سنجش عدالت اجتماعی در ساختار فضایی کلانشهر تبریز با تأکید بر پراکنش فضایی مراکز آموزشی

محورهای موضوعی : توسعه پایدار شهری

پروین دده زاده سیلابی ¹ , زهرا رسول زاده ² , حسین طهماسبی مقدم ³

1 - دانش آموخته رشته جغرافیا و برنامه ریزی شهری دانشگاه محقق اردبیلی
2 - دانشجوی دکتری جغرافیا و برنامه‌ریزی شهری، گروه جغرافیا، دانشگاه زنجان، زنجان، ایران.
3 - دکتری جغرافیا و برنامه‌ریزی شهری،گروه جغرافیا، دانشگاه زنجان، زنجان، ایران.

تاریخ دریافت : 1400/06/22 تاریخ پذیرش : 1400/07/27 تاریخ انتشار : 1400/05/01

کلید واژه: عدالت فضایی, کاربری آموزشی, آمار فضایی, توزیع فضایی, کلانشهر تبریز,

چکیده مقاله :

امروزه فضا های آموزشی یکی از مهم ترین کاربری ها در شهر ها است و نسبت به سایر کاربری های خدمات شهری از اهمیت قابل توجهی برخوردار است. تخصیص فضا نیز به این کاربری یکی از موضوعات مهمی است که در برنامه ریزی های شهری موردتوجه قرار می گیرد. کلانشهر تبریز در زمره شهر هایی است که در آن توزیع فضایی خدمات شهری از جمله خدمات آموزشی به طور مناسب و مکفی صورت نگرفته است. در راستای رفع مشکلات ناشی از این مساله و همچنین افزایش کارایی این فضاها، توجه به ساماندهی و توزیع مناسب ضروری به نظر می رسد. بر این اساس، پژوهش حاضر با استفاده از مدل های آمار فضایی، تحلیل لکه های داغ و خود همبستگی فضایی در نرم افزار Arc/GISبه نحوه توزیع فضایی کاربری های آموزشی در سطح شهر تبریز پرداخته است. داده های مورد نیاز نیز به روش کتابخانه ای و با مراجعه به منابع و سازمان های مربوطه گردآوری شده است. نتایج به دست آمده نشان می دهد که در بلوک های شهر تبریز از لحاظ وضعیت کلی آموزشی نابرابری وجود دارد؛ نواحی 1 و 2 از منطقه 2 و ناحیه 5 از منطقه 4، وناحیه 1 از منطقه 8، ناحیه 1 از منطقه 3 و ناحیه 3 از منطقه 10 بیشترین وزنه و نواحی 4 و 6 از منطقه 5، ناحیه 2 از منطقه 9 و در نهایت ناحیه 1 از منطقه 6 کمترین وزنه از کاربری های آموزشی را به خود اختصاص داده اند. به گونه ای که این نواحی به لحاظ پایداری در سطح پایین تری قرار دارند. همچنین بر اساس شاخص موران توزیع فضایی کاربری های آموزشی در کلانشهر تبریز به صورت خوشه ای می باشد. بر اساس این شاخص نیز نابرابری موجود در زمینه توزیع کاربری مورد نظر کاملا مشهود است.

چکیده انگلیسی:

