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Theoretical: examining the centrality of endowment in sustainable economic development (practical: designing a student town)

Number of pages: 286 File Format: Not Specified File Code: 29527
Year: Not Specified University Degree: Not Specified Category: Architectural Engineering
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  • Summary of Theoretical: examining the centrality of endowment in sustainable economic development (practical: designing a student town)

    Thesis for master degree in Islamic architectural engineering‌ second year of academic year 1392-93

    Abstract:

      Endowments in the establishment and continuation of cultural, economic and social institutions and centers  They have had a great impact and have been able to be the source of effective movements in different periods of history. The connection of Waqf with Islam and in other words the support of religious ­ It makes society pay a lot of attention to it. In history, many religious schools, mosques, takayas, hosseiniyehs and even caravanserais can be seen that are the product of endowments. Undoubtedly, each of these institutions and centers have played an important role in shaping the intellectual and scientific system of society. However, the positive impact of endowment is not only dependent on the past, but in today's modern era, which is witnessing the increasing formation of sustainable development thinking in all fields, especially sustainable urban development, the culture of endowment with regard to the effect it has on the durability and reliability of economic development. It can be a solution factor in Iran's religious system. be effective according to its components.

      In the present research, the results and effects of endowment, especially in sustainable economic development in student towns, are discussed in a real and objective manner. This research, in the form of a descriptive, analytical and retrospective study, with regard to the architectural literature of Shiraz city, starts with field studies and conducts the research process to provide solutions and ideas. It is natural that study and research in this field can be a suitable guide for expanding the culture of endowment and suq. Providing the facilities of the society towards providing appropriate educational, research and similar platforms.

    Keywords: endowment, sustainable development, sustainable economic development, student settlements

    Introduction:

      According to his nature, a person respects altruism and altruism, and he is offended by watching the suffering of the poor, and he comforts his soul by helping the deprived. Our history, culture, and religion are mixed with the dedication and benevolence of the knowledgeable and enlightened people who have marked his name on the book of self-sacrifice and bravery (Shaker, 2013, p. 87).

      Man today, like his ancestors, has well understood that many problems that plague the people of a society in various fields cannot be solved only through executive institutions and require the participation and assistance of the people themselves. If endowment is institutionalized in the society, good people will self-identify a significant part of the shortages and bottlenecks of the society and voluntarily use their property and assets to solve them. Unfortunately, these popular institutions, despite having a long history and a proud historical record, have not been widespread as they should be, and their role and cultural and educational effects in various dimensions have remained hidden to some extent. In the implementation of long-term and medium-term plans for economic, social and cultural development, what preoccupies the minds of planners more is the limitations of resources in front of limitless expenses. As a result, countries will be successful in this matter that can enjoy financial diversity. In our country, the potential income of endowments can directly and indirectly provide a part of the country's needs if the optimal exploitation is fully identified. One of the aspects of endowment is its economic aspect. In this research, an aspect of endowment has been considered with its economic approach (Khomeini, 1376).

    Waqf is the most obvious and clearest example of beneficence, charity, charity, cooperation, and the rest of virtues, which have become the source of many economic, welfare, and health services in the society. There are hundreds of clinics, hospitals, schools, etc. It is witnessed and evidenced in all the countries of the world (Derikund, 1386).

    With this, it is obvious that recommending the culture of endowment and trying to achieve and succeed in various economic, social and cultural dimensions is one of the issues and preoccupations of officials and experts in Islamic countries and some non-Islamic countries (Arjamandnia, 1380, p.

    With these words, it is obvious that recommending the culture of endowment and trying to achieve it in various economic, social and cultural dimensions is one of the issues and preoccupations of officials and experts in Islamic countries and some non-Islamic countries (Arjamandnia, 1380, p. 10).

     

     

     

     

     

     

     

    Chapter One: Generalities of the Research

     

    1-1 Definition of the problem and its importance

    Waqf in which the original property or property remains and its benefits and profits are used in public affairs plays a great role in organizing individual and social life. It has.

