.8kmph in july. Presence of akkulam lake in close proximity also affects the wind speed and direction, causing the local wind to flow from south-west. Presence of high rise buildiings in close proximity also affect the wind flow.

Wind Rose Diagram of Trivandrum

Edge condition and Sensory Aspects

Asocial and quiet

Asocial and loud

Social but quiet

Social and loud

Experiencial Zones within the Site

Site Plan

Scale - 1:750

Local Wind

Prevailing Wind

Identified

The Site is situated at a high point. In case of a flood the lowest portions have a chances of being affected.

Ground cover of site

Thiruvananthapuram has three types of land gradient. The proposed site has faily rich brown loam of laterite soil. The ground cover of the site is most plain with less vegeatation cover. The plain areas have hard rock laterite that is currently used as playground by locals.

1. This wide portion is the flat land with no canopy giving a feeling of vast openess. As its near the entrance of the site, it includes the social impacts from the surroundings. This is the most accesible space with the site. However this space is visible from spaces around the site.

2. The entrance area of the site is the most active space within the site. This potion is next to the road and surrounded by human activity at very close proximity, inviting features like man mande sounds and social impact. The most shadow impact falls within this zone giving it the advantage of shade in

3. A rocky terrain overlooking the outgrown vegetation, acting as a transitional space from the open space to the enclosure. It is a good viewing spot for the lake and attractions below. The noise from the construction acts as a boon to the experice of the space.

4. An inaccesible portion of the site which transtion into a complete different ecosystem with thick vegetation complimented by steep slope. It decends to lake edge overlooking the road, lake and neighbourhood below.

Flood Prone Area Map of Trivandrum

Necessary

Department of Business Studies

Bachelor of Business Studies

Teacher to student ratio - 1: 8

Theory 22

Arithmethic 2

Literature - 1

Master of Business Studies

Teacher to student ratio - 1: 8

Theory 22

Arithmethic 1

Computer 2

Collaborative Approach

Learning that involves group of learners working together to solve a problem or complete a task. Completing shared tasks in a pair or group, e.g. matching, sorting, ranking.Activities or games with a competitive element, e.g. bingo,Drama and role play,Information exchange activities,games and jigsaw activities.

Department of English Literature

Bachelor of English

Teacher to student ratio- 1:8

Theory subjects - 8

Literature subjects - 18

Computer subjects - 2

Master of English

Teachers to student ratio - 1:8

Theory subjects - 6

Literature subjects 9

Integrative Appproch

An approach anchored on real life situations that includes learner’s interests and needs. Discussions with peer groups, Situational and experience learning, Learning by Doing methodology (LBD),role plays and interactive activities.

The classroom house only 10 students with a teacher. The arrangement encourages discussions and collaborations in learning. The classrooms are also equipped with projectors and speakers to promote different modes of learning.

Department of Computer Application

Diploma in Computer Application

Teacher to Student ratio- 1:7

Theory - 5

Computer 11

Certification in Computer Application

Teacher to student ratio - 1:5

Theory - 4 Computer 13

Assistive Technology

Assistive technology is any item, piece of equipment, or product , modified, or customized, that is used to maintain, or improve functional capabilities of individuals with disabilities. It also supports a student's participation in learning experiences in the least restrictive environment.Some examples are Braille keyboards

Department of Arts and Crafts

Multi skill training

Fieldwork education is any practical work,teaching, study or research activity required by post-secondary education providers as an an integral part of a course. It allows students to be involved in new environments, key to encouraging curiosity about a given subject. It is also valuable as an exercise in broadening a student's understanding of the world and their place in it world and their place in it.

Computer lab

Classroom

Record Room

Braille Printing room

Seminar Hall

Staff room

HOD room

Office

Workshop - Pottery, Basket weaving, Sculpture Work Experience Lab Candle making, Soap Making, Book Binding, Packaging Massage Training Lab Relax Massage training, Basic Massage

Most of the sublects require computer systems and would take place in the computer lab equipped with assitive systems for the blind. The classroom are used for lectures, hence the students face the teacher but still promotes buddy system learning. The desk should accomodate braille note takers.

