On a personal experience of cultural adaptation Essay Example for Free

On a personal experience of cultural adaptation Essay Adaptation, originally as a biological concept, is an alteration or adjustment in structure or habits, by which a species or individual improves its condition in relationship to its environment. Every creature on the earth, including human beings, has the essential and innate capacity of adapting to the outer environment. That is on the level of biological adaptation. The evolution of human beings makes them outmatch all the other creatures to develop their own language and culture, which is unique only among themselves. At this time, the adaptation of human beings could not only be confined in the scope of biological one. Cultural adaptation, at this point, is necessary and indispensable for the further development of human beings. The significance and importance can be represented especially when the cultural contexts or environments have changed no matter it is a change of international, intercultural, interethnic, inter-religion, or inter-region, etc. The term â€Å"microculture†, the counterpart of â€Å"macroculture†, can refer to a social group that shares distinctive traits, values, and behaviors that set it apart from the parent macroculture of which it is a part (Gollnick Chinn, 1998). The identity of microculture can be based on traits and values of different ethnic origin, religion, gender, age, socioeconomic status, geographic region, place of residence conditions, and so on, among which, geographic region and place of residence will be what I give my focus on in this paper. The change of geographic region and place of residence will evoke the change in psychology and behavior to adjust and adapt oneself to the new environments. 2. Cultural Adaptation 2. 1 Cultural Adaptation versus Biological Adaptation Human beings, like other living creatures in the world, also have biological and psychological needs. Other animals fill their needs primarily through biological adaptation, for example, a lion uses speed and sharp teeth and claws to capture and eat its prey. However, our human beings develop forms of knowledge and technologies that enable them to get the necessary energy from the environment and make life more secure. This knowledge and technology forms a core of culture that can be passed from generation to generation and group and group, so human beings adapt to their world culturally (Nanda Warms, 2002). Cultural adaptation has some distinct advantages over biological adaptation. Because human adapt through learned behavior, they can change their approach to solving problems more quickly and easily. However, creatures whose adaptations are primarily biological change slowly (Nanda Warms, 2002). Adaptation, coming being into one of the basic characteristics of culture, makes people develop to accommodate environmental conditions and available natural and technological resources (Gollnick Chinn, 1998). Culture, in fact, is the way human beings adapt to the world (Nanda Warms, 2002). 2. 2 The Definition of Cultural Adaptation From the aspect of sociology and anthropology, cultural adaptation is the long-term process of adjusting and finally feeling comfortable in a new environment (Kim Gudykunst, 1988). Immigrants who enter a culture more or less voluntarily and who at some point decide to adapt to the new cultural context experience cultural adaptation in a positive way. Cultural adaptation, especially intercultural adaptation is broadly used in the literature of intercultural communication studies, and according to Kim, it refers to the process of increasing the level of fitness of people to meet the demands of a new cultural environment. It deals with how sojourners or new immigrants experience the distress caused by mismatches or incompatibility between the host culture and the culture of birth (Fan, 2004). 2. 3 Models of Cultural Adaptation 2. 3. 1 The Anxiety and Uncertainty Management Model This model was put forward by communication theorist William Gudykunst. He stresses that the goal of effective intercultural communication can be reached by reducing anxiety and seeking information, the so-called uncertainty reduction (Gudykunst, 1995). The uncertainty can be classified into different types. Predictive uncertainty is the inability to predict what someone will say or do. Explanatory uncertainty is the inability to explain why people behave as they do (Martin Nakayama, 2000). In fact, some level of anxiety is optimal during an interaction. Too little anxiety may convey that we don’t care about the person. Too much anxiety causes us to focus only on the anxiety and not on the interaction. This model assumes that to communicate effectively we will gather information to help us reduce uncertainty and anxiety. The theory predicts that the most effective communicators are people who have a solid self-concept and self-esteem, have flexible attitudes (a tolerance for ambiguity, empathy) and behaviors and are complex and flexible in their categorization of others (Martin Nakayama, 2000). 2. 3. 2 The U-Curve Model This model, applied to many different migrant groups, is based on research conducted by a Norwegian sociologist, Sverre Lysgaard, who interviewed Norwegian students studying in the United States. The main idea is that migrants go through fairly predictable phases in adapting to a new cultural situation. The first phase is the anticipation or excitement phase. The second phase, culture shock, happens to almost everyone in intercultural transitions. During this phase, migrants experience disorientation and often a crisis of identity. Because identities are shaped and maintained by one’s own cultural context, experiences in new cultural contexts often raise questions about identities. The third phase is adaptation. In this phase, how much of the migrants should be changed and to what degree should he or she to adapt is what should be pay attention to (Martin Nakayama, 2000). 2. 3. 3 The Transition Model Culture shock and adaptation have been viewed as a normal part of human experience, as a subcategory of transition shock. Janet Bennett (1998), a communication scholar, says that culture shock and adaptation are just like any other transition, such as going away to college, getting married, or moving from one part of the country to another. Psychologists have found that in this model most individuals prefer either a â€Å"flight† or â€Å"fight† approach to unfamiliar situations. The first preference, the â€Å"flight† approach, is to hang back, get the lay of the land, and see how things work before taking the plunge and joining in. The second preference, the â€Å"fight† approach, is to get in there and participate. Migrants who take this approach use the trial-and-error method. Individual preference is a result of family, social, and cultural influences. An alternative to fight or flight is the flex approach, in which the migrant uses a combination of productive fight or flight behaviors (Martin Nakayama, 2000). 3. Microculture or Subculture Microculture, as a counterpart of macroculture, refers to these groups which exist within the context of a larger society and share political and social institutions as well as some of the traits and values of the microculture. It can also be called subsocieties or subcultures. These cultural groups are called microcultures to indicate that they have distinctive cultural patterns while sharing some cultural patterns with all members of the macroculture and their unique patterns will identity themselves as members of their particular group. Cultural identity is based on several traits and values learned as a part of the national or ethnic origin, religion, gender, age, socioeconomic status, geographic region, place of residence conditions and so on (Gollnick Chinn, 1998).

