حمزه غلامعلی زاده

Among the dimensions of sustainable development, social sustainability is recognized as one of the main dimensions that is most in line with the dimensions of people's lives. The main purpose of this study is to evaluate and evaluate the indicators of social sustainability derived from the global goals of sustainable development (SDGs) in people's lives and its feedback in the geographical architecture of Gilan region. The method of evaluating the rank of the options of this research is Vikor technique and the research method is descriptive-survey and the statistical population studied in this research is the members of 6 groups related to the research subject including: villages of 16 cities of Gilan province Local architects, the Gilan General Directorate of Housing and Natural Resources and Forestry, and non-governmental organizations (NGOs) love the environment, among which the selection of a sample community was made possible by non-probable sampling. Findings show that "social justice" with the highest value of sustainability indicators (0.083) has the highest priority and "social progress and welfare" with (0.034) have the lowest priority and among 6 The social stability index, the two indicators of correlation and responsible consumption, and the average production have been evaluated and are of no importance to the groups related to the architecture of the Guilan region.

The main goal of sustainable development in the village are use to social, economic and environmental resources and capacities. Awareness for sustainable development is a subject that has been less discussed. Accordingly, rural assets and funds can be the basis for achieving the goals of sustainable rural development. The purpose of this paper is to measure awareness for sustainable development in rural construction in Guilan province. This research is developmental and surveying. In this study, which was done by the architects of Guilan Construction Engineering Organization, the data collection method was used to answer the research questions, using both documentary (secondary data) and survey (primary data) and Questionnaire with Likert spectrum. Using Cronbachchr('39')s alpha formula in SPSS software, the reliability of different parts of the research questionnaire was 0.802 to 0.816.

Considering the increasing trend of the elderly population and its impact on the society, improving their quality of life is one of the most important issues of the current century. Therefore, knowing the environmental factors that can be effective in improving their living conditions; It is necessary. The purpose of this research is to understand the needs of the elderly and provide solutions to create a sense of vitality in them. The research method in this research is descriptive-analytical and the method of analysis is done through logical reasoning. In this article, first, the basic needs of the elderly are examined, and then, by comparing and evaluating the research findings, solutions are presented to design and optimize their living environment. The findings of this research showed that attention to their psychological needs is one of the issues that can make the elderly adapt to their care centers. To some extent, the built environment can be a platform or facilitator to meet some of these needs. The elderly do not tend to make major changes in the environment that surrounds them. Establishing the mental connection of the elderly with the perceptible meanings of the physical environment, or in other words matching the perceptual findings from the environment with "mental schemas" from their past experiences; It can have the most impact on other needs. Therefore, to create a connection between the built environment today and the past, it seems that referring to the past and reviewing memories by using symbols and signs in the built environment can be effective in creating a sense of vitality for the elderly.

Today, due to the lack of attention of designers to qualitative and psychological issues in residential spaces, the sense of vitality has decreased. People are more and more alienated from their environment and their active presence in the living environment is less visible. It seems that the security component is effective as a basic factor in promoting people's desire to be present again in physical environments. In fact, the lack of security in residential spaces has reduced the presence of residents in these spaces and as a result, lack of satisfaction and environmental vitality. Therefore, the first and most important step for the emergence of vitality in the built environment is the need to establish security in it. In this research, it is assumed that the design of physical spaces can have a significant impact on whether or not people use that space. The purpose of the upcoming research is to identify those factors that provide security in the residential space. Two native houses of Gorgan were also selected to examine the positive factors and compare them with the current conditions. This research is practical in terms of purpose. The method of collecting information is descriptive-analytical and part of it is field-based. Data analysis is also based on evaluation and logical reasoning. The findings of this research indicate that the security component plays a role as an independent variable in creating a sense of vitality and satisfaction in residential environments.

