Van Goghs Use of Color

Van Goghs Use of Color Crafted by Van Gogh and his utilization of shading have regularly been concentrated sequentially showing the move in his use of hues from his initial works of art, which were dim and cynical, to the compositions of his develop vocation, where he has utilized lighter tones and more splendid colors.Advertising We will compose a custom paper test on Van Gogh’s Use of Color explicitly for you for just $16.05 $11/page Learn More In the later stage, Van Gogh utilized reciprocal shading plan, which was an unmistakable move from the old style treatment of hues. This paper will look into two artistic creations, The Sower and The Night Cafã ©, and exhibit the unmistakable style Van Gogh followed to utilize shading for his artworks. Expressive utilization of hues in particular reciprocal plans has overwhelmed a significant number of the showstoppers made by Van Gogh. His correspondences to his sibling during the 1882-85 exhibit his fixation on the utilization of shading in his work. The y exhibit that Van Gogh’s concern and differentiation between conceals, tones, tone, and brilliance of shading, which framed the mental premise of hues and topics of his artistic creations. The utilization of correlative hues, which turned into the mark of Van Gogh’s style, assisted with escalating the common impact of the shading plan in the works of art. Van Gogh utilized essential hues and differentiating tints to build immovability and profundity of his works of art: These things that are pertinent to integral hues, to the concurrent differentiating and the shared downgrading of reciprocal hues, are the first and most significant issue: the second is the common impact of two comparative hues, for example, carmine and vermilion, or a pink-lilac and a blue-lilac. (Van Gogh Letter # 428, dated Oct. 1885. (Bekker and Bekker) The utilization of essential hues and the utilization of their correlative hues, otherwise called optional hues, is a fundamental procedure utiliz ed for impressionistic artistic creation. At the point when an essential shading is set against an integral shading, it makes a differentiating shading plan, making a ground-breaking impact. Van Gogh abused this method of making a solid impact in his artistic creation through juxtaposition of essential and correlative hues. Van Gogh’s interest for reciprocal hues strengthened as he moved his concentration from Dutch style to artworks that are more impressionistic.Advertising Looking for exposition on workmanship and plan? How about we check whether we can support you! Get your first paper with 15% OFF Learn More Gayford (179) shows Van Gogh’s uplifted enthusiasm for hues, which made an emblematic language for the maestro. In another correspondence to his sibling Theo, Van Gogh communicated his expanding fixation on hues: â€Å"Yesterday evening an exceptional wonderful dusk of a baffling, wiped out citron shading †Prussian blue cypresses against trees with dead l eaves in a wide range of broken tones with no spotting with brilliant greens.† (Gayford 179) Thus, hues make a representative language for Van Gogh, which helped his to decide the impact that needed to make in his artistic creations. Given this comprehension of Van Gogh’s theory of shading, the exposition at that point proceeds onward to break down two of his artworks and the treatment of hues in them. The Sower exhibits a man striding over a wheat field, with outstretched arms, show up in a significant number of Van Gogh’s artistic creations and representations. Rationally, it has frequently been deciphered as the recharging of life; notwithstanding, in this article we will talk about the utilization of reciprocal shading plan of the canvases. The specific picture that is examined in this exposition was painted in 1888, which stands apart from every single other work of art of sowers and makes an interesting impressionistic making of the cycle life in full summe r (The Sower is appeared in figure 1 beneath). Figure 1: The Sower, 1888 The Sower, painted predominately in yellow and violet shows the utilization of integral hues by Van Gogh. Yellow is an essential shading that is situated against violet, one of its supplements, and a blend of the other two essential hues, red and blue. Despite the fact that craftsmen knew about the impact two integral hues could make, nobody before Van Gogh explored different avenues regarding it.Advertising We will compose a custom article test on Van Gogh’s Use of Color explicitly for you for just $16.05 $11/page Learn More Primary hues, when compared with reciprocal hues, make a vibration and radiance that is in any case out of reach. Subsequently, when yellow is utilized against violet, it makes more prominent splendor and immaculateness of shading than when painted with some other hues. So also, violet appears to be all the more enthusiastic and vivacious when set against yellow. The Sower was paint ed when Van Gogh was living in Arles, in June 1888. The first Sower by Millet from which Van Gogh drew motivation or his Sower accepted that Millet made an artistic creation in â€Å"colorless gray† and needed to make a composition of the sower with hues (Bekker and Bekker). So as to comprehend shading contrast, think about setting orange against blue and orange against green. Orange is blue’s supplement where blue is an essential shading and orange is an auxiliary shading made through blending of the other two essential, red and yellow. Consequently, the impact of brilliance when orange and blue are utilized together is more prominent than when orange and green are utilized, wherein both are auxiliary hues. Also, the orange when put with green appear to be darker, very nearly an alternate shading. Subsequently, it very well may be seen that hues can change their shade and splendor relying upon the hues with which they are utilized. In addition, hues can't be utilized uniquely, without considering different hues that are utilized. Hues can't be decided in confinement. Subsequently, it is essential to comprehend what hues are utilized alongside the others and what influence it makes in the artistic creations. Information on hues turns into the most significant factor while examining Van Gogh’s structure so impressionistic artwork. The artwork of the yellow and violet together as a declaration of light and obscurity in the field is an extraordinary case of utilization of reciprocal hues in works of art. This aided in escalating the splendor, immersion, and profundity of the canvas. Van Gogh portrayed