درخت حوزه‌های تخصصی

The impetus behind this s tudy is to discover the aes thetic and semantic patterns of the cypress tree and show how this element has been employed by Iranian artis ts. The ques tion of this research is how a cons tant element (the cypress tree) has been transfigured in different Iranian arts. Four categories of miniature, carpet, textile and architecture decoration. The present research is qualitative in nature and is descriptive-analytic and mainly uses the available published data. Data were analyzed inductively and interpreted in the light of Ges talt theory. Exploratory results reveal that the cypress as a cons tant element in Iranian art has been transfigured differently in different arts. With the aid of Ges talt laws, the visual appearance of the cypress tree was analyzed in the different samples a few of them are presented in the s tudy. It was found that dis tinguishing the cypress element has been made: by highlighting the role of the cypress and reducing the visual significance of the field while increasing the visual emphasis of the cypress. Application of different ges talt laws such as proximity, figure, and ground, similarity, continuity in Persian carpet mos tly makes the cypress at the center of attention and reduces the visual importance of the other elements. In some of the other Persian carpet designs, this element has semantic and extraterres trial concepts and sits is in the center (eg. Mehrabi carpets. In the miniature and fabric textiles, cypress tree has not received the urgent priority and often been on the margins of the image.

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.