Showing 8 results for School
, , ,
Volume 5, Issue 19 (4-2017)
Abstract
Behavioral bases that individual units of the environment in their everyday life experiences، will be involved with them and appropriate to the situation will change behavior. In this context, the educational environment as a great behavioral setting, has areas of performance in a behavioral setting, each of which is also open to different behaviors. This research by analyzing the behavior settings in Tahzib art school and check the factors affecting on power of the behavior setting in an art school On one hand discussed ongoing pattern of behavior settings And the other examines specifications of behavior settings, Research approach is qualitative, and is descriptive analysis, that will be done in the first chapter as content analysis and In person part will be done as Case studies. Finally the observed behaviors of the students in schools and behavior patterns offers the solution in each of the domains to strengthen each of the behavior settings. And this results obtained that for example in art school workshops and classes with creating flexible furniture, the perfect size of class, Natural light, using natural elements, Allocate a portion of the class to private space and It can be effective in strengthening the behavior settings. The need to study is checking the characteristics of each behavior settings and creating strategies for each behavior setting.
In another case create various corridors and dynamic that using symbols and elements, works of students cause creating variations place for social exchange and leads corridors behavior setting empowerment.
Another important behavior setting in art school is yard space that for power of this behavior setting can design zigzag ways, embedded equipment for interactive games. Use of green space for sitting, create privacy in girls school and diversified flooring with geometric shapes. That this factors leads yard space behavior setting power.
As a result with creating responsive space for activities in behavior setting can added power behavior settings.
, ,
Volume 5, Issue 20 (8-2017)
Abstract
By understanding how the built environment and social relations between individuals, architects and designers in order to assist the appropriate design of such spaces. With that in mind, this research was to explore the mechanism of how the elements of the physical environment on the amount and type of social interaction are Technical School. In fact, in this study the impact of physical factors such as the effects of colors, light, dimension of class and style arrangement of benches, green space, form, space, covering teachers, facilities, space, school, classroom, library and gardens and other spatial factors as the type and the socialization of students is examined. The sample study Sadelgi School in the city of Hamedan province has been Kabudrahang
, ,
Volume 6, Issue 21 (12-2017)
Abstract
The proximity educational settings in relation to other land uses, the number of students and the accessibility of the issues that are of interest to urban planners. The aim of this study is to determine the best location for high schools in Shiraz using GIS and AHP is combined with the index overlay model. The research method is descriptive - analytical and practical by nature. In this study, the criteria for locating schools of Shiraz (radius coverage, population density, proximity to a network of streets, neighborhoods incompatible) with each of them was identified and related information. By calculating the coefficient of importance criteria and sub criteria in the AHP, coverage radius by a factor 0/3828 greatest weight and importance of the road network with the weight factor 0/0882 least a high school education centers have an impact on location. Each of them according to the following criteria using the desired weight was Reclassify. Every five first-level criteria, based on the weight of your sub Index Overlay model has been incorporated and the final map Shiraz high schools in order of preference according to their weight and were determined.
Maryam Farhadian, Sina Razaghi Asl, Kaveh Shokohi Dehkordi,
Volume 8, Issue 31 (5-2020)
Abstract
Green schools are a new type of school, in which the use of renewable energy is less than that of conventional schools. In this regard, nowadays, adding green layers to the roof of schools, in addition to increasing the Students' communication with nature, energy saving has improved in these spaces. However, to improve energy saving yield, the priority of these types of roofs in different climates must be identified by scientific investigations. So, the present research has studied two- extensive and modular hydroponic green roofs as common types of green roofs in green schools. For archiving to aims of this research, it has made use of the two methods of numerical computation and simulation method with the help of Energy Plus software8 as a credible software in the field of energy analysis in the buildings. The steps of this investigation have been as follows: In the first step, the heat resistance of two modular and extensive hydroponic green roof have been extracted by numerical calculations. And In the second step, two green roofs have been simulated for a green school in Shahrekord as one of the oldest cities in Iran. In the following, the results of thermal resistance of the two samples of hydroponic green roofs which are resulted from numerical calculations and also the indoor temperature which is extracted from the simulated schools in the coldest and hottest months of the year have been compared separately in each step. Generally, results of extracted from findings have shown that. the extensive Hydroponic green roof has better thermal resistance in comparison with modular hydroponic green roofs, and also simulations by energy plus software have represented that, the temperature of the space under extensive Hydroponic green roof is closer to the comfort conditions in the cold seasons.