his 1888 creation propelled from Millet’s painting, in one of his letters, as â€Å"painting from Millet’s drawings is more similar to making an interpretation of them into another dialect than replicating them† (Metzger and Walther 272). The hues utilized in the artistic creation got suggestive of his feelings and emotions. The hues showed the prevailing state of mind of the painter. The Night Cafã © is a graceful articulation through hues, which exhibits the harsher real factors of present day life. Van Gogh’s fixation on hues heightened from 1885 until his passing in 1890, resounding in his letters to his sibling Theo. Every one of the letters is suggestive of the immersion, tint, and force of the hues from his palette. In depicting the Night Cafã © (figure 2) in his letter to Theo, Van Gogh partners energy with the utilization of two integral hues †red and green:Advertising Searching for article on workmanship and plan? We should check whether we can support you! Get your first paper with 15% OFF Find out More I’ve attempted to communicate the awful interests of humankind with red and green. The room is dark red and dull yellow, with a green billiard table in the center; there are four lemon yellow lights throwing an orange and green glow†¦ In my image of the night cafã ©, I’ve attempted to pass on the feeling that the cafã © is where one goes to demolish goes distraught, perpetrates violations. I’ve attempted to communicate the forces of haziness, as it were, in this plunge of a bar, through differences of sensitive pink, dark red, wine red, and delicate Louis XV green and Veronese green, conversely with hard green-yellows and blue-greens †this in the midst of a diabolical heater of pale sulfur. (Letter#533, Bekker and Bekker) The above depiction of the composition as communicated through Van Gogh’s words exhibit the utilization of corresponding hues in the artistic creation, and the explanation behind the sue of the hues in their integral best. Lif e’s juxtaposition is communicated through the restrictions of shading that makes life just as his artistic creations so throbbing. In the Night Cafã © Van Gogh has communicated the battle of life through the juxtaposition of the two integral hues †red and green. The violet and blue utilized in the canvas portrays pity and terribleness of present day nightlife, and Figure 2: The Night Cafã © The work of art shows most extreme immersion of hues, where hues like red and green has been utilized with no trace of color or shade. In the Night Cafã ©, Van Gogh utilized shading in its most perfect structure against its similarly unadulterated correlative. This isn't found in The Sower, where the hues were utilized emblematically, yet not its most perfect tint. The utilization of unique tint in the Night Cafã © sets is separated from different canvases, despite the fact that the strategy utilized in both the photos are comparative. All things considered, both the image resonat es with the diabolical heater of life however the utilization of yellow, which has been utilized to portray the sun in The Sower and the lights in The Night Cafã ©. The contrast between the two works of art is that the first is a delineation of congruity of life while that of the cafã © depicts a repulsive presence. Bekker, K.G. also, A.Y. Bekker. 2009. Shading and Emotion - a Psychophysical Analysis of Van Gogh’s Work. 15 December 2009. PsyArt. Web. psyartjournal.com/article/appear/bekker-color_and_emotion_a_psychophysical_analy. Gayford, Martin. The Yellow House.:Van Gogh, Gauguin and Nine Turbulent Weeks Provence. New York: Houghton Mifflin Company, 2006. Print. Metzger, Rainer and Ingo F. Walther. Van Gogh. Berlin: Taschen, 2008. Print.

Gatsby Topics For Essay

Gatsby Topics For EssayIf you're thinking about writing a Gatsby topics for essay assignment, read on. It's easy to get lost in the book's dialogue and key plot points, but if you can follow the topic objectives and guide notes, you'll be just fine. You just need to make sure that you don't get overwhelmed by the huge number of facts and details that are included in the book.One of the first Gatsby topics for essay assignment is the words 'great.' The big question here is, what do we mean by 'great'? Of course, people have different definitions of this word. In the main text of the essay, the writer should describe and discuss how much a person likes his or her greatest source of pride - usually through a list.The second Gatsby topics for essay assignment is what 'life' means to the protagonist. In particular, the writer should discuss the types of life that the protagonist is accustomed to, in terms of the character's day-to-day life. This includes how long he or she has lived in Ne w York, the number of children he or she has fathered, and the number of friends he or she has in the business world.The next big question on the list is the subject of money. This one's not too hard to figure out - the most powerful man in America would naturally spend a lot of time discussing his wealth and purchasing power. He probably owns all of the major properties, he could afford an unlimited array of cars and might even own some kind of private plane.And of course, there's the issue of love. This is the biggie for most writers. Gatsby, after all, is the story of a young man who falls in love, starts to make his mark in the world, falls in love with a woman he barely knows, and then falls out of love with her.The fourth Gatsby topics for essay assignment is best illustrated by the book's subtitle. It is the life of a young man whose values are challenged as he comes of age and begins to understand that he will be the last man standing in a great battle. Obviously, the writer must describe these adventures as they happen, starting with the transformation of one young man into another.Of course, the title comes from a major theme of the book. The reader must learn to appreciate beauty, especially in its true form - nothing less. All of these things are discussed on the Gatsby Topics for Essay, along with the different forms of art that were a part of the young man's life and others.Finally, the last Gatsby topics for essay assignment is where to send your assignment. The Internet is a great way to work on this assignment, especially since it provides you with the flexibility to submit it anywhere you want. Since the Internet is also a good source of entertainment, the writer should also be aware of how to keep the story's theme alive by highlighting certain events and setting elements throughout the essay.