Department of Special Education and Braille

Diploma of Education in Special Education

Teacher to Student ratio - 1:10

Theory - 20

Literature - 5

Computer Education - 5

Physical Education - 5

Psychology - 1

Bachelor of Education in Special Education

Teacher to student ratio - 1:10

Theory - 8

Literature - 2

Computer Education - 2

Psychology - 16

Master of Education in Special Education

Teacher to student ratio - 1:10

Theory - 2

Psychology - 12

Research in Special Education

Teacher to student ratio - 1:10

Theory

Bachelors in Mobility Science

Teacher to student ratio - 1:5

Theory - 1

Psychology - 2

Physical Education - 5

Certification in Braille

Teacher to Student ratio - 1:3

Theory - 2

Collaborative Approach

The collaborative approch helps to provide a support at the learning. Learning that involves group of learners working together to solve a problem or complete a task.Completing shared tasks in a pair or group, e.g. matching, sorting, ranking.Activities or games with a competitive element, e.g. bingo,Drama and role play,Information exchange activities,games and jigsaw activities.

Classroom

Classroom

Seminar Hall

Psychology lab

Computer lab

Open Ground with store

Record Room

Staff room

HOD room

Office

The tables arrangements encourage collaborative learning environments. Adequate space is left all sides for the movement and teacher to supervise.

Since the class house 20 students, the arrangement is to favour collaboration and buddy approach. The small podium is for the teacher to give common lectures in a visible range.

Staff Rooms

Section CC’

Section DD’

Inclusive Education

Inclusive Education is a new approach towards educating the children with disability and learning difficulties with that of normal ones within the same roof. Some of the benefits of inclusion for children with (or without) disabilities are friendship skills, peer models, problem solving skills, positive self-image, and respect for others. This can trickle down to their families as well, teaching parents and families to be more accepting of differences.

Buddy system learning

A buddy system pairs students in your class and asks them to support one another with specific tasks or skills. A child with a cochlear implant may benefit from a buddy that helps signal transitions, repeats teachers' directions, or facilitates the child's participation in noisy environments, like the playground. The use of a buddy system may accelerate the productivity of new students and enhance work satisfaction.

Department of Business studies

Department of English Literature

Department of Computer Application

Department of Special education and Braille

Inter-departmental Spaces

Braille Printing Room

A Braille Printing room have a computer system that is accesible to the visually impaired and a braille printing machine. To make it accesible, a general printing system is also included with a staff to assist.

Braille Braille Printing Room

Open Ground

The ground can be used for the O&M training and general physical training. A storage unit adjacent to the ground would be necessary to hold the assitive equipments.

Seminar Hall

The Seminar hall would be used for general lecture hours and talk shows. These halls should have a comfortable path and a seating that helps the visually impaired to hold their notetakers.

Councellor’s Office

The councellor’s office should have a comfortable private space for the students to feel comfortable. The councellors should be able to help the visually impaired with their needs.

Computer Lab

The computer lab is not used all the time, to increase the efficiency of the space it is shared between departments.

Printing Room Computer Lab (capacity 20) Councellor’s Office

Proximity of Spaces

Computer Lab Staff room HOD room Office and Record room

Classroom

Massage training room Braille Printing Room Seminar Hall (capacity 60)

Classroom Staff room HOD room Office and Record room Computer Lab (capacity 25)

Work experience lab Locker room Staff room HOD room Office and Record room

The measure of the connect lines portray the proximity between the spaces

Printing Room Councellor’s Office Open Ground

Workshop Massage training room

Classroom Audio Visual Theatre Staff room HOD room Office and Record room Classroom Psychology lab Staff room HOD room Office and Record room

Key words

Soundscape, Navigation and Wayfinding, Visually impaired, Build environment, Sound makers, Echolocation, Spatial orientation, Aural space.

Research Questions

1. How can the combination of sound and silence helping to form an identity of each space?

2. How can sound help in the navigation of spaces for the visually impaired?

3. What features of sound helps in place making and zoning of an institution?

Research Paper

Wang, Keda. The aesthetic principles of soundscape in architectural design and built environment. Diss. Texas A&M University, 2004. Link - https://core.ac.uk/download/pdf/4268456.pdf

Rychtarikova, Monika, Jasmien Herssens, and Ann Heylighen. "Towards more inclusive approaches in soundscape research: The soundscape of blind people." Inter-noise and noise-con congress and conference proceedings. 2012.

Link : https://lirias.kuleuven.be/1570402?limo=0

Papadopoulos, Konstantinos, Kimon Papadimitriou, and Athanasios Koutsoklenis. "The Role of Auditory Cues in the Spatial Knowledge of Blind Individuals." International journal of special education 27.2 (2012): 169-180.