Ladan Tajodini, Ahmad Mirzakochak Khoshnevis, Mohammad Iranmanesh,
Volume 9, Issue 34 (1-2021)
Abstract
Introduction: There is a hidden hierarchy connecting the physical, psychological, and behavioral environments. This hierarchy arises from the complete satisfaction of human needs, and the evolution of this hierarchy further guarantees the mental health of the individuals and society. This concept's importance lies in the fact that spaces with suitable and optimal conditions for the physical, mental, and emotional growth of children improve the physical and mental growth of the students. Primary schools are among the most important places where children are influenced and prepared to enter society and more complicated environments. This study is an interventional study. Students' mental health is measured before coloring using the standard SDQ questionnaire (which is designed for assessing the students' strengths and weaknesses; the parents form consists of 25 questions, and it has high validity and reliability). Goodman devised this questionnaire for respondents between the ages of 3 and 16 years. It comprises five subscales, namely emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems, and prosaically behavior.
Methods: The classrooms are classified into the following five color classes in an entirely similar fashion: blue, yellow, green, pink, and white. At the end of the academic year, i.e., about six months later, the mental health of the first and second-grade students in Mehr and Marefat primary schools (boys and girls schools) in Kerman was measured using the same SDQ questionnaire. The comparison of the posttest and pretest responses provided the following results.
Results: The colors were ranked about their impacts on the students' mental health using the TOPSIS technique. Based on the resulting Ci values, the following conclusions are drawn: colors blue, green, pink, yellow, and white have the highest impact in the order mentioned on the mental health of the students in Mehr and Marefat primary schools in Kerman. In other words, blue has the highest impact while white has the lowest impact on students' mental health. The colors were then ranked concerning their impact on the female students' mental health using TOPSIS technique. The following conclusions are also reached based on the resulting Ci values: colors green, blue, pink, yellow, and white have the highest impact on the mental health of the students in the Marefat primary school (girls) in Kerman in the order mentioned. In other words, green has the highest impact while white has the lowest impact on girls' mental health. Finally, the colors were ranked concerning their impact on the mental health of the male. Students using TOPSIS technique and the following conclusions are drawn based on the resulting Ci values: colors blue, green, pink, white, and yellow have the highest impact on the mental health of the students in the Mehr primary school (boys) in Kerman in the order mentioned. In other words, blue has the highest impact while yellow has the lowest impact on the boys' mental health.
Conclusion: Students' mental health was examined for dimensions (emotional symptoms, behavioral problems, hyperactivity symptoms, peer problems, and desirable social behaviors), and different results were obtained.
Hosein Moradi Nasab, Hamed Sheikh Taheri,
Volume 11, Issue 39 (4-2022)
Abstract
In Islamic thought, there is a necessary connection between art and wisdom. This wisdom is based on knowledge that has an equal and spiritual nature. Therefore, for the Islamic architect and Islamic art in general, the most important issue is monotheism and unity. But the divine attributes have appeared in the world as in the field of Islamic art has followed that art of turmoil because Iran throughout the history of Islam has always been one of the centers of Islamic art and Iranian architecture, including the richest fields of manifestation and the Safavid period. It is a time of revenge for Iranian wisdom, identity and man with lasting concepts in the Islamic period. The religious buildings of this period were the most important manifestation of Shiite art in the Safavid era; Because schools, as the most important ideological centers of the Safavid era; have three basic elements: religion, tendencies and beliefs of the masses and their authorities and leaders, which have been formed together with Majid in such a way that through code, with stunning light, manifest the divine names and attributes, so the purpose of shin research is the place of wisdom in the body of Iranian architecture using the combination of the symbolic beauty of “glorious purification in the Safavid period. Chaharbagh School Mosque is selected as a case study. The type of research is qualitative and fundamental and relies on descriptive-analytical method that date collection has been done through documentary and work studies and also in the analysis section of the article according to the more foundation of research based on the system of wisdom it is Islamic. The combined method is used, which consists of qualitative content analysis and stables reasoning argument in the field of beauty.The results of the research show that in all the physical organs of the architecture of Chaharbagh School Mosque, its modes and bodies, as well as the collective dormitory between Jamal Tashbihi and Jalal Tanzieh, light and geometry are semantic complements in the field of metaphorical beauty. Shows the unity in plurality with the components of transparency and torality, the color of the fluidity of continuity and complexity, and shows the sphere of glorious Tanvini with its static elegance, symmetry, simplicity and empty space.
Sahebeh Izadpanah, Hamid Majedi, Hosein Zabihi,
Volume 11, Issue 41 (12-2022)
Abstract
Background and Objectives: The aim of this research was to introduce architectural factors, influencing students' perception of school climate, having a great effect on students' achievement academically, mentally and physically, one of the problems of high school students is their unwillingness for learning and passes their times at educational setting. School connectedness has an effect on students' mental health and decrease of absenteeism and anxiety, also can improve students' collaboration for class activities.