Case Study Crossing The Chasm Marketing Essay

What is a Two Mode Hybrid Car

A two-mode is a hybrid vehicle that can operate in two distinct ways (modes). The first mode works much like a regular full hybrid. It is the second mode that makes the difference—where the hybrid system can adjust varying amounts of engine and motor function to meet very specific vehicle/task/traffic requirements. The Partnership Makes it Possible A joint engineering and development effort among General Motors, Chrysler Corporation, BMW and to some extent, Mercedes-Benz, has birthed the system known as the Two-mode Hybrid. Distilled down to its most basic components and elements, it is a system in which a conventional automatic transmission with gears and bands and clutches has been replaced with an externally similar shell that houses a pair of electric motors and several sets of planet gears. The two modes of operation can be described as a low speed, low load mode, and a higher speed, heavier load mode. The First Mode At low speed and light load, the vehicle can move with either the electric motors alone, the internal combustion engine (ICE) alone, or a combination of the two. In this mode, the engine (if running) can be shut down under appropriate conditions and all accessories, as well as vehicle locomotion, continue to operate exclusively on electric power. The hybrid system will restart the ICE at any time it is deemed necessary. One of the motors, actually better described as motors/generators (M/Gs) acts as a generator to keep the battery charged, and the other works as a motor to propel, or assist in propelling the vehicle. The Second Mode At higher loads and speeds, the ICE always runs, and the hybrid system uses technologies such as cylinder deactivation (GM calls it Active Fuel Management; Chrysler calls it Multi-Displacement System) and variable valve timing to increase its engines efficiency. In the second mode, things get a little tricky as the M/Gs and planet gear sets phase in and out of operation to keep torque and horsepower at a maximum. Basically, it works like this: At the threshold of the second mode, both M/Gs act as motors to give a full boost to the engine. As the vehicles speed increases, certain combinations of the four fixed ratio planet gears engage and/or disengage to continue multiplying engine torque while allowing one or the other of the M/Gs to switch back to generator mode. This dance among the two M/Gs and four planet gears continues as vehicle speed and/or load fluctuates across road and traffic conditions. The Best of Both Worlds: Efficient and Powerful It is this unique combination of M/Gs and fixed ratio gears that allows the two-mode system to function like an extremely efficient electronic constant velocity transmission (eCVT) while still providing solid, heavy-duty mechanical torque multiplication via the planet gear sets. At the same time, efficient and functional packaging of this system within a conventional automatic transmission body reduces crowding in the engine bay that would otherwise occur with large externally mounted M/Gs. It all translates into a vehicle that is a very fuel efficient cruiser under light loads, while at a moments notice, can apply the full brunt of a big engine for maximum towing and hauling power.

The Arvin Framework Measuring An Enabling Environment For Csos International Law Essay - Free Essay Example

Sample details Pages: 13 Words: 4045 Downloads: 7 Date added: 2017/06/26 Category Law Essay Type Research paper Did you like this example? CSOs have a vital role to play in promoting community development. Some of these roles are encouraging general public consensus, promoting reforms and working on poverty reduction, help building common ground for understanding, and promote cooperation between public and private sectors and helps in giving a voice to the poor and marginalized groups in society, provide ideas and innovative solutions to meet the challenges of development; provide professional expertise and services, particularly areas suffering from post-conflict situations or humanitarian crises; and many other roles. There are certain conditions must be present for CSOs to develop capacity and perform these roles. Don’t waste time! Our writers will create an original "The Arvin Framework Measuring An Enabling Environment For Csos International Law Essay" essay for you Create order These conditions promote the growth of civil society and enhance their ability to participate in dialogue on policy and program implementation. There are many systems to measure the capability and effectiveness of CSOs. One methodological tool that achieves a high level of integration is ARVIN, a tool developed by the World Banks Participation and Social Engagement Group, and already applied in a number of countries in Latin America, Asia, and Africa. The acronym ARVIN stands for a measurement system that looks at civil society capacity with an emphasis on civic engagement, social accountability, service delivery and the factors that influence the effectiveness and sustainability of CSOs (World Bank, 2007; Anheier, 2007). It can be applied to specific foci such as culture, and adapted to fields as arts education. This tool defines four dimensions that should be taken into consideration in assessing the environment for CSO capacity: the legal and regulatory framework, the political and governance context, the socio-cultural characteristics, and the economic conditions in a given country. Through measuring the freedom of citizens to associate, the CSO ability to mobilize resources to fulfil their objectives, their ability to formulate and express opinion, their ability to exercise voice and the existence of spaces and rules of engagement for negotiation, participation and public debate. The ARVIN framework designed to assess enabling environments for civic engagement examine and describe conditions such as policy and regulatory provisions, political processes, socio-cultural and economic factors in order to find answers for the extant of NGOs to fulfil its functions and achieve its goals as an agent in the development process, what are the different kind of conditions necessary for NGOs to work and sustain such as regulations, policies, financial resources and other institutional factors and what Actions can be taken to improve conditions for civic engageme nt. In this research I will use the ARVIN framework in order to measure the enabling environment for Arts NGOs working in Egypt to understand the extent of the effectiveness and usefulness Arts NGOs projects implementation in Egypt. Chapter one The legal restrictions to civil society organizations- Key obstacles to free association When considering the challenges that CSOs experience as a result of government policies and regulations, it is necessary to understand the legal position of the State today. The civil society sector is identified as a State partner in development. Nevertheless, there remains an enormous gap between the intentions stated in the political discourse and the reality on the ground. The role of NGOs must be understood as part of a community Activity within the State and not as believed by many against the State. The government in Act No. 84 of 2002 dealt with NGOs as a danger of power surrounding the State and must be