Claude Monets Impressionism Artwork

Claude Monets Impressionism Artwork Claude Monet was born on November 14, 1840 in Paris France and was son to Claude Adolphe Monet and Louise-Justine Aubree. Monet, even from a very young age, had always loved to study and practice art and even attended Le Havre, school for the arts at the ripe age of 11. Monet continued to study art for much of his life and even developed his own style of art that was coined Impressionism (Claude Monet Biography). Impressionism is a movement in French painting, sometimes called optical realism because of its almost scientific interest in the actual visual experience and effect of light and movement on appearance of objects (Impressionism). Characteristics of Impressionist paintings include visible brush strokes, open composition, emphasis on light in its changing qualities, ordinary subject matter, the inclusion of movement as a crucial element of human perception and experience, and unusual visual angles (Art Periods: Impressionism in France). Monet painted a series of Impressionist series of approximately 250 paintings called Water Lilies. 250 The paintings depict Monets flower garden at Giverny and were the main focus of Monets artistic production during the last thirty years of his life (Water Lilies). As part of his extensive gardening plans at Giverny, Monet had a pond dug and planted with lilies in 1893. He painted the subject in 1899, and thereafter it dominated his art. He worked continuously for more than twenty years on a large-scale decorative series, attempting to capture every observation, impression, and reflection of the flowers and water. By the mid-1910s Monet had achieved a completely new, fluid, and somewhat audacious style of painting in which the water-lily pond became the point of departure for an almost abstract art. This work, which he began in the late teens and kept in his studio until his death, is one of the most complete pictures of the late series (Claude Monet). One of the 250 Water Lilies paintings, completed in 1907 is currently on display in the Museum of Fine Arts Boston. The painting is oil on canvas and 38 1/8 x 38  ¾. The form of the painting is 2-dimensional. The painting shows water lilies in what appears to be a pond. There are more water lilies in the distance than â€Å"in the front†. The water and the water lilies are not painted in a â€Å"traditional† way. If looking closely, one can see that they are painted will unsmooth and spotted paint strokes and a vast variety of colors. The water surrounding the water lilies highlights them by adding areas of light as well depth where needed. The space of the Water Lilies is key to its beauty. Monet uses a proper proportional scale to indicate distance from the viewer. The lilies are not crowded and appear â€Å"comfortable† in their environment. Each group of lilies had its own space. Though the groups of lilies get close to one another in the distance, there is no obvious overlapping. When it comes to the composition of the painting, Monet leads the viewer though the entire painting with every brush stroke. The â€Å"front† of the painting is bright and full of light and catches the eye first. The light in the center of the painting leads the viewers eyes up to view the large clusters of lilies. The color in Water Lilies makes the painting the gorgeous work of art that it is. The various colors allows for the depth and the reflection of light. The water in the painting varies in color from very pale lavender, to dark and mossy browns and greens. Lavender, brown, and green are probably not the first colors a viewer would think of when imagining a pond or stream but it works perfectly in Water Lilies. There is also a wide variety of color used in the lilies. When looking up close, the â€Å"green† part of the lilies are actually composed of every shade of green imaginable, yellows, blues, browns, and even pinks. The flowers on the lilies, which appear just pink from a distance, are made with red, pink, white, brown, and grey. From the painting, it is clear that Monet was fascinated, and spent a lot of time concentrating on the light of a painting. There is so much depth and highlighting in the painting that many onlookers find it breathtaking. The lightest part of the painting is right in the center. There are no lilies in that area, so there is no need for shadowing which is why it appears to be illuminated. In the distance of the painting, it is much darker and there are also a lot more lilies. The front of the painting is purple and blue. It almost appears as though it is the sky reflecting onto the water. The texture of this painting is what makes Monet, Monet. When looking up close at the painting, it is hard to believe that the textured, rough and quick brush strokes create such a clear looking and well composed painting from far away. If a viewer only had the opportunity to view the painting up close, it would be reasonable to believe that they would think the painting was a mess and wouldnt create a clear image. There are so many layers in Water Lilies. When looking up close, it is strange to see shades of brown layered on top of purple and it appears as though it would never look fluid, but Monet mastered it to do so. Monet was the master of Impressionism and his series of 250 Water Lilies paintings showcased his talent in the category perfectly. His works are displayed all around the world, even right here in the Boston area. Monet will forever go down in history as the first, and perhaps the greatest Impressionist artist of all time. References Art Periods: IMPRESSIONISM in France. Discover France French Arts, Culture, Tourism. Web. 09 Mar. 2010. . Claude Monet (18401926) | Thematic Essay | Heilbrunn Timeline of Art History | The Metropolitan Museum of Art. The Metropolitan Museum of Art, New York: Metmuseum.org. Web. 09 Mar. 2010. . Claude MONET Biography. Giverny Vernon : In the Heart of Impressionism. Web. 09 Mar. 2010. . Impressionism Impressionism Art. Oil Paintings Reproduction Canvas Oil Painting Reproductions For Sale. Web. 09 Mar. 2010. . Water Lilies | Claude Monet | All | European Paintings | Collection Database | Works of Art | The Metropolitan Museum of Art, New York. The Metropolitan Museum of Art, New York: Metmuseum.org. Web. 09 Mar. 2010. .