    The symbol of endowment existed in the past periods as well and after Islam, it is proposed in a directional way with the  influence of the Islamic world­ Also, as it has been the case in the beginning of Islam, many endowments are not only considered as the economic support of the Islamic system, but also play an effective role in reducing the class gap and ultimately ensuring social justice. In general, with the endowment institution, in which private ownership becomes a kind of public ownership, various educational, cultural, health and economic centers are established, which play a significant role in the urbanization of societies, which is one of the components of economic development; And it will give the cities a kind of religious, historical and economic prominence and will bring development along with social justice (Shaker 1373, p. 87).   Sustainable development is actually creating a balance between development and the environment. Sustainable development has four aspects: sustainability in natural resources, political sustainability, social sustainability, and economic sustainability. In fact, sustainable development does not focus only on the accidental environmental aspect, but also pays attention to its social and economic aspects. Sustainable development is the intersection of society, economy and environment (Encyclopedia of Economic Laws, 2013, Vol. 1).

    One of the important factors of development and progress in any society is education. The history of education in Iran goes back to ancient times and the first Aryans. During the Madh period, children and teenagers learned the way and customs of life, work and warfare in the home and tribe. Formal education was reserved for clerics and other people were unable to read and write. During the Achaemenid era, formal education was for priests, princes and statesmen. But because education was considered important in Zoroastrianism, Iranian people taught morals and useful skills to their children. During the Sassanid era, Iranian culture and civilization spread to the east and west, but education was still limited to a specific group (Mostofi, 1377, p.3). Due to the importance of Islam to Sharia and social justice and the manifestation of human values ??of the institution, it led to the expansion and improvement of the level of education for different sections of the society (Islam History Chapter, 2013, No. 5). Considering the justice-oriented approach of Islam and the fact that all members of the society can equally benefit from the facilities of the society, public buildings and new functions were created, which include spaces such as mosques, water reservoirs, baths, caravanserais, etc. pointed out The existence of these new spaces and functions led to the creation of modern art and architecture, which formed Iranian Islamic art and architecture by improving the past architecture and applying the principles of Islam (Khatibi, 1390).

    Mosques, schools, and seminaries were among the first educational spaces, seminaries were one of those spaces where the accommodation and education of students were located in one complex. Over the years, such spaces have been improved with the establishment of institutions and university complexes, but they have always had disadvantages and shortcomings.

    Now, according to the above-mentioned topics, the question is, how can we improve the level of education and improve student groups by benefiting from the economic approach of sustainable development based on the culture of endowment?

     

    1-2 Importance and Necessity of Research

    Research in any scientific field is done for various reasons, among these reasons, we can mention the lack of knowledge in that field or lack of comprehensive research. The current research is one of the original and new research that has not been done so far and it is necessary to address it.

  • Contents & References of Theoretical: examining the centrality of endowment in sustainable economic development (practical: designing a student town)

    Introduction: 1

    Chapter One: Overview of the research 3

    1-1 Definition of the problem and its importance 3

    1-2 Importance and necessity of research 5

    1-3 Research objectives 6

    1-3-1 General objectives: 6

    1-3-2 Specific objectives: 7

    1-4 Research questions 7

    1-5 research hypotheses 8

    1-6 types and methods of research 8

    1-6-1 information collection method 8

    1-6-2 information collection method (field, library, etc.) 9

    1-7 research sources: 9

    1-8 information collection tools 9

    1-9 information analysis method : 10

    1-10 Research Background 10

    1-11 Research Process 12

    1-12 Research Application 13

    Chapter Two: Theoretical Research Literature 14

    Knowledge of Waqf Culture and Its Positive Effects on Sustainable Economic Development 14