faced- and as a respond by many NGOs, they rejected the idea of a law regulating their work on the same basis. The government is considers an imaginary construction infused with the political system where the NGOs exist to maintain the free expression of individuals and groups. The problem then, is not the elimination of one party to another, but rather to fill the gap as w ell as to connect the sectors with different levels of development. Community organizations become a tool for feedback of power through the Activities of civil society and a source of information necessary for the planning of development. The Act No. 84 of 2002 is believed by many Activistsà ¢ÃƒÆ' ¢Ãƒ ¢Ã¢â€š ¬Ã… ¡Ãƒâ€šÃ‚ ¬ÃƒÆ' ¢Ãƒ ¢Ã¢â€š ¬Ã… ¾Ãƒâ€šÃ‚ ¢ viewpoints suppress the volunteer work and displays the civil society organizations to risk, as it is considered one of the most restrictive laws in Egypt. Since Act 84/2002 entered into force in mid-2003, it gave the opportunity to the government to control different level of CSOs operation. CSOs of all kinds have faced crucial issues because of this law such as gaining registration number, obtaining funding authorization, the interference by the government and security forces in the CSOs Activities. This Act affected the work of civil society organizations and considers being a restriction of fundamental rights to freedom of as sociation. As well as the Security services role which exercises considerable influence over all operations relating to registration, funding and activities of non-governmental organizations, without a legal basis behind the provision of maintenance of public order, through a broad mandate granted to them through the application of emergency law  [1]  (Human Rights Watch, 2004). Legal obstacles faced by NGOs in Act 84/2002 Registration For an NGO to be legal, it must be registered with the state. While some NGOs try to avoid registration, many find it almost impossible to operate successfully without the government-issued NGO identification number. The many who do decide to register have to go through the MOSS , which Article 2 of Law 84 established as the government authority to approve or disapprove NGO registrations. Registration is mandatory under Law 84 for any group that has more than ten members and exists for a purpose other than gaining physical profit. (Law 84/2002) The registration process is considered a time-consuming and subject to full discretionary of the MOSS, Act 84 allows the government to deny the legal foundations of an NGO, and allows the government to regulate not just the formal existence of NGOs but also their goals and intentions. Article 11 of Law 84 is specifically used to prevent the registration of NGOs based on what their goals are perceived to be. Also reject registration applic ations based on vague reasons such as the account that the objectives of the NGO constitute a threatening national unity or violating public order or morals. Sometimes the rejection is that the NGO work includes any political Activity. The vague provisions of threatening in article 11 provide generous loopholes for arbitrary interpretations as to the grounds on which an NGO or its Activities can be declared illegal. Additionally, when NGOs try to fight rejections based on Article 11 grounds, they often receive little additional justification for their rejections, or face lengthy court battles that can drain their funding. While the legal power lies with the Ministry, in practice everything considered being of political significance is automatically referred to the secret services, which exercise an extra-legal role in this regard. This, in turn, makes it impossible to take legal measures against their decisions. In order to escape the harsh limitations under Law 84, NGOs register in the legal form of a law firm, a non-profit company or a research centre, among others. Others establish themselves as branches of Europe-based paper companies. Yet others undertake a year-long struggle finally to be registered under the Associations Law. Monitoring If an NGO successfully navigates the challenge of registration with the Ministry, it faces additional hurdles in operation. Law 84 allows the government freedom of interference in almost all NGO Activities, with the threat of dissolution always looming in the background. According to Article 25, the Ministry entitled to assign a representative to attend the organizations meetings and even call a meeting of the general assembly. The Ministry also requires that the NGO send the Ministry a copy of the minutes from each meeting within thirty days of it taking place. Regulation of Activity is also attained through rules regarding the composition and number of board members. While the Ministry of Social Solidarity is formally in charge of NGO affairs, in practice it deals with their daily matters by permanent interference through the State Security Investigations (SSI) via demands, questions, orders etc. The SSI interferes massively in any matter of political significance and plays a central role in determining the fate of NGOs. Its interference is greatest with regard to politically significant issues such as the decision over whether to register new association nominate board members or allow foreign funding. Crucially, the massive interference by the SSI lacks any legal foundation. The SSI de fActo controls not only the registration of new groups but also implements a policy of systematic monitoring and harassment of existing NGOs. In practical terms, the influence and harassment of both the Ministry of Social Solidarity and the SSI are being felt by NGOs on a daily basis. The harassment of NGOs by secret service agents also creates additional funding problems: whenever private businessmen want to donate funds to one of those NGOs, they are systematically harassed, and on many occasions this has led them to withdraw the funds. Funding Another realm in which the Ministry exercises great control is the funding of NGOs. The law gives the Ministry exclusive authority to control NGOs management of finances. This provision raises the question of credibility. Many NGOs have come to rely on foreign funding to keep their organizations running, since domestic sources of funding are often few and far between. However, according to Article 17, Associations have the right to receive donations only following the approval of the Ministry of Social Solidarity MOSS. Permission from the Ministry is required for all funding from foreign sources. Also, there are strict protocols regarding the transfer of foreign funds, one of which stipulates that all foreign funds must be deposited into designated bank accounts during the review period, none of which the NGO can access. The law also states that the Ministry must give its final decision within sixty days. However, since the NGO cannot access any of the funds during this period, the waiting period can often drive the NGO to insolvency. As to obtain funds from foreigner entity the law indicates that it cannot happen without the permission of the Minister of Social Solidarity himself. Moreover, Fund raising campaigns such as organizing fairs and public events to collect money also require prior approval and complex procedures that are controlled by the Ministry of Social Solidarity. CSOs argue that proper registration