The Kindergarten Idea In Architecture Construction Essay

The Kindergarten Idea In Architecture Construction Essay The kindergarten idea is considered to have initiated as early as the 17th century. The origins of the kindergarten idea define certain attitudes to pre-school education that are still widespread to this day. The early kindergarten idea, which related environmental needs to pedagogical needs, brought about a number of important architectural impulses, both in modernistic and organic forms. John Heinrick Pestalozzi founded the first child-centred institution at Yverdin 1805, based on what became essential kindergarten principles from which several pedagogies stemmed. Fredrick Froebel Philanthropist Robert Owen established a child care institution in New Lanark, Scotland. At the time children over six worked with their parents, therefore the institution only catered for children under six. Staffed by nurses it provided a pleasant atmosphere, although its pedagogical philosophy was unsophisticated. Throughout the 20th century one-off private kindergartens were established in Germany, Britain, Japan and North America. These were based primarily on the Fredrick Froebel philosophy. This philosophy originated from German philosophies in the 19th century. In Froebels hostilic philosophy, kindergartens are complimentary to home life, as appose to replacing it. The Froebel movement spreads to Britain in 1871 when the first kindergarten was built by Sir William Mather. This was followed by the establishment of a free kindergarten for children aged between 3 and 6. Many of these early Froebelian based kindergartens were based on the principles of kindergartens as an educational institution, lacking any architectural form or purpose. A key issue when selecting and appraising educational philosophies is how each system presents information in the development of children. In Froebels system children learn through play as appose to the learn, listen, recite method usually employed. Pedagogical drawing is an important factor. Drawing was seen by Froebel as a form of writing. The gifts and occupations His study of the natural sciences gave him an understanding of the connection of geometric forms to the natural environment such as plant forms and crystals. His work in crystallographic science is said to have persuaded this area of his teaching technique, while his training as an architect influenced the emphasis of precise and unchanging relationships between different things as the central concept of learning. The child plays with one or more geometric gifts to discover its properties and the possibilities for design. Once a standstill is reached the teacher invokes one or more of the categories to compel a new direction of play. In this way the child discovers the designs that are possible with the selected shapes. The occupations developed more intricate and complex skills such as forming shapes from moulding clay, and using sticks and rings laid out as letters as the first step towards writing. Rachael and Margaret MacMillian Some less pedagogical approaches crept in towards the end of the 19th century, as research began into child behaviours by theorists such as Granville Stanley Hall and John Dewey. As this was underway in the USA, closer to home Rachael and Margaret MacMillian began creating an educational philosophy of their own. In 1913, in London they founded an open-air nursery school, based on a more practical approach to child-care. Their approach was to concentrate on the basic needs of children with physical exercise and fresh air as the main priority. Rudolf Steiner The need for imagination, a sense of truth and a feeling of responsibility these are the three forces which are the very nerve of education. Rudolf Steiner was the founder of another educational pedagogy which is still in use today. His controversial thinking can be mainly attributed to some of the facts about his life and the resultant approach to the problem of education. Born in Croatia in 1861, Steiner began finished higher education and continued into further education with the intention of becoming a grammar-school teacher. He failed to complete this course, but went on to study philosophy under Johann van Goethe for several years. He then moved to Berlin and was attracted to the forward-thinking literary Bohemia, the workers movement and the reforming religious thinkers. Here he became leader of a spiritual renewal movement and founder of a philosophical community that was entirely focused on his own personality. In 1919, a defeated Germany brought about innovative thinking and the opportunity for Steiner to try out his ideas on education in a new school. On 7 September 1919, he ceremonially opened the first Free Waldorf School as a combined co-educational primary and secondary school for 256 children drawn mainly from the families of workers at the Waldorf-Astoria cigarette factory in Stuttgart (Germany). Steiners basic ideas on education were conceived in the period between 1906 and 1909 in a manner which to begin with had naturalistic overtones: Out of the essence of the developing individual, ideas on education will grow, as it were, of their own accord. However, in contrast to the path taken by Dewey and Montessori, who sought to establish their New Education on recent ideas of experimental child psychology, Steiner based his educational plan entirely on his cosmic spiritualistic anthropology according to NAME (yyyy), If we wish to detect the essence of the growing individual, we must set out from a consideration of the hidden nature of man as such. In Steiners educational philosophy the educational growth of the child is viewed as a process of rebirth. In a seven-year cycle from the head via the heart to the hands education takes the form of growth and metamorphosis. The educator is seen as the gardener of this growth. From a belief in reincarnation stems the image of education as an aid to incarnation and spiritual awakening. In this case the educator becomes a priest and a healer. With these educational forces, Steiner built the levers that are still being implemented by teachers and educators in his schools and kindergartens today. These educational philosophies can be broken down into three main ideas. First, the intellectual philosophy spread by Froebel, later associated with Naturphilosophy, whereby the childs educational and social development take precedence. The second is the more pragmatic approach created in Britains cities as a result of health concern for young children living in these overcrowded urban areas. This approach is based on circumstances in the past which are not as evident in todays society, namely forced child labour and severe overcrowding in cities. The third is the Steiner pedagogy. The practice of this system of education includes a broad spectrum of artistic and handicraft learning potentials, a caring attitude to children and many opportunities for conscious participation in community tasks. In my opinion Fredrick Froebels approach is far too important to be left to the unquestioning adepts of Rudolf Steiner. Part (ii) While researching the kindergarten as a building type, it was clear that many of the buildings do not live up to the needs of the children, i.e. the learning environment. According to KINDERGARTEN ARCHITECTURE (yyyy) kindergartens and nursery schools are often dealt with as add-on classes to existing primary school education facilities, particularly in Britain, with no real concern for the needs of the child. The importance of the building form and in turn the construction materials is vital to creating an atmosphere that supports the childrens activities, and consequently improving the learning outcomes. The building typology should seek to create an environment that encourages the learning process by addressing issues of emotional and physical well being amongst the children. This concept implies that success in learning at an early age can be linked to the environment created by the materials used and the architectural and structural form of the buildings i.e. a comfortable environment will facilitate the learning process. The kindergarten is the first place where children make acquaintances with new people and new surroundings, and where they become part of a new community. Therefore designing a kindergarten involves not only creating a protective environment for children, but also introducing them to a new space where communication and expression are given free reign. In designing kindergartens, the building form and materials must exploit geometry, colours and images intended to evoke associative meanings within the childs mind. Broadly speaking, in educational facilities in Britain, there are three construction methods used, with varying materials, used either alone or in combination with one another. These are framed construction, load-bearing wall construction and prefabricated construction. Framed construction use steel or concrete columns and beams to support walls and floors. Structural floors are generally reinforced concrete slabs or steel floor panels