Every context and region has conditions, principles and rules that affect the formation of the architecture of that region. These factors include different sections such as historical, geographical and cultural aspects. Qualitative factors and principles play a very important role in examining these aspects. These principles act as sub-branches of these aspects and affect their structure. But today, due to the modernization and globalization of architecture, less attention is paid to these aspects and they are being forgotten. While addressing these issues is very important and leads to the connection and harmony of their architecture and context, and the lack of coordination between the two leads to disunity and inconsistency. The purpose of this study is to find qualitative principles. These principles help to connect and coordinate between the architecture and the area and create a pleasant feeling in the audience and users. The research method is descriptive and analytical and the data collection method is library and field study. In this research, qualitative principles and its sub-branches have been studied in such a way that they can be the connecting line between architecture and its environmental and contextual aspects.

The role of the architecture education environment as an influential model in the mental pattern of the architecture students and their education as future professional architects is of significance. According to the practical nature of the architecture lessons that require the students’ presence and their interaction to improve the learning process, it can be supposed that through creating sociability as a qualitative feature of the education environment, the students’ learning can be improved. The current research studies the influential environmental factors on the sociability in the architecture education environment that its features can contribute to improving and facilitating the learning process. Therefore, the main research question is which influential factors affect sociability in the physical environment of architecture education, and what are the relationships between them, and how much is their relative weight? Therefore, after identifying the initial concepts, the suggested model of the influential factors was presented through logical analysis and deductive reasoning. Then, the validity of the recommended model in the architecture education environment was measured using Fuzzy Delphi methods. In the next step, the DEMATEL method was applied to measure the relationships between the factors, and using the Analytic Network Process (ANP), the significance and weight of each one of the factors were evaluated. The obtained results presented six groups of the influential factors on the sociability in the architecture education environment that are as follows: physical elements, architectural-spatial factors, aesthetics meanings, sense of security, perceptual-meaning, and activity-functional. Physical elements and architectural-spatial factors were obtained as causal variables among the main factors that have a strong driving power and weak dependence in the design of the sociability in the architecture education environment. Also, activity-functional factors gained the maximum weight and significance among the main factors.

Depending on the findings of the freezer, student learning is influenced by several factors. Among the characteristics of the student and teacher personality, the views and methods of assessment, and the classroom environment. Among these factors, the classroom environment has been more focused and has been studied academically for more than half a century. Therefore, the important influence of the environment on all aspects of learning was shown. Quality of social relationships in a learning environment provides the conditions for the activities that are needed to improve learning.In the educational environment, providing students with the ability to interact and communicate can bring their experiences together and increase the exchange of information and knowledge among students. This is due to the aspects of the students' participation in architecture, because the nature of their profession and their training is based on their creative aspects, and part of the learning of these students, including observational learning and the acquisition of experience, is important Is.herefore, it seems that if the community of architecture architecture as its physical attribute can affect the learning process, it can be used as a strategy for designing an educational education environment. Considering the aspects of architecture students' sharing that can be considered as the same factor in architectural learning environments, partial case studies have not been much considered in this article.The role of the architectural learning environment as an effective model for architectural student`s schema and in educating them as future professional architects is important. The nature of architecture education is such that architectural students spend long hours with each other on classroom activities, so social interactions can be considered as one of the effective factors in improving their learning. Sociopetality as a qualitative feature of the environment can increase the possibility of social interactions in the activity spaces.Therefore, in this study, by assuming the effective role of sociopetality in the physical environment of the architectural education on students' learning, factors affecting sociopetality in the educational environment of architecture were examined. For this purpose, these factors were obtained by means of a descriptive-analytic research method after identifying the variables and collecting the views of previous researchers. Then, they were evaluated using the Delphi-Fuzzy method and with the help of expert opinion (architectural professors). The results of this phase divided the factors affecting sociopetality into six factors (physical, architectural, aesthetic meanings, sense of security, semantic-perceptual, functional-activity) and 22 sub-factors.In the second stage, the research hypothesis was tested. The research method used at this stage was a confirmatory factor analysis method one of structural equation modeling that evaluated the views of the architectural students in the colleges of Guilan. The results of the research, while confirming the results of the previous stage, showed a significant relationship between the sociopetality of architectural learning environment on the architectural students' learning. Therefore, it can be concluded that sociopetality as one of the environmental factors affecting architectual students`learning can be considered as a strategy when designing the educational environment of architecture.