of an NGO and the Ministrys yearly financial monitoring is enough to control any misuse of donations and that the process of approval and allocation of such funds should be placed rather under the supervision of the General Federation of NGOs. Penalties Violation of the law can result in criminal penalties, including imprisonment, fines, and the involuntary dissolution of the association. Setting up an association whose Activities are determined to be clandestine is punishable by up to a year in prison and up to LE 10,000 in fines. However, Activities that are prohibited in Article 11 are not clearly defined, that many NGOs are subject to penalty without being clearly forewarned of their illegal Activity ( Agati, 2002), leaving the MOSS discretion to determine whether a violation has occurred. For example, Activities are prohibited if they are deemed to threaten national unity or violate the public order or morals, as the dissolution of associations is regulated in articles 41-47 of Law 84/2002. The decision can be taken by the Ministry of Social Solidarity and does not require a court ruling. In order to appeal the decision, the NGO may not go to court directly but must first take the case to a three person dispute committee. If the committee has not decided on the issue within sixty days, the NGO may take the issue to the Administrative Court according to article 7. The effect of Act 84/2002 over the Arts NGOs in particular The effect of Act 84/2002 over the Arts NGOs is deeper than the rest of organisation in this context, as there are three of the former main obstacles which have a bigger impact on Arts NGOs in particular and they are the lack of freedom which is represented in the constant interference from the SSI, the prohibiting of practice certain Activities and the restrains over the foreign funds. The Arts for development work are considered in a constant threat under the Act No. 162 of 1958 of the emergency law, where the first section of article three of this allows the government to restrict freedom of assembly, movement and residence and to hold and detain persons suspected of posing a threat to security and public order as it has the right to search individuals and places without adherence to the Code of Criminal Procedure. It is true that this section does not affect the arts organizations particularly; however, it raise concerns to everyone exposed to this law. The impact of such a law on the culture generated through its application across more than thirty years, which created and effected an entire generation. One of the most notable consequences of this culture is the fear of assembly in a practical regulatory framework, as well as the fear of substantive exposure to religion, politics and sexual subjects. It is true that, this happens in many contexts of arts works, but requires several conditions to make this prohibited element as a minor one. The lack of substantive exposure to any of these items not only generated from the culture of the practice of law but also to verbal orders issued by the State Security Service officers, to any of those who are being interviewed for the verbal statement to either complete the registration procedures for their organization, or begin a new project for the organization. It remains to indicate that this verbal approval or rejection remain without evidence of any of them, and become easily to unalterable at any time. Thus, a comprehensive and effective area of practising freedom, which affect the development process for Arts NGOs become closed by using the emergency law, as well as the ideas of projects of this category of organizations, suffer from lacking diversity and become closer to the typical rather than effectiveness, and closer to superficial rather than depth and impact sustainability. The funding difficulties faced by Arts NGOs due to cultural and social reasons, which will be discussed in another chapter, has a remarkable distinct from those faced by other institutions, where it becomes essential to rely on foreign funders, whether governmental or nongovernmental for achieving efficiency and sustainability. Foreign funding is often appended to any unwanted NGO by the authorities as an unjustified stigma hunting of reputation of that organization, hoping to undermine its work with the organisation expected target group through the promotion of the concept that foreign funds are always contaminated with the objectives of sabotage and occupying force, and therefore, those who work in this organization are a group of traitors, agents and spies for foreign powers, and so the operational plans for any project could be jeopardize once it labelled by foreign funding, and that labelled organization does not lose just a project, but lose its credibility among the society as well as with the funders, following this failure which is difficult to be justified by documentation. Chapter two Egyptian NGOs resources barriers One of the key factors that affect the effective management and sustainability of non-governmental organizations is the continuity of provision of funding from donors. The attention increased recently to the need to increase the financial resources for non-governmental organizations, in order to activate the role they can play in promoting the development process and improve the quality of services they are providing to public and to increase their ability to achieve the goals they aiming for. Funding the NGOs is one of the most influential factors worthy of study, as it is considered the main engine for their various activities, which the efficiency of the services provided by the association relies on the adequacy of funding directed to it. The purpose of funding for NGOs is to find the funds necessary for the maintenance of all administrative processes and the various Activities and programs of the organization. Funding difficulties is one of the fundamental problems that fac ed by non- Governmental organizations in Arab countries, consistent with the level of development of society, and political circumstances, social conditions and lack of resources available. Private sector, is supposed to be the primary source of CSOs funding, and expresses support for the social needs provided by these organizations. But the fact that this source is facing several obstacles to a sprouting: that existing legislation does not encourage such a move as existing in developed countries such as a deduction from the container and also of the scarcity of institutions involved in providing support to civil society organizations. One of these obstacles as well as the absence of this tradition as an orientation in the position to do so, and the departure of the main part of their contributions to support humanitarian activities. Domestic funding problem The private sector internationally is considered a major source of funding to the third sector in order to promote and support development projects; however in Egypt the situation is different, as this sector donation for serving community development is consider limited compared with what is expected due to various reasons such as the policy restrictions and interferences from the government and SSI, the absence of tax relief on funding submissions for NGOs, The existence of other forms of contribution and donation