with concrete laid between them. This type of construction can provide maximum flexibility providing the spacing of the columns allows for the space required for teaching areas. Load bearing wall construction is where walls are designed to carry the load of any additional flooring and the roof. These walls are generally constructed of brick or concrete block. In order for large open plan spaces to exist in these structures additional beams or other load-bearing elements must be employed. Prefabricated construction does not segregate any material. Teaching spaces are fully or partly constructed off-site and brought on-site in a state almost ready for use. The following are a few examples of different kindergartens and there construction techniques. There is much more space allowed for in these modern kindergartens than in any traditional kindergarten buildings. Caesarea kindergarten (Reinforced concrete construction) In many cases building a kindergarten is a way of creating an imaginary world, a space where children receive physical and social exposure to the outside world beyond their home and family. It is in this context that many kindergarten building forms are based. An example of this is the Or-Akiva kindergarten in Miami. Images of the Grasshopper and the Tin Man from the Wizard of Oz were used creating a unique atmosphere to encourage children to architecturally create starting points for their own stories/dreams. In the same way the Caesarea kindergarten in Israel uses a visually striking faà §ade of three elephants which relate to the archaeological site on which it is built, and the ancient Roman city known also as Caesarea. Images taken from the architects website (Knafo Klimor Architects) can be viewed to the right and below: http://www.kkarc.com/images/Publications/59.pdf The building is constructed of reinforced concrete. As with any RC structure, the material permits an especially flexible design, which has allowed the freedom to create this remarkable faà §ade. Kindergarten Sighartstein (Steel frame construction) The Kindergarten Sighartstein, Austria, is an example of the use of a contemporary steel frame structure. Designed by Kadawittfeldarchetektur, a German practice, this building makes use of metal cladding elements with the concept of kindergarten-in-motion. The images below taken from the Kadawittfeldarchetektur Architects website show the external faà §ade: http://www.nikiomahe.com/architecture-design/kindergarten-sighartstein-in-austria-by-kadawittfeldarchitektur/ The green metal elements are designed to replicate blades of grass, integrating the building into the surrounding area of green meadows and fields. The premise is to create a built playground. Internally the building is split into two horizontal layers. The steel structure affords large open plan central hall which can be seen in the image below: This is the mid-point of the building and it serves as the multifunctional interactions space a communicative core for both children and careers located at the intersection between functions. Large glazed sections and openings onto the courtyard create a valuable connection to the external surroundings. The flat roofed two-story cubic building optimally distributes the functions of a kindergarten. On the ground floor, one finds the space for the kindergarten groups, with the crà ¨che accommodated in the protected upper story. In the crà ¨che, an expandable third space has been made possible through a planned reallocation of the space. Eco-Kindergarten (Prefabricated construction) The Eco-Kindergarten was designed by C.F. Moller Architects in demark. The building is constructed from pre-fabricated wooden insulated wall segments, with large glazed facades providing daylighting and passive solar heating. A touch-screen at the entrance informs parents about the current energy-performance, and provides information from the pedagogues. It is a sustainable and well though through pedagogical design. The fundamental architectural concept is a simple and clear geometric form on two levels, with the childrens areas located in the best-lit southern end. The two levels are linked by staircases and ramps which are designed to stimulate and challenge the childrens sensory and motor skills. There is a pedagogical idea throughout the interior design. It is all based on the notion that children enjoy attractive and challenging environments in which to learn. An image of the main entrance is shown below: http://www.bjoku.com/search/eco+kindergarten+design+by+c+f+moller+in+denmark Another example is the small alcoves built into various parts of the building where children can enjoy their own spaces to play, read or just be alone. The materials used and the architectural form of the building creates a healthy safe environment for the children, including the reduction of the possible spread of influenza among both children and adults. The highly insulated construction will consume under 20% of the energy used in a standard building of this size and function. Kindergarten Barbapapa The Kindergarten Barbapapa by CCD Studio is an example of timber and steel combined in a building construction. The building makes use of vibrant colours throughout. http://www.archdaily.com/45766/kindergarten-barbapapa%CC%80-ccd-studio/ Lucinahaven Toulov Childcare Another example of a kindergarten building form is the Lucinahaven Toulov childcare centre in Denmark. It was designed by CEBRA, a Danish group who have specialized in several kindergarten designs. http://www.archdaily.com/46255/lucinahaven-toulov-childcare-cebra/ The building is divided into 6 different sections. Each section is hexagonal in shape, making up the overall shape of a flower. The yellow centre of the daisy is the kindergartens central activity room. Attached to the centre are the petals housing the staff rooms and 6 group rooms 2 in each hexagon. Part iii) The design concept is decisive for the creation of a successful timber structure. We understand design concept to include the architectural idea, the interior layout, and technical measures. An early decision regarding the choice of loadbearing system and the associated conceptual and constructional considerations, together with fire protection and sound insulation plays a key role in the design process. At the same time, the systems for thermal performance, airtightness, and moisture control, the needs of the building services, measures concerning durability, maintenance, and the operation of a building, right up to its end-of-life deconstruction, must all be considered. For design and construction teams it is vital to link the demands of the project with the possibilities and limits of the technical concepts in such a way that a credible whole ensues. The basic timber building systems are: Log construction Timber-frame construction Balloon- and platform-frame construction Panel construction Frame construction Solid timber construction Log construction, timber-frame construction and balloon/platform-frame construction are the traditional forms of timber construction which are a rarity in recent years. With regards new builds, they are mainly found in isolation on a residential scale. The building systems that currently dominate todays market will be dealt with in detail. It is important to state that these systems can be used in combination with one another. For example pre-fabricated panels could be used for a building component such as the walls, alongside solid timber constructed floors.These are: Panel construction Frame construction Solid timber construction Panel Construction The basic idea behind modern panel construction relates to prefabrication in the factory, where various wall, floor and roof assemblies are planned and manufactured as elements to suit different building uses. As was customary with the forerunner to panel construction the platform frame structures built using panel construction are planned, designed, manufactured and erected storey by storey. Panel construction, grew out of balloon-frame and platform- frame forms of construction. The external appearance of buildings designed for this form of construction does not generally conform to the traditional western idea of a timber building. The load-bearing ribs of panel construction are completely concealed, both inside and outside. Facade cladding is usually wood-based board products or solid timber, with good, long-lasting protection in the form of opaque surface treatments. Opaque paint gives very good protection. The only disadvantage with opaque paint is the fact that when the natural colour of wood is covered, it is generally more labour intensive and lengthy to carry out maintenance. This may not be an issue in kindergarten construction as holiday periods are quite long. The VOC of treatments should be kept to a minimum as buildings are becoming increasingly air tight and health risks may amplify with younger children involved. The structural carcass of a building in panel construction is in some locations finished with a thermal insulation composite system (insulation and render). The inner lining of