To solve the problem of large difference degree in multi-dimensional urban landscape design, a multidimensional urban landscape design method based on nonlinear theory is proposed. Research on multidimensional nonlinear landscape design methods in improving the rationality of architectural landscape design and improving the living environment is important for optimizing the structure of multidimensional nonlinear landscape design and improving the effect of urban landscape design. Firstly, according to the input and output data of the system, the multidimensional nonlinear landscape image is sampled, the virtual scene space visual planning method is used to simulate the parameters of the multidimensional nonlinear landscape design, and the block detection method is used to reconstruct the region of the multidimensional nonlinear landscape image. Combined with RGB feature decomposition method, the parameter vectorized feature extraction of multidimensional nonlinear landscape design was carried out, and the parameterized model of multidimensional nonlinear landscape view was extracted. Based on the parameterized model method, the multidimensional nonlinear landscape design is realized, and the quantitative analysis ability of multidimensional nonlinear landscape design is improved. The simulation results show that the mean of regression standard deviation is 0.567, the standard value is 0.753, and the F-test value is 0.655. Therefore, the visual feature expression ability of multidimensional nonlinear landscape design using the proposed method is better and the effect of landscape design is improved.

This study presents a teaching/learning framework based on parallels between problem-based learning (PBL), constructivist pedagogy, and design, which enables students to learn technical courses in a way that promotes sustainable and self-directed learning. The study used qualitative content analysis of literature surveyed from scientific databases to determine thematic codes and find the relations. The theoretical framework was implemented in a case study conducted in a second-year course in building construction technology at Tishk International University, Sulaimaniya, Iraq. The results indicate that solving ill-defined problems increased student enjoyment in learning various subjects through several teaching methods including self-directed learning. The instructor’s role is to facilitate learning rather than to provide knowledge by showing the solutions. This stimulates the students’ curiosity toward understanding problems and approaching solutions through a game-based scheme. The suggested framework can be a guide for instructors teaching technical courses of any kind. This method equips students with technical knowledge that benefits them in their studies and their professional lives after graduation, as they can integrate both their design and technical knowledge.

The research work presented in this paper is focused on the investigation of dynamic characteristics and optimum design of rotating laminated composite multi-walled carbon nanotubes-reinforced magnetorheological elastomer (MWCNT-MRE) sandwich plate. Higher-order shear deformation theory (HSDT) and finite element (FE) formulations are employed to derive the governing equations of the composite MWCNT-MRE sandwich plate. The performance of the derived numerical model is validated by comparing it with the results available in the published literature. The free and forced vibrations of the composite MWCNT-MRE sandwich plate are examined at different magnetic fields and rotating speeds. Also, the optimal ply orientations of the MWCNT-MRE sandwich plate are identified using the developed numerical model coupled with a genetic algorithm (GA) to enhance the natural frequencies and loss factors.

Nowadays, architecture education concentrates mostly on form, space, and general subjects as well as considerations of function, and art theories about design. Least attentions are on technical matters, construction courses, which cannot stand separate from the design process. This lack of synchronization between architectural design and construction courses have resulted in the idea that only design product is paramount in architectural education. However, the nature of construction courses is mostly technical and mechanical, which make it challenging for students to understand and truncate their passion for furtherance on the subject. This paper aims to examine the problems related to the learning and understanding of construction technology and its connection with the architectural design. And also to identify the primary learning necessities essential for achieving a better learning performance in construction courses, by analyzing the curriculum of construction courses of Faculty of Architecture, EMU (Eastern Mediterranean University) as case studies, and related information in the current literature written between (1993-2015) whose discourses focus on: Teaching construction technology, Bridging the gap between Theory and Practice, Education and practice of building and Evaluating Constructive Thought of Master Builder.