      Today, educational spaces are one of the most important uses in cities and are of considerable importance compared to other uses of urban services. Allocation of space to this use is one of the important issues that are considered in urban planning. The metropolis of Tabriz is among the cities in which the spatial distribution of urban services, including educational services, has not been done properly and adequately. In order to solve the problems caused by this issue and also increase the efficiency of these spaces, it seems necessary to pay attention to proper organization and distribution. Accordingly, the present study uses spatial statistics models, hot spot analysis and spatial autocorrelation in Arc / GIS software to investigate the spatial distribution of educational applications in the city of Tabriz. The required data has also been collected by the library method and by referring to the relevant sources and organizations. The results show that there is inequality in the general educational situation in the blocks of Tabriz; Zones 1 and 2 of Zone 2 and Zone 5 of Zone 4, and Zone 1 of Zone 8, Zone 1 of Zone 3 and Zone 3 of Zone 10 have the most weight and Zones 4 and 6 of Zone 5, Zone 2 of Zone 9 and finally Area 1 of Area 6 has the lowest weight of educational uses. In such a way that these areas are at a lower level in terms of stability. Also, according to Moran index, the spatial distribution of educational uses in Tabriz metropolis is clustered. Based on this index, the existing inequality in the distribution of the intended user is quite obvious.Adequate access to public service facilities can be considered as an important indicator for improving the quality of life, which is one of the foundations of justice policies. This helps to meet the basic needs of urban residents, as it has a profound effect on the participation of urban residents in specific physical activities. As a result, poor spatial access to urban facilities can worsen the quality of life for residents of affected neighborhoods. Therefore, to achieve a sustainable distribution system of urban facilities, ensure adequate and easy access of urban residents to these facilities, and improve the quality of life of affected residents, its study is important for urban planners in recent decades, Tabriz metropolis due to development The growing physical and demographic population is witnessing the imbalance of the distribution system of public land uses, including educational land, and the balance of spatial distribution of land uses and education centers in this metropolis have been disturbed, causing spatial inequality in access to facilities. Therefore, the purpose of this study is to analyze the spatial distribution of education services using spatial statistics in the GIS environment in the metropolitan areas of Tabriz and to identify the inequalities in the availability of educational services in the metropolitan areas of the city, because attention to equitable distribution These services will increase social welfare, the spatial balance of the population, maintain the safety of citizens and reduce social tensions. In line with the above objectives, the present study seeks to answer this question: Spatial pattern of service distribution and educational uses What is it like in the blocks of Tabriz metropolis?Methodology:     Due to the nature of the subject and objectives of the research, the type of applied research and research method is based on the descriptive-analytical method. The required information has been obtained by the documentary method and based on the latest comprehensive plan of Tabriz metropolis (2011). The statistical population of the study includes ten areas of Tabriz metropolis. To study and identify the distribution of educational uses and weights of this use in different areas of Tabriz and also its distribution pattern from spatial statistics models, spot analysis Hot Spot Analysis and Spatial Autocorrelation (Morans I) are used in GIS software.Results and discussion:      Hot spots analysis has been used in different areas of Tabriz in order to investigate the spatial distribution of educational uses. This statistical analysis calculates Gettys-Ardji statistics for all features present in the data. Also, according to the calculated Z score, it can be shown in which blocks the data are clustered with high or low values. As explained in the research method, the larger the Z-score, the higher the values ​​are highly clustered and form a hot spot. In the case of statistically negative and significant Z, the smaller the Z-score, the more intense the clustering of low values ​​and the indication of cold spots. The results of this analysis in two types of numerical and graphic outputs show that the features are randomly, scattered or clustered in space. If the value of the Moran index is close to a positive number (+1), the data have a spatial autocorrelation and their distribution pattern is clustered, and if the Moran value is close to a negative number (1-), the data view is broken and their distribution pattern is scattered. In the case of this tool, the null hypothesis is that there is no spatial clustering between attribute values ​​associated with geographic features. Moran index calculated for 1390 is equal to 0.127204. This value is less than one and on the other hand the value of P-value is equal to zero, it can be concluded that the desired indicators have spatial autocorrelation and because the value of Moran is positive and close to one, so the spatial distribution of educational uses in Tabriz to the form is clustered and concentrated, and this factor shows that spatial justice has not been observed in the distribution of the intended uses. Conclusion:        Therefore, in this study, using spatial statistics models, hot spot analysis and spatial autocorrelation in Arc GIS software, the spatial distribution of educational applications in the city of Tabriz has been studied. The results show that there is inequality in the blocks of Tabriz in terms of the general educational situation. Thus, the blocks with high weight for educational use and high concentration of hot spots are in the desired condition, which includes areas 1 and 2 of area 2 and area 5 of area 4, area 1 of area 8, area 1 of area 3 and area 3 are from area 10. Also, blocks with low training weight and low concentration of hot spots, which include areas 4 and 6 of area 5, area 2 of area 9, and finally area 1 of area 6, which are at a low level in terms of urban sustainability. There are more. Also, the application of general G coefficient showed that the spatial pattern of concentration of educational centers in Tabriz is a random pattern towards high concentration (hot spot). In fact, the areas of Tabriz with a large number of educational centers, are concentrated close to each other and have formed hot clusters. According to Moran's index, the spatial distribution of educational uses in the city of Tabriz is clustered and centralized, and this factor showed that spatial justice was not observed in the distribution of educational uses

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