the walls is made up of wood-based board products, gypsum fibreboard, or plasterboard plastered white and then finished with a coat of paint or wallpaper. Sound and fire protection solutions may be an issue (especially for a kindergarten) without the proper detailing. However, once an adequate solution is reached, the repetitive detailing of this form of construction makes designing straightforward. For a kindergarten on site such as Craiglockhart the general consensus for cost purposes would be a single or two storey structure, although multi-storey construction is possible using panel construction. Due to the standardisation of member sections, modular dimensions, connections and construction details, panel construction represents a simple timber building system. Another feature of panel construction is the design freedom which it allows. Internally the spaces can be divided in any manner required. Frame construction The use of modern frame construction in large-volume one and two storey buildings is becoming more and more widespread. This form of construction allows for widely spaced columns in timber or in combination with steel or reinforced concrete. New linear wood-based products and their connection techniques have contributed to this growing importance. Modern frame construction in timber includes primary structural members erected on a widely spaced grid between which the internal and external walls can be positioned as required and constructed using a variety of methods and materials. Therefore frame construction is a method of building in which the functions of load-bearing structure and enclosing walls are clearly separated. Frame Construction is understood to be an independent, modern form of timber construction with the following characteristics: a form of construction comprising columns, beams and bracing elements placed on a regular grid to form a load-bearing structure. This primary structure supports the suspended floors made up of timber joist floors or planar, prefabricated elements which are classed as the secondary structure. The walls enclosing the interior spaces can be installed independently of this load-bearing framework because they do not carry any loads, making large windows and glass facades possible. Wherever possible, the load-bearing structure of a frame building in timber is placed on the inside of the external walls for constructional reasons (protection from the weather and airtightness of the building envelope) and also left exposed internally. The enclosing envelope can therefore be placed around the building without joints or seams. Internally, the arrangement of the load-bearing components determines and emphasizes the architectural character. In frame construction, besides the efficiency, it is first and foremost the architectural diversity and the clarity of the constructional form that is so appealing. This is important as design of a building of this type with the freedom of a large site may result in some extreme suggestions for the building envelope. The use of individual columns in frame construction concentrates the loading. Longer spans are permitted with fewer internal columns than other timber building systems, which leave plenty of freedom for the design of the interior layout. Timber members are generally left exposed in the finished building so the use of glued laminated timber is usually preferred. There are several different forms of timber frame construction which are chosen depending on the loads imposed, the grid and the architectural form of the building. Columns and compound beams This form of construction with columns supporting compound beams has a primary structure consisting of one-part columns and two-part continuous beams, and is frequently used because of its simplicity, which leads to an overall economic solution. Beams and compound columns In this form of construction the one-part beams are connected to the continuous two-part columns by means of mechanical fasteners. Construction using this method is often preferred owing to the architectural design options. Columns and over-sailing beams The simple form of construction with one-part columns and beams is suitable for single-storey flat-roof structures Beams and continuous columns The primary structure of this form of construction consists of continuous columns and main beams designed as simply supported beams spanning between the columns. This system is particularly suitable for structures whose structural frame lies on the inside of the building envelope with the external walls subsequently fixed to the outside of the structural frame so there are no horizontal load-bearing members penetrating the building envelope. Forked columns The primary structure is in the form of a one-part continuous beam supported on storey-height columns. The columns are connected together via the forks. Higher loads can be carried because timber sections carry loads parallel to the grain. Besides clear, preferably simple load paths, the straightforward transfer of loads into components and down to the foundations, plus the bracing of the structure, are key aspects. The flexible nature of this form of construction, along with the use of glued timber members means that it fulfils demands regarding quality and engineering, and makes it an excellent choice for kindergarten construction. Solid timber construction There have been new systems developed in solid timber in recent years. This is mainly due to the introduction of large-format elements into the industry. The components are generally of solid timber which has been glued, dowelled or nailed together. These elements make up the load-bearing core which is at the heart of all solid timber buildings. The thermal insulation is attached to the outside of the structure, and solid timber components absorb moisture from the interior air, store this, and release it again during drier periods. Usually the structure is constructed storey-by-storey; however continuous walls with suspended floors are also possible. Either way solid timber construction offers an efficient load-carrying performance. Early involvement of specialist engineers is essential early in the design stage. There are a number of different systems which are used in solid timber structures. These include: Solid cross-sections Depending on product and manufacturer, we distinguish between single-ply or cross-banded glued, dowelled or nailed, and single- or multiply cross-sections. Softwood (spruce, fir) plies or laminations form the raw materials for these elements; alternatively, the large-format components can be made from wood-based products (particleboard, OSB, etc.). The elements pre-assembled in the factory to form walls complete with the necessary openings for doors and windows, accurate and ready for erection. Suspended floors, too, can be built using the same systems and the same methods, but different forms of construction can be combined in the same structure. Cross-laminated timber Cross-laminated timber consists of several plies of cross-banded glued planks. The raw materials are spruce or fir planks. Assembling these as cross-banded plies produces planar loadbearing elements that can carry loads in both directions with excellent dimensional stability. Edge-fixed timber Edge-fixed timber elements are made up of planks (laminations) placed on edge which are normally continuous, i.e. no joints, over the full length of the element. Finger joints in the length are also possible, therefore making larger element formats possible. Laminations are normally between 20 and 50 mm thick. In order to transfer the shear forces in the transverse direction and to distribute individual loads, the laminations are interconnected with nails or hardwood dowels. Cross-banded and dowelled Dowelled solid timber elements consist of a 60-80 mm thick core of vertical planks to which several plies of softwood planks 20-50 mm thick are attached horizontally, vertically and diagonally on both sides by means of dowels. Owing to the cross-banded, sometimes also diagonal, arrangement of the plies, these elements can help to brace a structure against horizontal loads. Cross-banded spaced plies The elements are made from cross-banded glued boards which are positioned at a certain pitch with gaps in between. This creates coordinated cavities which offer space for building services but also thermal and/or acoustic insulating materials. Such elements are available for walls, suspended floors, and roofs. Part (iv) Prefabrication and industrial production are gaining importance nowadays as they reduce the number of man-hours on site. The definition of prefabrication is the off-site pre-assembly of individual elements to form complete components. In timber construction there is always some form of prefabrication, although modest in most cases. Off-site industrial fabrication on a small or large scale has now enabled timber to become a serious contender for structures on a larger scale such as this. Three basic systems in timber building prevail when trying to maximise the amount of off-site work: panel construction, solid