Link : https://eric.ed.gov/?id=EJ982871

Sound Markers

Mindmap of contents from the Research Paper

Usage of sound

Spatial Orientation

Pitch Change Determination

Verbal Memory

Speech determinationn Echolocation

Perception of sound

Outdoor

- Weather

- Wind

- Rain and Thunder

- Natural factors

Echolocation

- Built form

- Obstacles

- Material

- Distance

Interior

- Moving objects

- Indicator sounds

- Human voice and conversation

Key Points

Visually Impaired Users

Foreground Sounds Background Sounds

Cognitive Map

- Spatial Features

- Self to object spatial relation

- Object to object spatial relation

Soundscape

Classification of Sound

- Natural Sound

- Human Sound

- Society and Urban Sound

- Mechanical Sound

- Silence of Quiet Sounds

Three dimensional Acoustic Environment

Point

- Water Mirror

- Fountain and Reflecting pool

- Clock tower

- Sonic Sculpture

Line

- Pebble path

- Vertical line

- Edge

- Moving sound objects

- Extension of space

- Alameda

- Tunnels and caves

- Sonic sculpture squence

- Sun catchers

Plane

- Waterfall

- Aquarium

- Noise wall

- Barrier Wall

Space

- Sonic playground

- Echowall

- Le cylindre sonore

- The Acoustical environment is the combination of all the acoustical resources of a given area i.e., a natural sound and human caused sound as modified by the environment.

- A sound marker is a focus point from where the sound is transmitted and calls for attention. Instead of the usual visual identity, they serve a sonic identity to a space.

- Besides air, the medium of transmission of sound can also be water, solid, or a combination of all, involving a conversion to vibration and back to the sound.

- Human echolocation is the ability of humans to detect objects in their environment by sensing echoes from those objects, by actively creating sounds: for example, by tapping their canes, lightly stomping their foot, snapping their fingers, or making clicking noises with their mouths.

- The soundscape created by the mix of Biophony, Geophony and Anthrophony is termed as Cocophony.

Translation to Design

Directivity/Distance of sound

Background and Foreground sound

Soundscape Map

Soundscape Perspective

Soundscape Score

Organisation of Space

- Busy and Quiet space

- Negative silence and Positive silence

- Soundscape and Spatial relationships

Site Zoning blocks with specific sonic character

Background sound

Soundmarkers Focus of a Space

Foreground sound Relation between Silence and Soundscape

Organisation of Space

Design

Spatial Orientation for Visually Impaired

Cognitive Map

Exsisting sound in site

Rustling of leaves

Noise from construction

Temble Bells

Commotion from road

Sound from school

Classification of sound and perception

Source: van den Bosch, Kirsten A., et al. "The role of sound in residential facilities for people with profound intellectual and multiple disabilities." Journal of Policy and Practice in Intellectual Disabilities

13.1 (2016): 61-68.

Sound charaacter for different campus spaces

Spaces Eventful Plesant Uneventful Unplesant

Academic Spaces

Dormitory

Library

Cafeteria

Public Spaces and Ground

Office Spaces

Sound Marker

Corridors eaves overlooking outdoors

The sound scape of narrow spaces have a distinct character that is easily distinguishable. The effect of sound has a better effect when it is raining.

Large Spaces with wide domed ceilings

The incident sound is mixed with various reverberations due to the reflection and diffraction of sounds. It creates a feeling of sublimity and awe-inspiration which suits the purpose of this imperial palace very well.

Sound proofing Classroom

Common Corridoor

Sonic focal points

The sound marker here helps to create a specific characterist sound of subtle water flow throught out the space. It is not a dominant foreground sound, thus helps to accomodate other activities around the area.

Outdoor corridors

The soundscape of the parallel trees along an alameda is like a piece of military march, especially where there is wind blowing through the trees.

Positive silence

The classroom environment is meant to be relatively quite than the other spaces. This transition of soundscape from the busy to silence can help them identify their entrance to the space. To establish this silence, sound proofing materials can be used on the walls of the classrooms.

Bird feed as sound marker

A bird feed can be set up to attract birds that inturn contribute to a plesant soundscape. This would be a background sound that will help the blind identify the space and also allow other activities without much distrubance.

Transition spaces

Open transition spaces in between the build space can have a distinct sonic character. These spaces can easily contribute to negative silence, should should be designed at lively areas to ensure a safe environment for students.

Types of Users

Proximity Diagram showing connection from the Academic spaces

The major spaces with most usage time is positioned at the center of the site with accesible land.

