rasa moradi

Proper spatial design enhances students’ interactions and facilitates learning. The arrangement of classrooms plays a crucial role in organizing educational spaces and impacts social engagement. Classroom positioning, spatial connections, access to shared facilities, and the design of open areas between classrooms contribute to increased social interactions and support for group activities. In modern education, learning extends beyond the confines of a traditional classroom, and attention to environmental characteristics can significantly influence students' learning experiences. Thus, adapting school structures to evolve and align with educational needs is essential. This study analyzes different classroom layouts and their effects on the sociability of the spaces between them. The research method is descriptive-analytical, employing quantitative techniques such as space syntax and multi-criteria taxonomy ranking to evaluate the social accessibility of these connecting spaces. Data was gathered from library sources, and school floor plans were initially analyzed using Depthmap software. The resulting data was then combined using numerical taxonomy, and spatial mapping was conducted in ArcGIS to illustrate the level of social accessibility within the connecting spaces between classrooms. The results revealed that various classroom layouts have distinct effects on the sociability of access spaces. Square layouts, with high integration, exhibit the highest level of social accessibility but offer limited functional diversity. In contrast, scattered and H-shaped layouts, characterized by wider corridors, provide more dynamic and diverse spaces that foster greater interaction. Additionally, Classroom layouts can be tailored to the needs of different age groups. For instance, square layouts, with high sociability and easy supervision, are suitable for elementary levels where younger children require more support. Conversely, dispersed layouts, offering diverse and quieter spaces, are better suited for high school levels, which benefit from varied activities and greater focus. In conclusion, adjusting classroom layouts to align with students’ developmental needs enhances both social engagement and learning outcomes, underlining the importance of thoughtful spatial design in educational settings.

The architecture and culture of southern Iranian cities had a significant influence on the architecture and culture of Arab countries around the Persian Gulf. One notable example is the influence on the architecture of the Bastakiya neighborhood in Dubai, which was a result of the migration of Iranian merchants to the Bastakiya neighborhood. The aim of this research is to analyze the influence of the local architecture and culture of southern Iranian cities on the architecture of the Bastakiya neighborhood. The research method was descriptive-analytical and involved comparing and studying six case studies of old-fashioned houses in Bushehr and Bastakiya. The results show that, in addition to environmental issues, culture and lifestyle had an significant influence on the layout and structure of houses in both regions. The migration of Iranians to Bastakiya caused the culture and lifestyle of Iranian immigrants to influence the structure of houses, and similarities between the architectural design of houses in both regions were observed in issues such as spatial planning, integration, privacy, construction methods, and internal circulation of space. In both regions, different spaces were defined for men and women as private and common spaces, and there were also spaces for guests and male visitors that were separate from the private space of the house. The central courtyard and windows and windcatchers were used as tools to create natural ventilation and cooling. Additionally, different spaces such as public, semi-public, and private spaces were defined in each house for various activities.

Landscape and temporality are the major unifying themes of archaeology and social-cultural anthropology. This paper attempts to show how the temporality of the landscape may be understood by way of a 'dwelling perspective' that sets out from the premise of people's active, perceptual engagement in the world. The meaning of 'landscape' is clarified by contrast to the concepts of land, nature and space. The notion of 'taskscape' is introduced to denote a pattern of dwelling activities, and the intrinsic temporality of the taskscape is shown to lie in its rhythmic interrelations or patterns of resonance. By considering how taskscape relates to landscape, the distinction between them is ultimately dissolved, and the landscape itself is shown to be fundamentally temporal. Some concrete illustrations of these arguments are drawn from a painting by Bruegel, The Harvesters.