In this study, it is planned to make a spatial analysis of the accessibility function of a city using GIS. The main purpose of this study is to reveal the spatial accessibility of primary schools, which are among the educational institutions in the Merkez district of Niğde province. The Spatial Plans Building Regulation was used as a criterion for accessibility. The current number of students and teachers in the schools and the number of classrooms were obtained from the Niğde Provincial Directorate of National Education, and the obtained data were analyzed by transferring them to ArcGIS software. In the study, the Zoning Plan from the Niğde Municipality, the road and housing data obtained from OpenStreetMap, the location information of the schools and the number of students obtained from the Niğde Provincial Directorate of National Education, and the population data obtained from TÜİK were used. According to the results of the study, there are problems in accessibility the primary schools in some neighborhoods in the Merkez district, and this problem is increasing especially in rural areas. It should not be forgotten that accessibility is important for everyone, school and settlement plans should be made with reference to the values specified in the spatial plans regulation.

The impact of farmers’ education is examined with a view to evaluate the actual situation of farmers’ education in Bangladesh. Fifty samples were collected from two sub districts of the Gazipur district in Bangladesh. The selection of the study sites and collection of the samples such as the years of schooling of the farm household head, total income, farm size, number of earners of farm families, family size, years of farming experience of farm household head, number of times extension contacts and rice yield were done purposively. It is cleared from the study that education is necessary for farmers to raise their wealth. Results were derived through regression analysis. The study has also shown that size of family and years of farming experience contributed significantly to the wealth accumulation of farmers.

In this study, the project studio, which is the foundation of interior design education, has been designed using the metaphor method, one of the intellectual methods applied in education. The metaphor method is a technique used to make difficult-to-understand abstract concepts concrete and helps design students develop their critical thinking and creative skills. In this case, design, which is the verbalized form of abstract thought, is limited to an object and the responsibilities brought by this object. From this point of view, an experimental study of metaphorical methods for establishing spatial relations of objects was carried out in a 14-week design studio with the 2nd year students of the Department of Interior Architecture, Faculty of Architecture and Design, Selcuk University. The purpose of the studio work is to draw the boundaries of interior architecture students in their search for solutions to design problems, and to enable them to come up with creative designs while making functional and formal decisions. In this context, a metaphorical approach was used in the context of object-space relations to guide students’ formal decisions in the functional solutions of the problems that arise in the interior design process. After working in the studio, the students have developed a working doctrine that will guide their interior design studio projects using the designed method, allow them to create unique forms and shapes, enable them to translate abstract ideas into concrete space and make it possible for them to design at various scales, from equipment to space design. The method is at a level that will set an example for students, designers and academicians working in the design discipline.

Agricultural development is now expected to proceed in a way that maximizes opportunities to improve health and nutrition. Accordingly, the term “nutrition-education-agriculture linkages” describes the set of relationships that shows the mutual dependence of nutrition, education and agriculture. Changes in nutrition or education status are expected to affect agricultural production; conversely changes in the agricultural sector can have significant effects on individual health and nutritional status. Professionals in are trained in nutrition or agriculture, but very few will be trained in both. It is therefore difficult to begin discussions on nutrition-focused agricultural programs and policies. How do we begin to identify these linked outcomes? And how do we begin to think about ways to impact factors that are outside of our sector of expertise? This paper provides a simple framework for thinking critically about nutrition, education and agriculture linkages. The purpose is to help readers identify the linkages of greatest importance to their goals and to begin thinking about how to take steps toward integrating programs more effectively.