It seems that many environments are built on the tastes, personal values and perceptions of designers, or under the influence of the teachings of an architectural style. Therefore, regardless of the quantitative aspects, it is required to pay attention and apply the perceptible meanings of the environment that can be pleasant or unpleasant from the user's point of view. Considering the relationship between man and the built environment as the basis for determining the environmental characteristics and especially, the physical characteristics in architectural studies in Iran is new. About the design of educational environments of architecture, social interactions between the students themselves and between them and the professor can help to exchange experiences and information and provide a favorable context for the education of architecture and architectural design. Sociopetality, as a qualitative feature of the educational environment can increase the possibility of social interactions between architecture students themselves and between them and the professors and promote the learning process of architecture. This study assumes that this goal can be achieved through the creation of sociopetal environments that enable social interaction. Therefore, environmental factors affecting sociopetality in the educational environment of architecture are investigated and the relationships between them are evaluated. This research is an applied, descriptive-analytical study that is carried out using fuzzy mathematical modeling. After identifying the basic concepts of sociopetality, social interactions as well as the educational environment of architecture, the proposed model of factors influencing sociopetality was obtained through logical analysis and deductive reasoning. Then, the obtained factors were screened using Fuzzy Delphi method, and to evaluate their accuracy, a questionnaire was developed and some experts were asked to fill it. The main method used in this study is of Multi Criteria Decision Making (MCDM) methods, which is one of the most important methods in evaluating cause-effect relationships (Lin, et al, 2018) (Tseng, Chiu, 2013), and because of the ambiguity and uncertainty of the problem, it was decided to solve it using fuzzy theory. Therefore, the relationships between factors and their effects were investigated using fuzzy dematel method. In this study, the population included all architecture professors (with a history of teaching and attending in the architectural environment) as experts aware of the research topic. Finally, by summarizing all the comments and presenting the categorization including all the items, the main factors were divided into six general categories, which were confirmed using Delphi method, as follows: Physical elements: They determine the physical structure and provide the facilities required for the use of space. They are one of the basic human needs for comfort and convenience in a place and increase the possibility of using the environment and social interactions. Therefore, it is necessary that light, sound and temperature in the educational environment of architecture do not disturb the user (student and professor) and dissuade him/her from attending in the environment. Spatial-architectural elements: These are the elements of the physical environment, that enable the realization of a behavioral pattern by creating territories. Things like the dimensions, size and geometry of space, spatial relationships creating visual connection and spatial integration, the presence of natural elements as well as artificial elements, such as urban elements, stairs or water, can encourage people to stay and sit together and start an interaction. Aesthetic meaning: This category indicates characteristics such as novelty, diversity, harmony and spatial proportions. The proportion between content (aesthetic) meanings and current activities in educational environment of architecture influences learning. Sense of security: Security is seen as a social factor affecting sociopetality that provides the ground required for the presence of individuals. Providing adequate light and accessibility for specific groups are of factors helping to create the sense of security. Semantic-perceptual elements: The meaning of the environment at different emotional, sensational, referential, evaluative, and prescriptive levels can affect the user of space. The physical environment also acts in relation to emotions and experiences, and aids the user's perception. Concepts such as invitingness, flexibility of the environment, etc. encourage students to be present in the learning environment, and enhance the students’ social interactions and learning process by enabling changes in environmental capabilities (such as furniture) according to their needs. Functional-activity: By adapting current behavioral patterns to behavior settlements, presence and activity in the environment can be enhanced and common contexts for group behaviors in students can be created by creating a sense of belonging. Accountability activity and active employment (the possibility of various activities in place) as well as the presence of a space for interaction and conversation help the students' interactions and thus their learning. Also, based on the interaction analysis and the relationship between the factors and sub-factors influencing sociopetality, the following notes can be mentioned: “Functional-activity” factor with a net susceptibility value of 0.94 is the most affected factor on sociopetality in an educational environment of architecture. In other words, this factor is the main issue to be solved by the affecting factors. In fact, the realization of sociopetality in the educational environment of architecture depends on this factor. "Physical elements" with an effectiveness value of 0.87 is the most effective factor on sociopetality in educational environment of architecture. In other words, it is the most important factor among those influencing sociopetality and should be prioritized when designing the environment. Also, "Spatial-architectural elements" with a difference of 0.09 is the 2nd most effective factor that affects perceptual-semantic, aesthetic, sense of security and functional-activity factors, and enables different activities to be realized. Thus, light and lighting, odor and temperature, dimensions and size, geometry, spatial relationships, and the presence of natural and architectural elements were the main sub-factors affecting the sociopetal environment and playing a role in the creation of such an environment.