relating to religion which makes the opportunity directed to services, other than direct assistance to individuals and families impossible. The religious NGOs (Muslim and Christian) are considered in the forefront of national voluntary associations which do not suffer from the problem of funding due to their ability of mobilizing their resources such as the Zakat contributions  [2]  which is a religion obligation for Muslims who are considered the majority in Egypt, as this financial recourse significantly contributes in operating several charitable and religious organizations. Foreign funding problems It should be noted that the issue of foreign funding is a serious issue raised on the Egyptian arena for a long time, especially with limited sources of funding. This issue can be summarized in that non-governmental organizations in Egypt cannot accept funds from foreign organizations or governments under certain circumstances as it consider illegal. The government consider the foreign funding for local NGOs in a certain situation as a potential plan for achieving political reorientation of the public away from government control. Varied views on this issue were divided between supporters and opponents. The most weighty arguments in favour as follows: the world in light of globalization has become a small village, where the information available to all, where there is no longer be concealed. The funding for the service of citizens are allowed in all countries of the world, while the funding is only prohibited covert funding or targeted for political Activity. Also, recipients deal with donors on the basis of the stated purposes or objectives, so convergence of interests may be a significant reason to provide funding. Opposing views has subjected CSOs to accusations that the foreign funding is presented in order to implement hidden foreign agendas and that these CSOs representing a homogeneous bloc of Western interests seeking to dominate Egypt. This perspective in turn creates a siege mentality' among actors who believe they are acting in the government and states national interests As was presented in the previous chapter it is considered illegal to obtain a foreign fund without the explicit authorization from the Ministry of Social Solidarity and this authorization may take up to sixty days while the fund is frozen and cannot be touched by the NGO. The governments ability to block approval of foreign funding is a powerful weapon. Many Egyptian organizations rely heavily on the support of donor organizations based outside of Egypt, a source of nationalist sensitivity. Foreign funding is an issue regularly demonized by the government and the media, even though the government itself is a major recipient of foreign aid. A significant extra-legal implementation practice relates to the involvement of security services in the foreign funding determinations. The Law clearly does not require the approval of the security services. NGO representatives, however, report that the Ministry of Social Solidarity does not approve foreign funding applications without their approval. Some also added that the process often involves coordination between the chiefs of security departments in different governorates. Many believe that the approval of security departments is a green light for the Ministry to officially approve the funding. Reportedly, reservations made by security departments in some ministries make obtaining the approval of the security department in the Ministry of Social Solidarity impossible (Sharaf, 2004). Therefore, the arbitrar y procedures and laws in this context, is considered a waste of existing opportunities, funding is not required for its own, but it must contribute in solving the problem of society and be a contributing factor to the role of government in assisting the association (Nafie, 2001). As a result, Egyptian CSOs are facing serious challenges relating to financial sustainability and the continuity of their activities (Kahalil Mourad, 2007). The effect of the financial issues over Arts NGOs work in Egypt As all NGOs, the arts NGOs face problems in funding,but this problem affect these NGOs better than others as for social and culture reasons Arts NGOs have a very limited access to the private sector fund. One of the main activities carried out by Arts NGOs is to hold various forms of celebrating events, perhaps the primary purpose of the holding some of these events is for developing financail resources by using diffrent ways , but remains one of the most common ways in the world is selling tickets.The fact that Act No. 84 of 2002, section 18 indicate that: The assosiation in order to realize its purposes and reinforce its financial resources, may set up service and productive projects, celebrations, charity, exhibation, and sport games. But the law in Article 59 of its executive regulations regarding parties or celebrations gives the organization only one party a year exempt from income tax, the tax regulated by Act No. 24 of 1999, the tax is collected from the direct income re sulting from the sales of the tickets and not from the profit, and this force the organizers of the ceremony to raise the prices of the ticket to compensate what will be deducted for the tax, as well as compensation for potential losses if they are not selling full tickets, Moreover, the same law states in Article seven that: exploiters of performances and concerts from the temporary set up in places not owned by them and are not intended by nature to create presentations or parties constantly, a deposit of cash or providing a letter of guarantee or cashiers check accepted from an accredited banks equals the amount of tax due on the ticket, submitted for stamping on the basis of place full capacity to settle the due tax within three days from the date of the event. Thus, the organization that maintains a party or celebration paying the tax of the tickets sale in advance and refund the tax on unsold tickets after the end of the ceremony which is considered a deliberately bureaucr acy from the government to disrupt this work. All that is considered a heavy burden to those who want to organize a party from any Arts NGOs and Organization in this case cannot find a way other than adding a substantial portion of this burden to the public, which may be in most cases, is targeted by the ceremony, and this public in most cases, are members of the poor level of the society, where the ticket price, which has become expensive, become an economic burden on any of the members of the public to pay and thus pushes him to refrain from buying it. It should also be noted that, only one party a year exempt from tax, may be sufficient for general civil organizations, as may be the focus of the organizers of the party is on marketing it to the rich classes in society and thus get a strong source to support and maintain the activities of his organisation. As for the Arts organizations, celebrating events for them not consider exceptional activity to increase their finical r esource but an essential activity of artistic and cultural service to the disadvantaged public, In other words, art events appear to the legislature just an entertainment activity and a core activity in the work of arts organizations.

Women During Combat War American Society Changed And...

