Showing 2 results for Classification
Ali Yaran,
Volume 19, Issue 6 (11-2008)
Abstract
This paper will promote many questions about the design validity of these exciting blocks. The physical design of these blocks is prone to have social and economical problems, and it is part of the visual pollution and disturbance created on the sky line of Scottish cities special Glasgow. This paper focuses on the necessity to establish a source of initial design for high rise housing design problem classes theory. A thorough research of all the estates in Glasgow area was launched. Thus, a high amount of information was classified, in an attempt to establish a theoretical approach to support the evaluation and appraisal of current blocks problems. The new class's theory in high rise housing design problems is used as a vehicle for conducting this paper analysis. Classification includes physical and social design problems domains. The physical problems domain variables of the numbers of stories, dwellings, entrances, type of corridor, access from the streets and sharing of the site. Furthermore, to the social problems domain variables of graffiti, damage, litter, crime, drugs, child density and health have been examined. Moreover, their interdependent relationships were explored throughout the new classes' theory. The study of the new classes, theory may prove to be extremely vital for future direction in adapting some from of urban design problem solving techniques. It also serves as an evaluation tool for housing design appraisal in the city from Glasgow and similar cities worldwide.
Maedeh Ghadirinia, Fatemeh Mehdizadeh Saradj, Farhang Mozaffar,
Volume 32, Issue 3 (7-2022)
Abstract
The present study aimed to align the applied approaches to the concept of visual literacy to provide a new list of abilities needed to promote visual literacy. Visual literacy is a cognitive concept that can be promoted using Bloom's revised classification of the cognitive area that has targeted the mastery learning stages. The method of this study is descriptive-analytical conducted in a purposeful logical course using interpretive strategies and logical reasoning based on documentary studies and valid libraries. In this study, Bloom's cognitive classification was examined and four categories of the most important competencies and existing and valid visual literacy standards were analyzed separately. Finally, a new list of abilities needed for individual mastery of visual literacy was presented. Since most visual literacy researchers have described its nature as ability or set of abilities, a new list was called the classification of visual literacy abilities. The results showed that since each of the previous lists has a specific specialized view on visual literacy, they do not cover all levels of the cognitive process and Bloom's knowledge dimensions. Thus, by adopting a comprehensive approach, a list of abilities was proposed that includes six levels of cognitive process (remembering, understanding, applying, analyzing, evaluating, and creating) and each level includes four levels of knowledge (factual, conceptual, procedural, and metacognitive). This list can be used in the educational planning of disciplines that their main goal is visual communication. Finally, the topic of one of the architecture courses was examined as an example of the way of applying this classification.
