441 research outputs found
Precedent analysis in landscape architecture: In search of an analytical framework
No full textPrecedent analysis is the systematic analysis of plans that enables comparison between plan types as well as within a plan type. The goal is generic design knowledge that can be of use in day-to-day practice and theory development. The core issue in this paper is how the successful approach of precedent analysis in architecture developed by Guney, can be reworked to make it also applicable for landscape architecture. One of the first issues to be addressed, is how the dynamics of landscape architectural form and design can be integrated into the approach of precedent analysis. Design in landscape architecture being process oriented and at different levels of intervention, was the basis for an analytical framework. This analytical framework relates perception, analysis and intervention. One of the conclusions is that precedent analysis can form the bases for theory development as a body of coherent, generic and explicit design knowledge.UrbanismArchitectur
An Electrochemical Sensing Platform Based on Graphene Oxide and Molecularly Imprinted Polymer Modified Electrode for Selective Detection of Amoxicillin
No full textAn electrochemical sensing platform based on composite material, consisting of molecularly imprinted polymer coated on graphene oxide (MIP-GO), was developed for selective and sensitive analysis of amoxicillin (AMOX). TheMIP-GOcomposite, which was fabricated by sol-gel polymerization after removal of template molecule, was deposited as a thin film on glassy carbon electrode, and then was electrochemically characterized by cyclic voltammetry and differential pulse voltammetry. The linear response for the determination ofAMOXwas obtained in the concentration range from 5.0x10(-10)to 9.1x10(-7) M under the most proper conditions and the detection limit was found to be 2.94x10(-10) M
Selective recognition of palladium based on functional mono phthalocyanines; synthesis, characterization and photophysical properties
No full textWe report the synthesis and photophysical properties of 4,5-bis(2-((Z)-(3-hydroxynaphthalen-2-yl) methyleneamino)phenylthio)phthalonitrile ligand (SB) and its star-type functional zincphthalocyanine (SB-ZnPc) compound obtained by the condensation of 2,3,9,10,16,17,23,24-octakis-(2-aminophenylthio) zincphthlocyanines (A-ZnPc) and 1-hydroxy-2-naphthaldehyde (HNA). Each compound was purified and characterized by elemental analysis, FTIR, H-1 NMR, C-13 NMR, UV/vis and MS (Maldi-TOF) spectral data. SB-ZnPc bearing fluorescent SB moieties on the periphery shows selective palladium ion sensing behavior by acting as hard core upon interaction. Electronic spectra of the SB-ZnPc displays pronounced changes in both absorption and fluorescence spectra upon interaction with Pd2+ ion. The fluorescence of the SB-ZnPc compound is effectively quenched by treatment with Pd2+ in THE solution. The solvent effect on the photophysical properties of the SB-ZnPc and interference effect of foreign metal ions were also investigated. (C) 2016 Elsevier B.V. All rights reserved
Effects of coumarin substituents on the photophysical properties of newly synthesised phthalocyanine derivatives
No full textIn this study, synthesis of new ligands, 8-hydroxy-3-[p-(3',4'-dicyanophenoxy)-phenyl]coumarin and 8-hexyloxy-3-[p-(3',4'-dicyanophenoxy)-phenyl]coumarin, and their phthalocyanines, 2,9,16,23-tetrakis[8-hexyloxy-3-(4-oxyphenyl)coumarin]-metal-free and metallophthalocyanines {M[Pc(OBzCou)4] (M=2H, Zn(II), Co(II); Bz: benzene; Cou: coumarin)} were synthesised. The novel chromogenic compounds were characterised by elemental analysis: 1H NMR, 13C NMR, MALDI-TOF, IR and UV-vis spectral data. The effect of coumarin substituents on the photophysical properties of metal-free (H2Pc) and zinc phthalocyanines (ZnPc) derivatives has been examined. Spectrophotometric measurements revealed that coumarin-substituted ZnPc derivatives were in the unaggregated form, whereas those of H2Pc species were in aggregated form. It means that substitution of coumarin derivative prevents the cluster formation in the presence of zinc ion in the centre of Pc
Emphaty oriented 'creative' teaching and learning methodologies
No full textUnderstanding learners’ minds has become one of the major issues of some methodologists in education system. The entire matter is learning. It seems obvious to me it is necessary to explain what learning is in terms of knowledge, in the widest sense. We should also try to find out what kind of cognitive structure is behind of it regarding all learning ways; such as learning by discovery, analogy, research, design, instruction, being taught, experience, repeating, e_learning, etc. These should be applied through a ‘creative’ learning and teaching style. Could educators ever teach well enough unless they have a proper empathy for students? It is all known to us that common sense helps teachers without much effort to understand what’s on student’s mind; yet, it seems to me more fruitful if we understand more about what and how learners think besides trying to imagine the ways they reason. It is also essential to create internal (eliminating emotional blocks, activating students’ knowledge, etc.) and external (richness of teaching material, environment, structure of education, easy access to learning materials, etc.) learning environment to free learners’ minds from blockings so that they and educators can have better understanding of mutual