Methods: The method of research was both qualitative and quantitative via SPSS and AMOS soft wares. The SEM technique used to determine the possible correlation between physical environment and school climate, the minimum sample of 104 determined by G.power software. In this study, 180 accessible samples of volunteer girl students from three high- schools in Gorgan city were used. Scales which used named "The six factor school building checklist" "with factors namely, context, massing, social space, interface, way finding and comfort and what's happening in this school? From the students' perspective" for assessing school climate. Test of normality, multiple regression and Pearson correlation used to determine normality and the effects of factors and their variables.
Findings: According to R=0.82, there was a strong correlation between physical environment and school climate from the Students' perception and via considering R Square (R2=0.68), 68percent of school climate determined by physical environment as independent variable. From the structure equation modeling, reported that physical environment had a direct total effect of 0.93 on school climate, which showing that the six factor checklist scale is appropriate to determine school climate, and the school connectedness with the regression weight of 0.86 reported as the most influential factor to determine school climate. Regarding to attained results, five factors respectively, social space (Beta weight=0.36), interface (Beta weight=0.22), massing (Beta weight=0.18), way finding (Beta weight=0.15) and comfort (Beta weight=0.10) significantly affected students' perception of school climate but the context factor had a slight effect on students' perception of school climate and it was not statically meaningful.
Conclusion: From the results, concluded that the first factor for improving school climate is school connectedness enhancement and the first factor for improving physical environment is considering social spaces in educational setting. Providing small group spaces related to classroom setting, students' access to teachers' office for better interaction out of class times and teachers' support, providing spatial experience for students from the main entrance to the classroom, variation in mass of building and clarity of function in designing building mass are some of the variables that can enhance students' perception of school climate and school connectedness. Building scale in relation to site scale had a slight effect on school climate from the students' perception and can be ignored. Comfort factor and its variables such as individual control of heat and controlling classroom noise level were not at the first priority but should be applied before planning and designing. School building mass design and its placing with suitable distance from the main streets is one of the noise level control method for educational setting
Fari Naz Katiraei, Sina Razaghi Asl, Bahram Salehsedghpor,
Volume 12, Issue 43 (9-2023)
Abstract
Introduction: Considering the importance of stress management, which is a pivotal component of emotional intelligence (EQ), the present century has underscored the profound impact it holds on the well-being and psychological health of children. Children, being the most vulnerable demographic in society, necessitate exposure to social interactions during their formative years, a period critical for their mental, physical, and social development. This underscores the need for an environment conducive to children's expression of novel thoughts and abilities. With a substantial portion of their formative years spent at educational institutions, the undeniable influence of environmental factors on their stress levels becomes evident. Consequently, this study aims to identify the most potent environmental determinants that enhance emotional intelligence and stress management skills in children, thereby mitigating stress and enhancing their comfort levels within elementary schools.
Methodology: The methodology employed in this research encompasses a Delphi survey. Following a thorough review of literature and documentary sources, a researcher-designed questionnaire was formulated. This questionnaire delves into the environmental elements impacting the emotional intelligence and stress management of children attending elementary schools. The target population comprises experts and faculty members specializing in architecture and psychology within universities across Iran. Employing the snowball sampling technique, participants were selected, resulting in a sample size of 24 experts after reaching theoretical saturation. Subsequently, utilizing open and axial coding techniques and establishing a goal-content table, a researcher-developed 52-item questionnaire was completed by the experts. Finally, the outcomes were extrapolated through Q-factor analysis, exploring the interplay between the identified components and research variables.
Results: The article presents data analysis encompassing descriptive and inferential statistics. The initial focus is on descriptive findings, including characteristics such as age, gender, field of study, and educational level of the respondents. In the section pertaining to inferential findings, the data collected underwent analysis using the Q factor analysis method facilitated by SPSS software. In pursuit of attaining the intended factor arrangement through varimax factor rotation, the loadings of factors with a more uniform distribution were extracted and regarded as the principal components. Outcomes derived from the Delphi technique identify six core components influencing children's emotional intelligence and stress management: a child-centered environment, a secure and safe environment, a flexible environment, an attractive and exciting environment, a predictable and legible environment, and a sensory-stimulating environment.
Conclusion: The findings illuminate that, as perceived by experts, a child-centered environment, a secure and safe environment, a flexible environment, an attractive and exciting environment, a predictable and legible environment, and a sensory-stimulating environment collectively contribute to enhancing children's emotional intelligence and stress management capabilities. These mechanisms encompass resilience, a sense of security, adaptability, attractiveness, predictability, and sensory stimulation, respectively. Taking these factors into consideration, it is possible to create an educational environment in which children can address their emotional and social needs and unleash their inherent capacity for growth.