timber construction, and, for larger structures, frame construction. Panel construction allows for enclosed components such as partitions and suspended floors to be pre-fabricated with the loadbearing elements, with the option to include windows, doors and in some cases even building services in a single building module. In contrast with this frame construction has a clear separation between the load-bearing structure and enclosing elements. So the two-dimensional elements for suspended floors, walls, and roof are generally added to the load-bearing structure in a second phase of construction. But as with panel construction, frame construction also permits the whole range from minimum prefabrication right up to the complete incorporation of doors, windows, building services, facade and so on, for the non-load-bearing, enclosing components. The various fabrication or prefabrication stages govern the degree of prefabrication building components have when they leave the works, and how erection on the building site is to be carried out. A high degree of prefabrication could be achieved if the facade construction and facade cladding are also added off-site, and, if necessary, the internal lining is attached. The surface finishes could even be applied; however, this requires a high degree of protection of the components during transport and erection to avoid any damage. The advantages of off-site fabrication for the kindergarten will depend on the technologies available during planning, production, transport, and erection. In recent years the planners and manufacturers prefabricated building components or prefabricated houses have pushed back the boundaries of optimum prefabrication further and further. The building components may be delivered to the building site virtually as complete, finished units, including building services and often the internal furnishings and fittings. Part (v) As with any educational building the cultural benefits to the surrounding area will be very influential. In addition to providing for basic education for children, they serve as social and cultural centres. They are places for sports, theatre, music, and other social, cultural and recreational activities. The cultural benefits of using timber for a kindergarten may be gauged by looking at the building from the childs perspective. When designing a kindergarten the architect must look at the world through the eyes of a child. The architect must consider the scale of the building and how it is perceived by the child. The warmth created by using exposed timber elements throughout the interior of the building would, for instance, create a Good architecture should imply good function as well as good aesthetical and structural design. CULTURAL BENEFIT: Visible timber In addition, the timber sections employed and the board-type wood and gypsum materials used can always be supplied in good quality at short notice. By integrating environmental design issues that are traditionally ignored in contemporary schools, like natural ventilation or daylighting, the school becomes less of an institution and more like a home. are state-regulated square footage requirements. Contemporary school design rarely reflects a desire to create an environment where learning could be encouraged by the building itself. Part (vi) The importance of the environment created by the building form and its use as an educational tool is very important. An example of the building form as an educational tool is the use of a childrens book as a pedagogical feature representing a communication between the childs world and the strange outside world. The imaginary spaces contained

Getting Things Done: The Art of Stress-Free Productivity :: Book Review, David Allen

The book I chose to read is Getting Things Done: The Art of Stress-Free Productivity by David Allen. David Allen is considered by Forbes Magazine to be in the top five executive coaches in the United States. He has over thirty years of experience in coaching some of the highest ranking executives in some of the biggest businesses in the United States. Time Magazine called this book, â€Å"the defining self-help business book of it’s time." The book is broken down into three main parts and thirteen chapters and sub-sections. The first part is titled The Art of Getting Things Done. It contains information on societal shifts in the workplace and ways to manage work. Among his tips, he believes everyone should physically write down every task they must accomplish on a daily basis, whether they write it on paper or electronically. They must then make decisions based on length and importance and decide which tasks to accomplish and when to accomplish them. His main point of emphasis in this first chapter is that the mind becomes too cluttered and that short-term memory should be used to focus not store things. In chapter two, the author introduces his five keys or stages to controlling/managing workflow. They are (1) to collect, (2) process, (3) organize, (4) review and (5) do. He points to these five steps as a way to organizing work that needs to be accomplished and successfully completing it. The last chapter in the firs t section is about vertically focusing on the thought process to complete projects. Allen outlines five more steps to accomplish any task. They are (1) defining purpose and principles, (2) outcome visioning, (3) brainstorming, (4) organizing, and (5) Identifying next actions. The second part of this book, which is well over  ½ of the entire book, is somewhat of a repeat of the first part but a much more detailed perspective of the methodology of David Allen. He recommends taking two days at the start of his process just to get organized. Within these two days, one should set up private workspace not only at work but at home also. In chapter five and six, Allen refers back to his five keys to control workflow, he points out to accomplish the collecting phase completely before moving onto the processing and organizing stages. This will eliminate distractions. During the processing phase, a person is not really completing any items but rather identifying what needs to be done with each one.

St Thomas Aquinas Essay -- Religion Philosophy

St Thomas Aquinas It has been written that "since the day of Aristotle, probably no one man has exercised such a powerful influence on the thinking world as did St Thomas Aquinas." Thomas Aquinas was born in 1225 in Italy of a noble family, thus separated by 900 years to Aristotle. He received his first education at the Abbey of Monte Cassino, going on from there to the University of Naples. In 1243, he joined the Dominican monastic order at Cologin. His most influential teacher was another Dominican, Albertus Magnis, a German who wrote extensively on theological matters and questions of national science, especially biology. Thomas was also a highly successful lecturer, and travelled widely across Europe, particularly on the business of his order and the church. In his short and active life, Thomas produced a prodigious amount of writing: commentaries on biblical books and Aristotelian work, short essays on philosophical problems, and a lengthy compendium of Christian apoletices, the Summa Centra Gentiles, which, as Chambers et. al. writes was probably intended for Dominican missionaries working to convert heretics and infidels. St Thomas begins the Summa Centra Gentiles as writes by reaffirming what Aristotle claimed at the beginning of Metaphysics, namely, he that studies the end or purpose of the universe is rightly called a wise man. He is wise because he is studying that which is highest and most noble among the subjects of study: Truth. Truth, Aquinas claims, i...

Gates of Fire by Steven Pressfield Essay