state of minds. What are these emotional blocks and how can they be minimized? Do learners need, necessarily, psychotherapists to get rid of those emotional blocks; or should educators be well-educated and trained to struggle with them? Learners need clear representations. Well-representation of teaching material is the backbone of teaching method through Socratic interactive way so that learners can owe the knowledge. Educators should act creatively to train and educate learners how to learn and think efficiently with a great pleasure. Creativity is a very complex mental act; it needs definitely, to be explained in terms of cognition. What is the cognitive structure of creative process? Can it be instructed up to a certain level? Whatever ‘creative’ method, depending on subject, educators may use is plausible if they have a good enough empathy for learners in the course of Socratic behavior by taking emotional blocks of students into account.UrbanismArchitecture and The Built Environmen
Issue-based research methods versus a single method for all subjects at hand
No full textAlong with the evolution, human kind has developed several methods to reach their goals. Many books and text are written to represent and express diverse ideas about this issue thanks to instinctive curiosity of mankind. These methods can vary from subjects to subjects. I will treat these above mentioned issue within this paper to exhibit an overview so that we can see all differences and resemblances. Besides this comparing of the research methods I will try to expose some research methods in relation to issue at hand since I believe these methods are partially case dependent besides their general resemblances. Methods should be based on creative approaches; they ought to be designed to satisfy some norms of performances. These norms must be well defined. When we want to make a research, it is useful to find out the cognitive structure of the objective. Human mind gains knowledge more effectively if he/she uses suitable methods. Subjects may assume this idea as a departure point to develop diverse ways to make research. This paper will explain the inseparable relationship between human cognition, method and research; since the combination of this trio is the keystone of gaining knowledge. Educators may have varying ideas about methods; yet, in my opinion, common sense would not allow them to think it is probable that one method should be used for all goals. Briefly, if the objectives which do not have characteristic likeness, they may require different research methods. Finally, I will add some experiential evident to clarify why domains matter concerning research methods in relation to their contents and also the present research methods in education by comparing them with their cognitive structures.UrbanismArchitecture and The Built Environmen
Synchronization of Mental Abilities
No full textI think it is better to summarize some cognitive issues in relation to this subject; how we learn, how we should organize learning (instructions), knowledge, etc. before treating creativity and rationality. Is it, really, possible to consider creativity without any kind of involvement of the ability of problem solving? Do designers not solve a kind of problem while they ‘create’ an (conceptual) artifact? What kind of mental process is creativity? Is it a mental ability of physical nature only, or is it also a kind of constructed form what we might have built up through our lives because of our tendencies ever since our childhood? Have not we built up our present knowledge by experience, by intuition and by many other learning instructions? Do we use our rationality only to solve algorithmic problems or is creativity also, somehow, a quick, well constructed rationality? Maybe both are of the same the same type of intelligence but creativity is more mystical to explain and the other seems to be easier to clarify. What is it to be creative or rational in terms of mental process? What do a creative and a rational mental behavior look like? Do not we use (creative) methods that are rational as well as creative behavior? What might a creative method mean to us? I would like to give some examples from my teaching experience by hoping that it gives some hint about this issue. When I ask my students to make some analysis or design for a given task, actually, they use declarative, procedural and tacit knowledge as well as their intuition while trying to reach their creative design solutions. Every semester they produce mostly similar results in many ways but also somehow different from each other. Each student has a different background in some ways as well as similar ones since the media gives them the chance of immediate communication besides that of local experience. I would like to present some examples of my students’ work during the conference, which will reflect some of their rational and intuitive thinking within the global and regional effect. One of the human cognitive faculties is intuition, as we all know. Students are more successful when we set them free to use their intuition besides using declarative, procedural and tacit knowledge. In all fruitful creative design process, teachers should rationally, motivate them to activate all their mental abilities to employ but then by helping them to find out the constraints of the issues at hand, since otherwise students can be lost in the sea of chaotic trivial and indirect relevant variables. Finally, education should be rational enough to stimulate students to get trained in using mental leaps, which goes with the analogical reasoning, for a creative learning process in the widest sense including how to achieve creative design solutions. They should learn to use all their abilities simultaneously to enjoy the synchronic effect of it.UrbanismArchitecture and The Built Environmen