The vehicular path along the road network outside the site for better accessibility and to maintain the same urban sound character.

Zoning of spaces

Segregating the spaces for spaces that promote interaction and noice in the uneventful spaces and introverted spaces with pleasant soundscape and view

Twisting the blocks to face them towards the major view of the site, hence providing view frm most portions of the build form.

Open courtyards

Build form

Possible expansion for additional spaces

Courtyard based Zonal planning system

The build spaces are all overlooking a open space. The relation between the build and void bring a balance in the planning. The circulatin within the spaces are in a linear form to make wayfinding easier for the visually impaired.

Form evolution of academic block

Form development of academic block with distinct departments.

Build form within the site

Arranging the spaces for visually impaired of the ground and general on top floor

Introducing a void at the centre to form a courtyard structure.

Cut the entire structure into two down the middle.

Spliting the sections into two sections to accomdate the circulation between departments and the connectivity to library and canteen.

Faculty Residence

Girls Hostel

Boys Hostel

Canteen

Auditorium

Academic Block

Bringing the form into the site and arranging the blocks as per the contours.

Library

Admin Block

To accomodate the wind into the structure for the maximum the higher parts of the form is kept at the rare end of the wind direction.

Internal Circulation of academic block

The coridoors of the academic block overlook the common courtyard, hence having a distinguishable character.

Transition spaces between build forms. To avoid the chances of negative silence, these spaces are placed connecting widely used plaza spaces. Since the block are twisted, an oblique pathway from the main entrance provides a frontal approach. A new comer to the location will first encounter the three spaces of use to them.

Straight pathways are easily accessible for the visually impaired and helps to creative a cognitive map.

Department of Business Studies

Department of Computer Application

Soundmarkers are places in the public use spaces. A fountain as the marker of the campus at the entry, to give the experience equally to the blind. A bird feed at the second plaza overlooking the green space and lake.

Department of Special Education and Braille

Department of Arts and Craft

Department of English Literature

Position of department

Distribution of spaces

The department is a ‘C’ shaped complex overlooking the courtyard. The hod room and office is positioned near the entrance for better

Shared Spaces and circulation

The ‘L’ shaped department is a horizontal stretch with direct entry from the plaza into the coridoor. The corridoor ends at the theatre and screening room specific to the english department.

The ‘L’ shaped department overlooks the next cortyard. It is a small department and has computer labs specific to the department.

The students of this department is enganged in fieldwork, hence they are provided with a locker room for their belongings, specific to the department.

Since this is the only department with general category students, it is completely on the second floor, with lifts for easy vertical circulation. The department overlooks the courtyard that has the ground for the mobility science subject.

Computer labs

These are small rooms, hence club together and placed at each court. The second court also has a ground for mobility science and hence has a store room for play supplies.

Toilets

A set to toilets , male and female, with a janitor’s closet at each courtyard space.

Ground

Open paly ground for mobility science subject in the department of special education and braille.

Circulation corridor Faculty spaces Classroom spaces Shared spaces Entry points

accesibility.

Two computer labs shared between four departments, placed at intersections for easy access.

Seminar hall at the intersection of three departments for their easy access. And the next within the same circulation corridoor.

Seminar Hall

Councelor’s room and Braille printing room

Adminstrative block

Circulation corridor

Vertical circulation

Office spaces

Principal’s Office

Auditorium block

Conference room

Maintenance and Security

Toilets and pantry

The structure is placed in front of the academic block. The principal’s office and board room opens to the viewing platform, overlooking the main entryway and plaza.

Cafeteria

Prefunctional Area

Auditorium Space Backstage

Toilets

Dressing room

The sloping roof structure is to support the frame structure of the large auditorium, and to also provide better viewing space for the academic block behind.

Kitchen Seating space

Pre functional Area

Vertical Circulation

Toilets

Serving Space

There is two serving area provided on both floors with help of a dumbwaiter. The second floor also accomodate a open seating space.

Boys Hostel

The hostel overlooks the central plaza shared by housing facilities. The have their private garden and play ground. The ground floor is cut is half to accomodate the structure without distrubing the site contours.

Girls Hostel

The girls hostel has a similar structure but to acoomodate more rooms, it has a ‘C’ structure. The have their private garden and play ground. The ground floor is cut is half to accomodate the structure without distrubing the site contours.