The valuable old textures in Rasht, including the old Sagharisazan Neighborhood, are considered as the ground for the occurrence of events and reminder of the individual and collective memories of the citizens that play an important role in kinship and rendering the urban environment`s meaningfulness. The playing of the intended role entails the existence of identifiable codes in the old textures that have undergone depreciations in the course of time. The current research paper investigated the collective memories of the residents in the revitalization of the valuable and old Sagharisazan’s houses and buildings. After dealing with the existent theories in the area of the collective memory and performing a case study with an analytical approach, the hypothesis was tested. The present study’s question pivoted about the idea that is it possible to benefit from the citizens’ collective memories for the revitalization of the architecturally valuable old houses and textures or not? Moreover, the present study’s focal point has been drawn on the assumption that the continuation and preservation of the overall identity of Sagharisazan’s texture seems to be dependent on the citizens’ collective memory and sense of attachment in the intended texture. The goal of the present study was finding practical suggestions for increasing quality in the valuable old textures and, since the qualitative elaboration of the environmental factors and axes aimed at the achievement of executive suggestions, the present study’s research method was consequentially descriptive-analytical and the information has been gathered through searches in the library resources. To investigate the study sample volume’s vernacular houses and buildings, a questionnaire was prepared and arranged for assessing the indices that was administered to 47 residents in this old texture and the acquired information was analyzed using SPSS1. The results indicated that the old texture has been abandoned and many of the memories of this neighborhood have lost their color due to the urban management’s paying attention to new constructions. The role of collective memory in the revitalization of the valuable old textures can be actualized through citizens’ participation and acquiring of their cognitive amps in respect to place, preservation of the rites and rituals and holding of memorable ritual exhibitions in religious places and conservation of the valuable and old vernacular elements and applying them in the new constructions demanded by the modern statuses of the citizens.

Urban neighborhoods have a special place in the minds of the citizens of the region due to individual and collective memories. Hence, the concept of habitation and its formation in the relationship between human and place is closely related to the fulfillment of human needs and behaviors. In this regard, identity is an essential part of the sense of feeling and belonging that need to be considered in the design of residential environments. The general purpose of this study is to identify the elements that affect the sense of belonging to the place in order to approach the identity of residential units in urban neighborhoods. This study was carried out in the old and valuable neighborhood of Saghrysazan Rasht as a case study. The method of this research is descriptive-analytical based on logical reasoning as well as using a mixed strategy (qualitative-quantitative).In order to study indigenous houses and buildings, a questionnaire for measuring indicators was prepared and adjusted, after that it was distributed among 47 residents of this old texture. Then, the collected data were analyzed by SPSS software. The evaluation of the results showed there is a significant dependence among residents of old housing units over new apartments in the Saghrysazan neighborhood. The reasons for this issue included economic, cultural and infrastructure problems in the old texture, uniformity environment and high-rise building, decreasing in indigenous identity, lack of sense of collective life, Immigration, Lack of attachment to the environment, change the attitude of people to life.