    2-1 Review of the Concept: 14

    2-1-1 Waqf in the Word 14

    2-1-2 The concept of endowment 15

    2-1-3 Types of endowment 15

    2-2 A look at endowment before Islam 16

    2-3 The historical background of endowment in the Islamic world 17

    2-3-1 Endowment in the Quran 17

    2-3-2 Endowment in the life of the Prophet of Islam 18

    2-3-3 Waqf in the life of the infallible Imams 19

    2-4 Waqf and its historical background and jurisprudential conditions 20

    2-4-1 Conclusion of Waqf 22

    2-5 Social and economic features of Islamic Waqf 23

    2-5-1 Social function of Waqf 25

    2-5-2 Economic function of Waqf: 27

    6-2 Waqf and improving the economic situation of society: 28

    2-7 Waqf in Iran and the world 30

    2-8 Waqf in other religions and different countries 31

    2-8-1 Waqf in Iran 32

    2-8-2 Pathology of Waqf in Iran 35

    2-9 The function of Waqf in cultural and educational institutions: 36

    2-9-1 The culture of endowment in education 38

    2-9-2 Endowment of educational places 39

    2-9-3 Effects of endowment on the educational program 40

    2-9-4 Determining the curriculum content in endowment letters 40

    2-9-5 Determining the duration of education in endowment letters 41

    2-9-6 Determining the way to manage schools in endowment Letters 41

    2-9-7 tradition of endowment in world universities 43

    2-10 concept of development: 44

    2-10-1 role of endowment in development 44

    2-10-2 endowment and social development 45

    2-10-3 endowment and intellectual and cultural development 46

    2-11 definition of sustainability: 47

    2-11-1 What is sustainable development 49

    2-11-2 Basic understanding of sustainable development 51

    2-11-3 Sustainable development from yesterday to today 52

    2-11-4 Components of sustainable development: 54

    2-11-5 Main pillars of sustainable development: 54

    2-11- 6 principles of sustainable development 55

    2-11-6-1 Abandoning the notion of human power 55

    2-11-6-2 Justice and equality 55

    2-11-6-3 The ecosystem is much more important than the current understanding and perception 55

    2-11-6-4 Reconciliation of development and sustainability 55

    2-11-6-5 People Pivotal 56

    2-11-6-6 Participation and agreement 56

    2-11-6-7 Comprehensive, cyclical and consolidated program 56

    2-11-6-8 Systemic and holistic vision 57

    2-11-6-9 Building on what exists: 57

    2-11-6-10 Flexibility 57

    2-13 Growth, sustainable development and sustainable economic development 62

    ‏ 2-13-1 Sustainable development from the economic point of view 64

    2-13-2 The role of economic security in providing sustainable development 66

    2-13-3 The role of endowment in providing economic security: 67

    2-14 The relationship of endowment in economic stability 67

    2-14-1 The components of endowment in sustainable economic development 69

    2-15 The effect of endowment on economic independence and growth and development: 70

    2-16 The effect of endowment on the realization of social justice and public welfare 72