A method for Precedent Analysis of Spatial Artefacts
No full textThis paper will treat two issues regarding innovative/ creative morphological analysis of spatial artifacts in relation to their Form, Operation and Performance. One will be about precedents and their usage in the design process, analogically; and second will be an example of a comparative (architectural) precedent analysis of two buildings of the same architect(office). Learning by analogy is a powerful method, in general. Analogy has two domains basically; one is source and the other is target domain; thus, design domain will be target domain and that of analysis, source. I will try to show how we can use the structured- analogical source knowledge in spatial design process; target domain. This paper will go in depth with the creative analogy in terms of constraints of similarity, structure, and purpose as (Holyoak and Thagard, 1996) put it. There will also be presented a schematic paradigm about creativity through analogical and other creative mental behaviors like: defamiliarization, circumscribing, mental leaps, metaphor, simile, mimesis and aesthetical judgment, etc. Each spatial artifact has a form, operation(working of the function; thus, not function alone) and a performance most of which is normative. Form will be analyzed and represented in terms of its spatial relationships, organizations, its physical properties(its structure, day- light quality, geometry, mass and abstraction of these properties as parti (dominant underlying characteristics of the artifact, in terms of form, at hand), and its topological(non-metric) properties; accessibility of its consisting building blocks and spaces. Operation will basically represent how spatial divisions and blocks possibly could be used best and see if their working of the function match with the actual ends of the artifact at hand. Performance will represent performative properties in relation to operation and form; how good/ bad it operates and also evaluating how the form is emerged in relation to its context, spatial quality and aesthetics. A schematic diagram of form, operation and performance can be shown like: F(m) – O – P. In the process of analysis we can observe whether the form will or will not afford operation, and operation performance; in design process, performance will ask for affordances from operation and operation from form(morph). This mutual working of design and analysis will be explained at some levels of design phases; concept, pre-parametric sketch, parti(pre-parametric design), parametric alternatives and; eventually the definitive design. Finally, the analysis of these two buildings will be compared with each other and a conclusion will be inferred, respectively.UrbanismArchitecture and The Built Environmen
A cognitive approach to research and education
No full textWhat do we mean by research? How could we explain it in terms of a semantic network? Do we need to make research to learn? Is it necessary for our own education as a researcher? Does it make a substantial contribution to educating ourselves? Do researchers need teaching to improve their research. What kind of methods could we use for research and education? Can we use some methods for both? Teaching is inter-activating your knowledge to make other minds learn; interactive reaction of learners can trigger an unexpected association between what you know and also yield new questions on that matter. Such as instructing, publishing papers and books, conferences, discussion forums, public debates, etc. Research is going in depth with the subject matter at hand. It is accumulating knowledge about the issue at hand, and then representing it. Research requires description of the question at hand through a philosophical worldview and requires also methodologies beforehand. Nevertheless, research is, in a way, gaining specific knowledge about a specific case. Learning sorts are, among others, learning by discovery, analogy, research, design, instruction, being taught, experience, repeating, e-learning, etc. Nonetheless, you test/measure your research by a learners group, when it is relevant. You can use learners also as participants since it is more economical and efficient. Can we imagine research without education? Some researches are not directly relevant to education, for its being a specific matter outside of education, though the results also can be used as case examples for education. Eventually, education and research are inter-related. Nevertheless, they stimulate each other. Could education without research be fruitful, at all? We can imagine it somehow only for a learner in the case of didactic teaching, though it might be even better if there exists research about that matter. Nevertheless, for the rest there is always a relationship between research and education. Finally, the cognitive structure of education and research is interwoven. They cannot exist without each other, which supports issue-based learning that uses analogy which is a very creative cognitive attitude. Educators should exploit students’ entire capabilities. Creative education employs multiple mental skills.UrbanismArchitecture and The Built Environmen
- …