Residence Zone

To ensure privacy between the residency blocks the rooms are arranged to face away from eachother. The rooms face the courtyard inside, akkulam lake or the road behind. The faculty residences are placed slightly rotated to limit their view to the hostel spaces. The hotels have their corridors facing eachother and are placed on two different levels.

To ensure that light and ventilation within the closed cooridoors a porous wall is provided within. This ensures that there is o direct view within the spaces.

Faculty Residence

Snack Shop Play Ground

The plaza space adjacent the library has the most view and is likely to attract students during all hours. The snack shop is situated right next to it for students to spend time. This space can also be used by the library users.

Seating Space

A seating space is designed for the spectators at the play ground. This also acts an sound proofing and blocks the direct view from the road.

Vertical Circulation

Library checkout and office

Reading room

Stack room

Outside courtyard Toilets

The library is a sunken structure, with a deck top viewing facility for viewing and for students to work. The interior of the library reading space is double height to create a soundscape that stands out.

Vertical Circulation

Single bedroom Flat

Single bedroom Flat

Principals Quaters

Faculty quaters flats are stacked together with the circulation shaft running inbetween. This last block includes the principal quaters and guest rooms. There will be three blocks all together overlooking the lake.

Sound blocking

The roads near the play ground is likely to be noicy, hence to avoid the commotion they are bordered with a line of coniferous trees to block the sound.

The plaza between the hostel spaces are elevated to three seperate levels, and overlooking the major views of the site. The visual character of the space is rather strong.

Weak Acoustic Identity

Strong Visual Identity

Weak Visual Identity

The canteen space is designed overooking the road and playground with ample viewing spaces, enhancing the experience. The soundscape of the space os minimal as the activity within the space is likely to general smell and noise constantly bringing its own identity.

The green pocket space between the academic blocks and auditorium has very little scope for visual experience. But the strong sound character enhances the space. To acoid the negative silence within this area, it is designed as a major pathway connect the academic, canteen, auditorium and play ground.

The central cortyard has a strong visual identity due to the green pockets created inbetween them. This space is one of the most used spaces and hence the soundscape should not have a startling effect. The large enclosed area contributes effectively.

Soundscape Map

“Soundscape Map”, is developed from Michael Southworth’s drawing of sound event map, which appears in Schafer’s book, the tuning of the world. It could effectively demonstrate the sonic identities that mixed with visual identities to form a whole aesthetic experience for visitors.

Ref: Wang, K. (2004). The aesthetic principles of soundscape in architectural design and built environment (Doctoral dissertation, Texas A&M University).

The entryway is designed with a fountain as its focal point, as a welcoming gesture at the arrival.

The sunken library has a distinct sound character due to its position and double height large spaces. The sounds are likely to create echos within the space, reminding the students to maintain silence and thus creating an identity.

Section AA’

Section BB’

Courtyard within the academic block. An interaction space between the Business and English departments. The corridors overlook this spaces and is expected to active at all times.

Business Studies Collaborative Classroom

The classroom overlooks outdoor plaza and library area. The large windows invite the light and wind into the classroom.

Special Education and Braille Lecture rooms

The Classroom is designed for the general students and hence the row of seats doesnot cause a problem. The large windows bring in light and help in cross ventilation.

Computer Lab

The arrangement is to favor the visually impaired. The lab will be artificially ventilated for the equipments, the windows help in lighting the space.

Section CC’

Front Elevation

Section DD’

Front Elevation

The plaza opens to accomodate the crowd on occasions. The drop off is positioned infront of the entryway. The parking is on the right adjacent wall.

Section EE’

Front Elevation

Frontage of Cafeteria

The Canteen is placed across the road to avoid the commotion of the space to interfere the quite classroom spaces. A crossing facility is provided at the entrance.

The arrangement is to comfortably accomodate the crowd within. The porous structure will bring in light and ventilation.

Interior view of Cafeteria

Section FF’

Front Elevation

Interior of Library

The stack room opens to the double height reading room, both overlooking the large open windows framing the akkulam lake.

Street Lights Bollards

Electrical Lines

Fire Safety

Water Supply

Water Supply and Fire Safety

Rain water harvesting and Irrigation lines

StairWell

Rain Water Harvesting Irrigation Lines

Drainage Ducts

Fire Charged Ducts

Electrical Duct

The ducts for the block with 2 or more floors are provided with electrical and fire duct along the spine

Sewage and STP

Soil Pipe Waste water pipe Inspection Chamber (60x60) Man hole (90x90)

of the stairwell.