Identity preservation in the design of the built environment and trying to manifested in today buildings of the most important objectives in architecture, because the most important factor is the transfer of identity among the citizens. However, the process of globalization has reduced the possibility of local identity and has led to a crisis of identity and meaning in contemporary architecture. That its consequences include lack of confidence, lack of belonging to the place and generally psychological shortcomings. Therefore, in this study, we used Descriptive analytic and Exploratory scrolling To find effective variables in promoting identity and increasing citizens’ sense of belonging based on library research and using questionnaire. For final confirmation of hypotheses semi-structured interviews with 11 specialists in architecture and urbanism And a survey of 407 citizens from Guilan were conducted. And finally we analyzed w the responses by Spss software and by using the Pearson correlation test, variance and the regression. The relationship between Independent variables extractive and the dependent variable was analyzed and ranked by the theoretical model and design principles. According to the research findings, with permeability, Sensory richness attention to the facades of buildings, Native symbols and signs, Readability in physical form and considering the background in the design, can result in Improvement the identity of the society and increase the citizens’ sense of belonging.

Over the past two decades, in the inefficacy of the educational sector, many efforts have been made to improve the quality of architecture education, more effective learning and realizing the maximum of student’s talent. But most of them tried to focus on the reorganization of educational content, presentation of Professors, competence of students and flexible studio for free education while having less points to the physical environment as a factor in promoting the education of architecture students. Realizing the potential architecture students, in addition to such general curiosity, gaining knowledge, learning the realm of architecture, depends on experience and professional skills in the aesthetic. To achieve the above, we have to know how they meet their basic needs. Regarding to that, in spite of their social relations of architectural education programs, the impact of the physical environment of architecture (because of facilitating Behaviors related to basic needs and also their motivation to perception, cognition and their learning) has a special importance. In fact for occurrence of any act, it is necessary to have a special place, also consider that performing any actions taken by the concepts and meanings, such the meanings related to the physical environment, will be in the context of physical environment. In other words, the architectural education place can significantly effect on quality of learning and training talent students. The purpose of this paper is to identify students’ needs and appropriate conditions of the physical environment of architectural to meet their needs and placing students in the process of growth of potential. Regarding to that, it is necessary to take into consideration the fundamental concepts such as values, attitudes, needs, and also factors such as perception, are important to find their effects on behaviors, therefore, we have to study description, analysis, expression and statement of administrative theory; the theoretical concepts of needs. In this regard Maslow presented a hierarchy of needs that customized: basic needs and self-actualization needs. Basic needs include parts such as Physiological needs, safety and security needs, social needs, love and belongingness needs and self-esteem needs. Also self-actualization needs include problem solving, creative activities, Aesthetics, learning Perception, experiment and etc. Maslow believed that prosperity of real potential is dependent on the satisfaction of basic needs. In this regard, however, it cannot be considered an immediate physical environment as a factor in shaping behavior, especially behavior of learning, but it is obvious that the physical environment can be due to the physical structure and spatial relationships, facilitating or hindering the quality of people’s obvious and hidden behavior. These effects on the behavior associated with the needs and aesthetic and in academic activities such as art and architecture that based on practice and empirical knowledge, are very important. In fact, it impacts on behavior related to cognitive and aesthetic needs of students who spend much time in educational space while they are unconsciously modeling the environment. So the learning will be linked to the needs of architecture students. By this result, the designs of the architecture school to promote learning and growth process are important in which the architecture students in the acquisition of professional skills attend to the social and cultural values and features of the physical environment. So utilizing the sciences such as psychology, psychology of learning and behavioral sciences and descriptive data analysis method through logical reasoning, the present article has been divided to the three parts: At the first, the concepts of learning in architecture were identified, then students’ needs were considered, and finally, the features and functionality of the environment that facilitate the needs and behaviors were examined. In order to meet the requirements, firstly, wrong habits of routines that can be relegated to the promotion of architecture should be removed from the minds of the students; secondly, the architectural scheme for improvement should be obtained. In this regard, practical rules, such as convenient access to service spaces, considering private space for different groups, lack of official oversight on student’s activity, possibility of changing in some places for students, designing various place in addition to the educational spaces, creating collective space, rich and meaningful details, and also values and concepts of environmental quality as well as original and new and use of visual appeal, related to their indigenous and cultural patterns in that environment can be considered as typical cases which can be used for designing educational spaces by designers and educational planners.