Women in Combat Arms American Society has changed and evolved at a record pace over the past decade. Technology, social media, sexual orientation, and race relations have all been hotly debated topics. On January 24, 2013, when then-Secretary of Defense Leon Panetta rescinded the rule that restricted women from serving in combat units and directed the Armed Services to review their occupational standards and assignment policies, the discussion of women in Combat Arms was thrust into the limelight. The debate on whether to allow women in direct combat roles is an emotional topic for most and it appears the latest policy change could very well be a mistake. The Combat Exclusion Policy dates back to 1948 when The Women s Armed Services Integration Act of 1948 excluded women from combat positions. On April 28, 1993, combat exclusion was lifted from aviation positions by Secretary of Defense Les Aspin, permitting women to serve in most aviation units. Other restrictions were maintained on aviation units in direct support of ground units and special operations aviation units. In 1994, the Pentagon declared that Service members are eligible to be assigned to all positions for which they are qualified, except that women shall be excluded from assignment to units below the brigade level whose primary mission is to engage in direct combat on the ground.[1] This includes assignments to the Infantry, Special Forces and Armor. The policy also excluded women being assigned toShow MoreRelatedOne Significant Change That Has Occurred in the World Between 1900 and 2005. 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Benefits & Issues of Online Learning-Free-Sample-Myassignment

Question: Identify and analyse the Benefits and Issues connected to both Online Learning and face to-face learning in higher education. Support your discussion with evidence and examples. Answer: Introduction In the world of education, the technology has brought a big revolution. The face-to-face learning in classrooms has been facing tough competition from online learning. With the advancement of technology, students across the world now prefer the new method of learning and that is changing the structure of the method of learning. Formal education started with face-to-face teaching and learning. After the introduction of internet, people got the access to resources and with time, the universities have opened their doors for those who cannot afford to migrate to a different country for higher education (Jaggars, 2014). Online learning has been a great help for these students. This makes the background of the report. This report will address the benefits and problems of both the online and face-to-face learning in the higher education. Its purpose is to compare and contrast the effectiveness of both types of learning and the trend in the popularity of them. The report will focus on various aspects of the online and face-to-face learning and will try to find out the weightage of each of the type. The outcome of the report will help the universities and online teaching websites to restructure their teaching methods to attract more students from across the world. Online learning versus Face-to-face learning Online learning As the name suggests, online learning refers to the method of study that allows the students to attain the degree or certificate without attending the classes. This study method is implemented over the websites and portals and is usually self-paced. Online learning method is aimed at the students, who want to study for a higher qualification while working full time or part time, or have other commitments or cannot migrate to other countries to study due to lack of money (Zhu, 2012). The universities and various other private educational institutes have been launching various online teaching processes for the convenience of the students. Through online self-paced courses, video sessions, CDs and DVDs of the classroom courses and online exams, these institutes enables the facilities for higher studies for those, who cannot attend the classroom teaching due to some constraints. This method is also known as E-Learning (Salmon, 2013). Benefits of online learning There are many benefits of online learning. Those are as follows. Online learning is cost efficient as there is no need to travel, no parking is required or no babysitting cost is needed for parents. The courses are designed in a way that can easily fit into the schedule of life, work and family of the students. It allows the students to avoid the classroom problems, such as, late arrival, class distraction etc. (Shalev-Shwartz, 2012) The students can access the courses anytime and from anywhere as per their convenience. The foreign students do not need to migrate to another country to avail the courses. Usually 24/7 helplines are available for student assistance. It helps the students to improve their technological skills through such courses. The instructors are always approachable and accessible. Such learning provides flexibility to the students regarding timing, schedule, duration, etc. It also helps the students learn any course as per their necessity. There is huge variety of courses available from various institutes, ranging from traditional subjects to vocational subjects, such as, cooking, photography, tourism and hospitality etc. (Zhu, 2012) Self-paced learning helps the students to customize the schedule as per their convenience and complete the course in their own times. Issues of online learning Online learning also has some issues. Those are listed below. Adaptability struggle: The students sometimes face the challenge of adaptability on the online learning. Since, it is a switch from classroom learning to online learning, the students sometimes face the difficulty to understand the course management systems and the process for computer based learning (Xu Jaggars, 2013). Technical issue: Many people do not get the access to the required bandwidth of the internet service, required for the course. Along with that, sometimes, the course requires installing a new software or application and the user is unable to purchase that or install that due to some technical issues. Computer literacy is another big issue in case of online learning. Technological proficiency is a most essential requirement for following the online courses. When a student does not have the basic knowledge on computers then it becomes difficult for him to proceed with the course. Time management: Online learning requires intensive hard work and effort on part of the student and hence, time management ability is extremely essential for such learning. The students must be able to manage their time in a way so that they can complete the course within a stipulated time. Self-motivation: This is a very significant requirement in case of online learning. Marchand Gutierrez (2012), points out that many students lack this and hence, the effectiveness of the course gets reduced. These students lag from the natural pace and finally, they tend to give up. Face-to-face learning McConnell et al. (2013) highlights that face-to-face learning is the method of study that requires the students to attend the classes and have direct interaction with the teacher or guide. The teaching and learning takes place in a same place, at a definite time and occurs in-person. This type of learning is not suitable for part time or full time workers or for those who cannot travel only for studying. Benefits of the face-to-face learning Like online learning, there are some benefits of