I. In Greece the polis of Sparta was the number one military authority for the people and for the time period. There was nothing that the Spartans could not do when it came to war. From the time that Spartan men were born, they were evaluated for their future services to the Spartan society. Each baby was sent to have the ten, ten, one test done on them as explained in the novel, The Gates of Fire by Steven Pressfield. This test was to check and make sure that there were no deformities. If there were the children were killed because they could not help the military, therefore had no purpose in their society as a whole. Sparta was a militarist state. The other helots and Athenians and so on, looked to the Spartans for guidance and often for overall protection during the times of war. Their society as a whole was very separated from the rest of Greece though. For example in the novel when Xeones talks about his dreams to be a Spartan he knows that he would never be recognized, while hi s cousin Diomache wants to be an Athenian she knows that is it possible. One could only call himself a Spartan if he was born of a Spartan in Sparta. The polis also held itself high in importance. In the book, The Gates of Fire Rooster whose mother was a Messenian did not see a need to be honorable to Sparta and protect it either. Rooster would curse it and speak of the gods as if they were nothing. So in the novel Polynikes was going to kill Rooster because there is no need for someone who has no trust and honor for Sparta. The Spartan society was one of a kind. There was no other polis that was quite like Sparta in the matters of how they raised their people. The society had two kings, one military and one religious. They also had the council of elders that helped make decisions. In Pressfields novel Leonidas was the military king of Sparta during the times of the battle of Thermopylae. The polis of Sparta had a system, and overall it worked effectively. The men protected the city, and controlled everything through the council of elders. Then in the times of war when the men were away the women were in control. They took care of the cities everyday matters along with the helots from the surrounding polis. The mens duty to the country was to serve. In fact the  last paragraph of the novel does an excellent job in showing this by stating, Tell the Spartans, stranger passing by, that here obedient to their laws we lie. This was referencing the fact that the 300 Spartans died as they were told to by their laws and way of life. Overall the polis of Sparta had an effective system. The military worked as it was supposed to, and most other cities and rulers feared the military of Sparta. The polis also had an effective trade and governing system overall. The women and helots more often than not dealt with the everyday trade and intercity dealings. The council of elders also was effective in governing the city. II. From the beginning of life perfection was the aim and the only way for Spartans. When the children had any imperfection they were either killed or adopted by the helots surrounding the Spartan polis. The men were put up to some of the toughest tests at extremely young ages. At the age of seven they were put into the agoge for their military training. This would prepare them for the military life that they would eventually lead. Pressfields novel explains some of the tests that these young boys were expected to perform. Xeones speaks of the pushing of the tree, in which the boys are expected to push down a huge, old tree with just their muscle and force. This is known to be quite impossible, yet it prepares them for the force needed to fight later on in life. These young boys had to enter this agoge. It was part of growing up in Sparta. They would also have to fight other boys about their age in fist of fist battles as Xeones and Alexandros have to do. The Spartan boys were expected to fight until they could not fight anymore. After these ring fights the boys would also often be whipped until their spines and muscles would show. The boys could tell them to stop, but this would show weakness, so they often would take the beatings until they passed out. This may have seemed harsh and often it was, but this training was what produced the strong military men that Sparta deeply depended on to keep its title as the military power house. Throughout the novel it shows Xeones struggle to be accepted as a Spartan man. This was his dream his entire life, because as  his friend Bruxieus stated, other cities produce monuments and poetry, Sparta produces men.Then men continued to serve in the military until they were thirty years old, when they were finally pardoned of their military duties. The elders in Sparta were upon the most honored citizens. Their age and wisdom were respected more than anyone else. In the novel Xeones honors Bruxieus as he should. Even though Bruxieus is only a slave, with many handicaps that hold him back, Xeones looks past all of this. He sees the knowledge and love that he offers to him and his cousin Diomache in their time of most need. Bruxieus guides and takes care of the children after their town is attacked and their parents and farms are destroyed. So when Bruxieus died Xeones kept his promise that he would go to Sparta and become a Spartan. The women of Sparta were unlike any women from the surrounding areas. The women of Sparta were allowed to be educated, dress as they pleased, exercise and work out, and did many of the tasks that the men did. This exercised the Spartan belief that a man was only as strong as the women that he was born of. The women were not considered equal with the men though. There were many examples of this is Pressfields novel. One being the fact that when Diomache was raped by the military men they told her it was nothing personal, but not to come back because it would happen again. Also it is seen in the fact that women such as Arete though strong in her overall beliefs and her speech she was only this way in the seclusion of her own dwelling. She often would talk to Xeones about personal matters or questions and she would state her opinion, but again this was in the privacy of her own home. Though women were restricted in their power as a gender, they were also greatly respected by the honorable men in their society. This was greatly explored when Dienekes was asking the question of what is the opposite of fear. Dienekes then states, Perhaps the god we seek is not a god at all, but a goddess. He goes on to state that women have more courage and less fear than the men themselves because of all they give to society, such as childbirth. They go on to later state that the opposite of fear is love, which the women show constantly. III.Pressfields novel explores the everyday lives of the Spartan at the time of the battle of Thermopylae. The frame story is a perfect way to tell Xeones story. The first chapter explores Xeones waking up after the battle of Thermopylae and slowly realizing the situation that has occurred. The novel starts out tell the life story of Xeones and how he ended up in the predicament that he did. Pressfield does an amazing job telling the history of Sparta through a personal story. The themes of war, love, society, and spirituality were explored and related to the history aspect of the book. When Xeones starts off his story as a child, the novel shows the harsh side of war. It is one thing for the soldiers themselves to be injured; it is another for a child to see his family and polis destroyed right before his own eyes. Xeones and Diomache then have to forage in the wilderness with Bruxieus, a slave of Xeones that also survived the attack on their polis. The brutality of war and the life Xeones had to live is explored throughout the next few chapters of the novel. The harshest was the rape of Diomache and the internal battle Xeones faces with himself. After being caught stealing his hands are nailed to a board, and Xeones believes they are ruined forever. Eventually he returns to Diomache and Bruxieus, yet he runs off to let himself die because he believes he will never be a Spartan now with his disability. At this point in the novel the spirituality of the time is seen. Xeones sees Apollo the archer who guides him to his chosen career by the gods. Love is seen throughout the entire novel as Xeones craves for his cousins love and acceptance. In the beginning she tells him that he would never be man enough for her to marry and that he is only a silly boy. Yet, throughout the book he seeks her and she could then see in the temple in Athens the real man that her cousin Xeones had become. He was a Spartan, and was a man. Though he loves Diomache and later it is seen she felt the same they both had children and a spouse that came first, before true love. Arete also speaks on the matter and difference of love and marriage to a Spartan when Xeones talks privately with her. She states that she always loved Dienekes even when she was married to Iatrokles his brother. Yet, the society deems arranged marriages more important than the love felt between two people. The battle of Thermopylae was brutal, and heart wrenching. Though only explained through words in this book the blood spill was so life like. The men of Sparta spent days upon days fighting Xerxes men, trying to keep their polis free. The saddest part was the fact that they were fighting so hard, knowing the whole time that they were fighting to just eventually die. They knew they would never again see the site of Sparta or the faces of their children or wives ever again. Yet, that was what kept them going; the love for their country and families and the hope that it would remain free for them and the future generations. So though Thermopylae was a battle of warfare and fighting, it was also a story of the Spartans fighting for what they loved and what they respected. So though the book as a whole focuses on the battle of Thermopylae, it also explores the Spartan society through the eyes of Xeones. He always loved the Spartans and their ways of life. The Spartans were war; it defined them and separated them as a polis. Xeones spent his entire life to become one of these elite men, and eventually through death did so. He died serving the polis that he wanted so bad to become a part of. Yet, through his death he did so. He served the polis and protected his people, and in the end Xeones dream came true, he was honored and named a true Spartan citizen.