    2-17 The role of endowment in sustainable economic development 74

    2-17-1 A case example for a better study and understanding of the issue 75

    2-17-1-1 schools 75 The components of Raba al-Rashid university town: 79

    2-17-1-6 The endowment system in Raba al-Rashidi 79

    2-17-1-7 Raba al-Rashidi is a city with sustainable development indicators 80

    2-17-1-8 Paying attention to the economy in Raba al-Rashidi 81

    2-17-1-9 Reasons The instability of Raba Rashid settlement 81

    2-18 Conclusion: 82

    2-18-1 Strategies 85

    2-18-2 Solutions 85

    2-18-3 The process of designing a university town centered on endowment 86

    Chapter 3: Understanding the context and climate of Shiraz city 87

    3-1 Historical periods Development of the city of Shiraz 87

    3-1-1 Ancient and Sasanian era 87

    3-1-2 Islamic era 88

    3-1-2-1 Conquest of Fars by Muslims 88

    3-1-2-2 Al-Buya to Safavid era 89

    3-1-2-3 Safavid era to modern era 89

    3-1-2-4 Contemporary 90

    3-2 Name of Shiraz 91

    3-3 History of Shiraz 92

    3-4 Shiraz system of localities 93

    3-4-1 Localities during Atabaki Mozaffarian and Al Boyeh 93

    3-4-2 Localities of Shiraz during Safavid era: 93

    3-4-3 The localities of Shiraz during the time of Zandiyeh 94

    3-4-4 The localities of Shiraz during the Qajar era 96

    3-5 The main structure of the city of Shiraz in different periods of history 97

    3-5-1 Al Boyeh 97

    3-5-2 The period of Atabakan 98

    3-5-3 Safavids 99

    3-5-4 Zandiyeh period 101

    3-6 The structure of the city in the Zandiyeh period 102

    3-6-1 Urban context in the Zandiyeh period 103

    3-6-2 Spatial and visual characteristics 105

    3-7 Shiraz in the Qajar period 105

    3-8 Shiraz in the first Pahlavi period 106

    3-9 Shiraz from the second Pahlavi period to the contemporary period 107

    3-10 Spatial structure of the city of Shiraz 109

    3-10-1 Pre-modern and pre-capitalist period (late 13th century AH to 1300 AH): 109

    3-10-2 Modern period Early construction (1300 A.H. to early 1330 A.H.) 110

    3-10-3 Late modernization period (from 1330 A.H. to the early 1960s) 112

    3-10-4 Spatial structure of Shiraz in the fourth period (the period of the challenge of tradition and modernity) 114

    3-11 Shiraz's geographical location 116

    3-12 weather 117

    3-12-1 air temperature 117

    3-12-2 humidity 118

    3-12-3 precipitation 119

    3-12-4 wind 121

    3-12-5 radiation 122

    3-13 Analysis of weather conditions 123

    3-13-1 comfort zone 123

    3-13-1 calendar need for shade and sun 128

    3-14 earthquake 129

    3-15 roads leading to Shiraz 130

    3-16 heights of Shiraz 132

    3-17 Shiraz population 132

    Chapter 4: Review of internal and external experiences 134

    4-1 Chahar Bagh School of Isfahan 134

    4-1-1 Conditions of selection and selection of teachers and students of Chahar Bagh School of Isfahan: 136

    4-1-2 Educational materials and lessons for students of Chahar Bagh School of Isfahan: 136

    4-2-1 Rabe Rashidi university endowment building 138

    4-3-1 Harvard student town 140

    4-3-2 History 142

    4-3-3 Faculties and related buildings 143

    4-3-4 Education and training 144

    4-3-5 libraries and laboratories 146

    4-4 student town of Tehran University 147

    4-4-1 establishment 147

    4-4-2 plan and model 149

    4-4-3 development 149

    4-4-4 revolution of 1357 Iran 150

    4-4-5 Political Role 150

    Chapter Five: Design Technical Standards and Criteria 152

    5-1 Physical Planning, Recognition and Determination of Space Dimensions and Standards 152