face-to-face learning. Networking: This is the most significant and dominant aspect of face-to-face learning. Since, the learning method occurs in person, hence, the networking and personal interaction is very much effective. Engagement and focus: In this type of earning, the student must focus on the classroom teaching and learning, since, there is no scope of going back to the course again and again. This aspect makes the student to engage themselves fully into the sessions and pay attention to the course material that is being taught (Sacob.com 2017). Adaptability: Face-to-face learning enables the students to be adaptive about the courses and the environment. At the same time, the instructors are also adaptive and flexible to meet the students needs. This happens quite easily in this type of learning, as both the teacher and the student are present together. Discussion: Face-to-face learning has a huge scope for discussion, which is very helpful in gaining in-depth knowledge about any subject. Debates and detailed discussions among the students or with the teachers can bring about many great things, which is not possible in case of online learning (Gaya, 2013). Scope for one-to-one session: As every student is different, his or her learning capability is different too. Face-to-face learning provides that scope to the students to have a one-to-one discussion with the teacher in case any confusion arises or any clarification needed. Issues in face-to-face learning There are some common issues in face-to-face learning. Those are listed below. Lack of flexibility: This type of learning lacks flexibility as it needs to attend the classes at a specific place and at a specific time. This makes face-to-face learning difficult for the working professionals or for those students, who cannot travel due to some issues (Erstad, 2017). Lack of 24/7 assistance: In face-to-face learning, students do not get assistance from the instructor 24/7. This can create problems for the students if they get stuck at a point during the holidays. Time bound courses: The face-to-face learning is not self-paced, hence, the students must complete the course within the timeframe allotted for it. Online versus face-to-face learning There are some fundamental differences between the two types of learning. Online learning Face-to-face learning Communication type Virtual communication through chats, videos, forums, blogs, uploads and downloads Verbal, nonverbal Learning materials Textbooks, lecture notes, Ebooks Real time access to class lecture notes and textbooks Learning process Virtual learning, anytime and from anywhere Real time and specific time for discussions Additional costs Software upgrades and hardware Accommodations at times, parking cost, fuel cost Interaction and feedback Anytime, usually 24hours turnaround and conductive to the availability of the lecturers Immediate in the classrooms through verbal communication, but usually time constrained Table 1: Comparison between online learning and face-to-face learning (Source: Erstad, 2017) The preference towards one type of learning depends on peoples personal choice and convenience. Some people prefer the traditional way of learning with textbook and lecture notes, some prefer to access the ready study materials from the online sources and study in their comfortable time, while some people prefer the best of both the methods (Jaggars, 2014). Kolowich (2012) mentioned about a survey by Elaine Allen Seaman, conducted in 2011, on the above topic and found that the professors, who teach online, did not have a positive feedback regarding the effectiveness of online learning in relation to face-to-face learning. It is found that 66% of the respondents said that the learning outcomes in the online learning is inferior or somewhat inferior compared to that for face-to-face learning, while less than 6% found it to be superior or somewhat superior and nearly 28% believe that the outcomes of both the methods are almost same. (Source: Kolowich, 2012) In another survey by Elaine Allen Seaman (2012), that focused on the comparison of online learning and face-to-face learning in the USA from 2003 to 2011, it is found that, more than two-thirds of the respondents said that online outcome was almost same or better. This implies that one-third of the respondents said that they think that learning outcomes for online courses are inferior to the outcomes for face-to-face learning. It is also found that the trend is going downwards over the nine years during the tracking of this dimension, there are not much substantial change. (Source: Elaine Allen Seaman, 2012) Conclusion From the above report, it is found that, both the methods are popular among people, while opting for one method depends on many factors. As per the survey records, many people perceive that the learning outcomes are almost same or somewhat inferior relative to that of the face-to-face learning. Both of these methods have advantages and disadvantage. However, peoples perceptions are changing. As online learning provides more flexibility and convenience, the working people prefer these courses more than the face-to-face learning. References Elaine Allen, I., Seaman, J. (2012).Going the Distance: Online Education in the United States, 2011.Onlinelearningsurvey.com. Retrieved 29 November 2017, from https://www.onlinelearningsurvey.com/reports/goingthedistance.pdf Erstad, W. (2017).Online vs. Traditional Education: What You Need to Know.Rasmussen.edu. Retrieved 29 November 2017, from https://www.rasmussen.edu/student-life/blogs/college-life/online-vs-traditional-education-answer-never-expected/ Gaya, J. (2013).Pros And Cons Of Campus Learning Vs Online Learning.eLearning Industry. Retrieved 29 November 2017, from https://elearningindustry.com/pros-and-cons-of-campus-learning-vs-online-learning Jaggars, S. S. (2014). Choosing between online and face-to-face courses: Community college student voices.American Journal of Distance Education,28(1), 27-38. Jolliffe, A., Ritter, J., Stevens, D. (2012).The online learning handbook: Developing and using web-based learning. Routledge. Kolowich, S. (2012).Conflicted: Faculty and Online Education, 2012.Insidehighered.com. Retrieved 29 November 2017, from https://www.insidehighered.com/news/survey/conflicted-faculty-and-online-education-2012 Marchand, G. C., Gutierrez, A. P. (2012). The role of emotion in the learning process: Comparisons between online and face-to-face learning settings.The Internet and Higher Education,15(3), 150-160. McConnell, T. J., Parker, J. M., Eberhardt, J., Koehler, M. J., Lundeberg, M. A. (2013). Virtual professional learning communities: Teachers perceptions of virtual versus face-to-face professional development.Journal of Science Education and Technology,22(3), 267-277. Sacob.com. (2017).Face to Face Learning vs Online Distance Learning.Sacob.com. Retrieved 29 November 2017, from https://www.sacob.com/blog/face-to-face-learning-vs-online-distance-learning Salmon, G. (2013).E-tivities: The key to active online learning. Routledge. Shalev-Shwartz, S. (2012). Online learning and online convex optimization.Foundations and Trends in Machine Learning,4(2), 107-194. Xu, D., Jaggars, S. S. (2013). Adaptability to Online Learning: Differences across Types of Students and Academic Subject Areas. CCRC Working Paper No. 54.Community College Research Center, Columbia University. Zhu, C. (2012). Student satisfaction, performance, and knowledge construction in online collaborative learning.Journal of Educational Technology Society,15(1), 127.