Dubai as Rentier State

United Arab Emirates Political Economy The success of the United Arab Emirates come directly from its high revenue made from oil exports. This country was a desert region that turned into an economic boom in the recent years. According to CNN World News, â€Å"Abu Dhabi, the capital of the United Arab Emirates [is] the richest city in the world. The Emirate's citizens, who sit on one-tenth of the planet's oil and have almost $1 trillion invested abroad, are worth about $17 million apiece. Because of this factor, the UAE is considered one of the wealthiest countries in the world. However, turmoil struck the country with the recent global recession in 2008 that led to contradictions in their global oil wealth. Now that the country is recovering from this down point, the state infers global oil position will recover in sales on a slow but steady pace. In this research paper, I will demonstrate how the United Arab Emirates functions under a rentier economy and the country has not built the political stability they intended which led to challenges faced by the people and government.The rentier model of the United Arab Emirates depicts the stability of the political economy from its high oil revenues. A unique characteristic of the prosperity of the country stems from the fact of the discovery of oil. What oil production really means is a natural resource taken from the earth and not an existing good that is produced through sales. What distinguishes a rentier economy from other countries is the oil profits and its high dependence on one necessity for foreigners. A rentier is a group or entire state that profits on income from property or investments, and in such a case oil from the UAE.The rentier is not involved with the making of the incentive, but is entitled to a high amount of the money. In his journal, â€Å"The Rentier State in the Arab World,† Beblawi explains what a rentier economy is based upon. He claims, â€Å"There is no existence of a real ren tier state. Every rentier economy is an economic structure with the backings of external rent coming into the funds† (Beblawi). This rent is vital to the measurement of success in a rentier economy. This is the key factor in holding the economy together without a domestic sector. Also, a entier economy doesn't have many hands involved with the generation of the wealth. The creation of such wealth is maintained and kept within a small number of elites. The governance of the country is able to rely on the discovery of oil mines to external profit being it is a main factor in the county's high success rate. Previously, this money would have to come from the population, such as merchants and artisans, but now it can be received precociously from dependent revenue provided by the oil. The settlement between the social group and the workers create a social contract.About seventy to eighty percent of the lower to middle class, also known as the labor force, participates in the produc tion of oil in the United Arab Emirates. Whereas a large percentage is involved in the production, a small fraction of society partakes in the distribution, and benefits of the revenues. According to the Financial Times, â€Å"Due to the high volume of oil distribution and price increase, the early 1970's began an era of investments in industry, services, public works, and investments in infrastructure.Because of these investments, a high demand for a workforce grew which surpassed the demand of supply† (Chazan). This chain reaction led to a foreign workforce that would interfere with the national workforce. It became such a huge development that the foreign workforce evolved into the primary workforce in all sections of the economy. Developing the infrastructure system was one of the main fields where the Emirates sought improvement through other investments. Works such as roads, highways, airports, telecommunication networks, and governmental ministries were built.They revo lutionized the states from a barren into a highly developed country. The Arab monarchs then invested in another industry so they could ensure a long term source of income in a time where oil prices constantly changed. The last investment was an investment in social needs and services. These services included health care, educational improvement, and even housing facilities. The three areas of investment was designed for one purpose. That purpose is for a smoother more easy form of oil transportation, which would lead to a boom in the economy.The wealthy Arab monarchs spared no expense as they imported laborers from many countries. The countries in which they imported labor were India, Pakistan, Great Britain, Germany, and even the United States of America. Despite the heavy importation of laborers, it was only meant to be temporary, as the Monarchs believed the national population would serve as the workforce and take over where the foreign labor force left off. The Monarchs thought wrong as the national population were not too fond of taking manual labor jobs that were unpleasant or difficult.This created a problem of social structure within the Emirate people of the UAE. The population didn't want to take on these manual jobs after the federation set up a system of other high industry incomes. This led to influx of millions of foreign labors who remained in the country, which the government had no intention for tending to. A short term plan turned into a drawn out problem for the country. The astonishing detail of the United Arab Emirates is that they were able to create an oil revenue that provided the rulers with an upper hand.This country has built an entire welfare state in which it doesn't have to extrapolate tax from it's subjects. According to The New York Times, â€Å"Oil is the mainstay of the UAE economy and the driving force behind it. If there were to be a negative development in the country's financial situation or on the policy of the state, t he country will be faced with direct implementation due to these factions. † The oil prices have always been unsteady in the global market which has created a myriad amount of oil revenues. Certain common citizens are allowed to own their own portion of oil.But unfortunately, some of the oil revenues are given out in the federal government through high Emirate elites which hinders on the country's aptitude of generating their own in-housed wealth. The Emirate of Abu Dhabi earns the sanction of creating more than 90% of the total contribution to the oil market to secede in their country's fortune (CIA World Factbook). Dubai also contributes to this fund as well. The government structure of UAE, known as a federation system, do not procure ownership in the federal profits of oil so this makes the country highly susceptible to the dependence of the ruling family of Abu Dhabi.This ultimately makes the oil revenuers indirectly dependent. What toughens the situation for the country are the changing oil prices constantly that is not controlled by government or elite officials. State planning is hard to carry out under such circumstances. This is bound to stem from state profit being relied upon oil revenue that isn't promised for today and tomorrow's plans. This creates a setback from the people of the Emirates who cannot be supported by the federal budgets of such an economy thriving on the oil industry.There is an annual deficit of millions of dirhams (UAE currency) because of this fluctuation in oil prices. The focus of this essay has been to analyze how the United Arab Emirates try to obtain political firmness as a rentier state and not follow through with it successfully for the inhibitions of the people. The rentier theory points out that loyalty in politics is rooted in economic motivation. Economic welfare is meant to go hand in hand with political opposition. Yet, the economic welfare of the people are closely linked to oil revenue of the United Arab E mirates in the world market.The problem of foreign labor plays a part in the state's welfare policy as well. The importation of foreign labor was vital for the economic growth that started as a result of the oil price increase. The government thought that the national population would be able to give the needs to fill the workers’ place. This assumption turned out to be wrong. This essay has shown that the rulers’ welfare policies have made nationals skeptical in their choice of labor. In addition, this essay has depicted how the rentier model can exult the explanation of Abu Dhabi’s leading role within the federation.These facts have strengthened the assumption that the rulers use the oil economy as an instrument in securing stability but not to the country's best ability. Bibliography Beblawi, Hazem. â€Å"The Rentier State in the Arab World. † Politics of the Middle East (2009). Web. 5 May 2012. Chazan, Guy. â€Å"Oil: Finally Aligning Strategic Plans . † Financial Times. 16 Apr. 2012. Web. â€Å"Economy of UAE. † CIA World Factbook. 12 Apr. 2010. Web. Gared, Davidson. â€Å"Economy and Financing Projecting the UAE. † The New York Times. 16 Mar. 2011. Web. Gimbel, Barney. â€Å"The Richest City in the World. † CNN World News. 12 March 2007.