جستجوی مقالات مرتبط با کلیدواژه « دلفی فازی » در نشریات گروه « هنر و معماری »

The hand-woven carpet industry has faced many challenges due to internal and external factors. The use of scientific and pre-planned methods through which the impacts of these factors can be mitigated or eliminated can lead to the prosperity of this influential industry on culture, economy, and social life. Presenting a model for product development is one of these scientific methods. The product development model is used to ensure the realization of customers' demands and satisfaction regarding the product and procedures, increase quality and reduce the wastage from the phase of collecting customers' requirements to the production phase and delivery of the product to the end-user, and even supervision over after-sales services and collection of the feedback, patterns, standards, procedures, and methods. On the other hand, the process of development and production of the new products has undergone great changes due to the increase in global risks, the fast changes in customers' needs and wants, and the increased risk-taking, which has focused the attention on agility strategies in production procedures. The present study seeks to present an exclusive product development model for the Iranian hand-woven carpet industry adopting an agility approach. The study first conducts desk research to investigate goods and service development models and agile production models and proceeds to filter the indicators extracted from the studied models using expert opinions and fuzzy Delphi technique, the result of which is the compilation of 47 indicators selected by the experts out of the 147 total indicators. Afterward, measures were taken to achieve specific indicators since hand-woven carpet production is different from most other industries in nature. For this purpose, open-ended interviews and theoretical saturation (snowball technique) were used to collect new data through interviews with experts. The interviews continued to the point of theoretical saturation. In the next stage, the grounded method was used to extract codes from the open-ended interview transcripts, the result of which was the compilation of 31 new indicators. Eventually, the indicators obtained from the two methods were integrated and the exclusive model for this industry was developed using the Atlas. ti v.8 software. The final model is made up of eight main dimensions, seven sub-dimensions, and 47 sub-indicators.

Autism Spectrum disorder is a disturbance in the development of the nervous system, which, with a defect in thinking, feeling and excitement, creates a range of behavioral problems for these individuals. Patients with autism are sensitive to the surrounding environment due to inadequate sensory processing. Studies have shown that the architecture and design of educational schools can have positive effects in improving their behavioral problems; therefore, recognizing the architectural components affecting behavioral problems of these children seems to be important for architects. The purpose of this research is to identify and prioritize the criteria and sub-criteria of architecture affecting the behavioral problems of Autistic children. In order to achieve this goal, in the first step, we will examine the background, views, and criteria presented in previous studies. Then, using the Delphi method, the most important criteria for designing are used to identify and screen the design.The research method used in this article is a descriptive-analytical method. The decision group in this study included 20 architectures and educators with sufficient experience about the educational environment of Autistic children. In this research, the Fuzzy Delphi technique was used to identify and screen the most important architectural criteria, which two criteria of "environmental physical factors" and "space organization" were identified among the factors derived from the research background. Then, for demarcation of the criteria and cause and effect, and their ranking, the Fuzzy DEMATEL technique was used. As a result "Light", "Texture and Materials" and "Aacoustic" factors were ranked from first to third; Matlab and Excel software were also used to analyze the findings.

In this study, the dimensions, components and indicators of performance control model design in metropolitan municipalities of Iran were iden- tified using library studies and expert consensus and fuzzy Delphi method and then using fuzzy hi- erarchical analysis to determine the weight of each factor and provide a performance control model in metropolitan municipalities. Finally, the extract- ed model has been approved based on interviews with experts in this field in municipalities. To col- lect data on the distribution of questionnaires in 1398 and 1399 using snowball sampling in two stages between 40 managers of Tehran Finance and Planning and 25 experts in the mentioned ar- eas in the metropolises of Mashhad, Isfahan, Shi- raz , Kerman and Urmia have taken action. Based on the results of this study, forecasting and iden- tifying the performance controllers, predicting the provisions of performance monitoring in the laws and regulations governing the activities of metropolitan municipalities, designing procedures and methods for exercising control and performance monitoring in executive processes and creating performance monitoring infrastructure are foure componentes of performance control model in metropolitan municipalities.

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.

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.

In recent years, more hazard-related research has changed its paradigm from the model of "reducing casualties and losses" to a more comprehensive model of community-based social resilience based on social systems and social problem solving approaches. The basis of the research goal was to explain the components and indicators of social resilience and to determine the contribution of factors affecting social rehabilitation. To determine the effective factors on social empowerment, after collecting many indicators by using the Delphi-Fuzzy method for screening items and Selection of the most effective indicators was carried out. Of the 50 indexes collected, 28 indicators were classified in seven main components: quality of life, social capital, social security, human capital, mental fitness of society, individual characteristics, and finally demographic characteristics. In the next step, we used the network analysis method to determine the weighted value of the components and their prioritization. The results indicate that the effective measures in social resilience to confront the earthquake, social capital with the highest weight (216.1) In the first and next stages of human capital (184), demographic characteristics (168/), individual characteristics (123/), quality of life (126), social security (112), and community psychological preparedness With a weight of (058/). So, in the process of social resilience, social capital plays a key role. Studies show that most citizens have insignificant information about the earthquake in the phases of emotion and prevention, and there is also a reluctance to learn and participate in educational plans and programs. Perhaps the reason for this, is the problems regarding daily routines and also the problems encountered in modern cities. Therefore, the components of this study suggest that, in order to achieve social resilience, only significant attention is paid to education and the formation of volunteer groups of citizens. It cannot have enough emphasizes and there should be more important issues such as qualitative Life, social security and other factors listed in the survey. The results of this study were consistent with other researchers and confirmed that they were screened using the fuzzy Delphi method and the use of the collective wisdom of components and indicators, which could include many key and reliant key factors for social resilience in Encounter earthquake. It is suggested that, in order to realize social resilience against earthquakes, in addition to the sociological viewpoint for social layers, we should consider the effective components of urban planning as well as being responsible for the creation of space and places that promote social engagement and social interaction. By recognizing the typology of urban spaces on a different scale, it would meet the needs of the human; by looking at the neighborhood as autonomous units, creating a sense of place, using the attractiveness of the population, paying attention to the cultural personality of the texture, access to basic services and priority to walking in the neighborhoods alongside issues such as education, insurance, awareness of people about the risks and consequences of an earthquake can be used to rescue urban communities with a social approach.