درخت حوزه‌های تخصصی

Admiration for environment in general needs to be profoundly rooted in an understanding of History. Urban history is unique not only in the fact that it reflects climate but also in that it cuts across many different fields. In most schools of urban studies many aspects of science and technology are taught with relation to design in order to attain skills for practice. During a student’s later career they may not lead to a respect for environment, and do not lead in particular, to an understanding of energy issues and climatic impacts on urban form. The aim of this paper is to stimulate the environment consciousness of urban history instructors as well as researchers. It demonstrates similarity in spatial aspects of settlements differing in cultures and tradition but similar in environment.The examples range from ancient to present day urban configurations.

It is universally agreed concept that education is a corner s tone for socio economic transformation.  Education has been recognized as weapon to fight backwardness, poverty and illiteracy for ages. Experience have shown that all the good benefit of education has been assured only when there is quality education. However, there are visible indicators that education quality has not been s till achieved in the entire world. Particularly, education quality in developing countries is perceived as discouraging. Hence, the sharp decline of education quality is becoming major concern for developing countries like Ethiopia. This is also more serious concern in emerging regions like Gambella regional s tate where mos t people share pas toralism way of life. It is also unders tandable fact that there are locally known spatial and non-spatial factors that affect education quality. Therefore, the main objective of this s tudy was to identify spatial and non-spatial factors that influence educational quality of primary schools in emerging regions. As methodological approach, the s tudy was used descriptive design approach with mix of qualitative and quantitative method. The main data sources were both primary and secondary data. Primary data were collected from spatial and non-spatial data sources. The spatial information was mainly collected from GPS reading, aerial photo and land use plan. Non spatial primary data were collected using interviews and discussions. The perceptions and reflections of key informants (teachers, students, principals and parents) were entertained by using focus group discussion, key informant interview and public hearings. The secondary data sources were collected by means of desk review. As result, the study was found that education quality in the city is weakening. The underlying causes are, low teachers motivation level, high students- teacher ratio, high students- section ratio, lack of instructional materials, lack of infras tructure and facilities. From the spatial perspective, the education institutions are an unevenly dis tributed that students from the central part of the city are more advantageous.