    5-2 Office Space 152

    5-2-1 Main Space Group 153

    5-2-2 Main Related Space Group 153

    5-2-3 group of comfort spaces 153

    5-2-4 group of circulation spaces 153

    5-3 exclusive spaces 154

    5-4 net infrastructure 154

    5-4-1 main office spaces 154

    5-4-2 dependent office spaces 155

    5-4-3 Support spaces and clients 155

    5-5 Workplace area (useful area) 156

    5-6 Net useful area 157

    5-7 Office equipment 158

    5-8 Building type 158

    5-8-2 Services 158

    5-8-3 Views 159

    5-8-4 sets 159 5-10-1 elevators 161

    5-11-1 Relationship with the outside world 163

    5-11-2 Escaping equipment 164

    5-12 Areas of activities of the Faculty of Architecture: 164

    5-12-1 Educational spaces: 169

    5-12-1-1 theoretical class 170

    5-12-1-2 General class: 170

    5-12-2 educational support spaces: 170

    5-12-2-1 laboratory 170

    2-2-12-5 workshop 170

    3-2-12-5 sports and educational spaces: 171

    1-13-5 library: 171

    5-13-2 Prayer room: 171

    5-13-3 Sports hall: 171

    5-13-4 Multipurpose hall: 172

    5-13-5 Counseling room: 172

    5-13-6 Sports room: 172

    5-13-7 Health room: 172

    5-14 Office spaces: 173

    5-14-1 Support and service spaces: 173

    5-14-2 Green spaces: 173

    5-14-3 Vehicle parking space: 174

    5-14-4 Entrance space: 174

    5-14-5 Vehicle parking space: 174

    5-14-6 Communicative and non-useful spaces: 174

    5-15 Semi-open or covered spaces: 175

    5-15-1 Capacity: 175

    5-15-2 Capacity of training course or training level: 175

    5-15-3 Capacity of educational complex: 175

    5-15-4 Infrastructure levels: 175

    Net 5-15-4-1: 175

    Gross 5-15-4-2: 176

    5-15-4-3 per capita: 176

    5-15-4-4 net infrastructure per capita: 176

    5-15-4-5 per capita Gross: 176

    5-15-4-6 Capacity determination criteria: 177

    5-15-4-7 Class capacity: 177

    5-15-4-8 Workshop and laboratory capacity: 177

    5-16 Capacity of breeding spaces: 177

    5-16-1 Library: 177

    5-16-2 Prayer hall: 178

    5-16-3 Amphitheater hall: 178

    5-16-4 Sports hall: 178

    5-16-5 Multipurpose hall: 178

    5-16-6 Dining hall: 179

    5-16-7 Office spaces: 179

    5-16-8 sanitary services: 179

    5-16-9 per capita spaces: 179

    5-16-10 closed spaces 179

    5-17 spaces related to educational activities: 181

    5-18-1 office space furniture 182

    5-18-2 Placement of walls 182

    5-18-3 Library 183

    5-18-4 Study hall 184

    5-19-5 Bookcases 184

    5-20 Design of assembly halls 186

    5-20-1 General geometry of halls 186

    5-20-2 Main actions in planning halls 187

    5-20-3 Different parts of meeting halls 187

    5-20-3-1 Hall entrance: 188

    5-20-3-2 Foyer and waiting room 188

    5-20-3-3 Meeting halls 190

    5-20-3-3-1 Changes in the dimensions of meeting halls 190

    5-20-3-3-2 Multifunctionality and flexibility of the hall 191

    5-20-3-3-3 Seats in meeting halls 192

    5-20-3-3-4 Balconies in halls 195

    5-20-3-3-5 Slope Halls 196

    5-21 Telephone equipment room 198

    5-22 Motor room and emergency power 198

    5-23 Sanitary, dressing and cleaning equipment 199

    5-24 Central warehouse 199

    5-25 Caretaker's residence 200

    5-26 Exhibition area 200

    Sixth chapter: location and design process of student town 201

    6-1 The course of Shiraz urban development 201

    6-1-1 Shiraz 1328 204

    6-1-2 Shiraz 1335 205

    6-1-3 Shiraz 1350 206

    6-1-4 Contemporary Shiraz 207 Suggested locations for the collection site 211

    6-5-2 The location of the site in relation to the city 213

    6-5-3 The location of the site in relation to the existing urban arteries 214

    6-5-4 The location of the site in Shiraz municipal areas 214

    6-6 Access 215

    6-6-1 Access by vehicle 215

    6-6-2 Pedestrian access 215 220

    6-10 site analysis using SOWT table 221

    6-11 conclusion 224

    6-12 design process of the student town complex 225

    6-12-1 drawing the initial lines to reach the plan 225

    6-12-2 drawing the initial diagrams 226

    6-12-3 drawing the axes affecting the plot 227

    6-13 designing the initial three-dimensional volumes 229

    6-14 drawing the final roof plan of the complex 230

    6-14-1 site design process 231

    6-14-2 drawing the roof plan of the Faculty of Architecture 235

    6-15 process Design of the Faculty of Architecture 236

    6-16 Drawing of the plan of the ground floor and first floor of the Faculty of Architecture 239

    6-17 Views and final sections 242

    6-19 Design of interior spaces 244

    6-20 Structure of the Faculty of Architecture 245

    6-20-1 Foundation 245

    6-20-2 Material of walls 245

    6-20-3 Roof set 245

    6-20-3-1 Viarandil 1 beam system 245

    6-20-3-2 Prestressed concrete roof 246

    6-20-4 Columns 248

    6-21 Facilities of the Faculty of Architecture 248

    6-22 3D view of the collection 250

    List of sources: 253

Theoretical: examining the centrality of endowment in sustainable economic development (practical: designing a student town)
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