Rococo and Neoclassical Art

Table of Contents Introduction Rococo Art Neoclassical Art Historical Art Analysis Conclusion References Introduction Art develops over generations through improvements and modifications of previous art works. Many art styles we see today such as the rococo, middle ages, renaissance, mannerism, baroque, neoclassical, romanticism and the likes all seem to have evolved out of individual works or from the cultural or social influences that surrounded their formation.Advertising We will write a custom essay sample on Rococo and Neoclassical Art specifically for you for only $16.05 $11/page Learn More Certain art works are also developed from the styles and characteristics of previous art periods while others developed as a continuation of previous art works or as a reaction to specific art styles (Sporre, 2003, p. 3). For instance, during the ancient Greek period, classical art developed from the neoclassical period and cubism developed as a reaction to the ancient art style of painting (Sporre, 2003, pp. 2-3). This study illustrates such relationships with a keen sense of analysis and critique on the origin and development of art. Specifically, we will analyze the relationship between neoclassical and rococo arts since the neoclassical art developed as a reaction to the latter. Rococo Art Rococo art started in the 18th century and was characterized by the flexibility of artists to become more experimental with art. When compared to previous art forms, it was more playful, ornate and florid (Lewis, 2008, p. 342). In the French analysis of rococo, it is largely assumed that the style developed from the Louis XV’s reigns; meaning that most of the art developed in France during the mid 18th century falls in this category. Rococo art was characteristic of the use of objects in decorating art (especially the use of stones and ornaments). The style was also characteristic of shell-like curves which were interestingly used as groun ds for its critique as well (Yegengil, 2010, p. 3). However, the rococo art design has been widely accepted in most artistic circles and now stands as a major turning point in conventional European art. Neoclassical Art The Neoclassical art movement was majorly advanced as a reaction to the rococo art. Basically, it was a reaction to the use of natural ornaments in the rococo movement. This style originated from the classical Greece period and from the works of an Italian artist, Andrea Palladio, who majorly emphasized on portrait walls as opposed to the chiaroscuro while maintaining different identities to each part (Buser, 2005, p. 406). The neoclassical art is majorly termed as evocative and picturesque but it majorly seeks to relive the classical periods or the ancient Rome period as some of its proponents would suggest (Yegengil, 2010, p. 3).Advertising Looking for essay on art? Let's see if we can help you! Get your first paper with 15% OFF Learn More The advent of the neoclassical art later became some sort of global movement with many of its proponents emphasizing more on the planar qualities of art as opposed to the sculptural volumes evidenced in rococo and baroque architecture. With regard to the general outlook characteristics of neoclassical art, Yegengil (2010) says that: â€Å"Projections and recessions and their effects of light and shade are flatter; sculptural bas-reliefs are flatter and tend to be enframed in friezes, tablets or panels. Its clearly articulated individual features are isolated rather than interpenetrating, autonomous and complete in themselves† (p. 4). Some of the most common types of neoclassical architecture can be seen in the Old museum in Berlin, Capitol in Washington D.C and similar buildings across Europe. The advent of this art style was majorly facilitated in the Napoleonic era which was largely fanned by young and upcoming Italians who wanted to make a progressive political statement in art and o ther areas of social progression at the time (Yegengil, 2010, p. 3). Historical Art Analysis To best conceptualize the development and characteristics of the rococo art period, we can use a champagne bottle. The design of the bottle can be viewed as a baroque art design (which the rococo developed from) but the form in the champagne bottle can be best analyzed as rococo art. In other words, the themes associated with rococo art are lighter because they don’t revolve around serious themes like religion or politics; instead, it deals more with social matters like man’s lust for the woman, the social life of aristocracy, physical nature and the likes (Wilder, 2007, p. 27). Principally, this art style also revolves around asymmetry and also majorly includes the use of curved lines and ornaments which don’t emphasize the need for balance. However with the advent of the neoclassical art period in the mid 18th century, balance and symmetry was emphasized as a reaction to rococo art designs. In other words, this art period emphasized more on technical art and balance, inspired by antiques derived from the Roman era. Since rococo art was also characteristic of pale colors, the neoclassic proponents emphasized more on sharp colors. This movement was later picked up in many fields such as music, visual arts, architecture and the likes. There was a deep sense of Romanism during the development of this art style but the Roman inspiration was derived from the archeological studies that were going on during that period (Yegengil, 2010, p. 5). More specifically, the discovery of the antique ruins created an emphasis on the beauty of civilization and the successes associated with Greeks and Romans; with regard to the development of their empires.Advertising We will write a custom essay sample on Rococo and Neoclassical Art specifically for you for only $16.05 $11/page Learn More This fact totally changed the perception of art during that time because there was a shift in emphasis from the natural forms of art (rococo art) to classical antique (Yegengil, 2010, p. 5). Comparatively, the rococo art period was much more inspired by nature, personal amusement, and the physical world. Also in drawing more comparison, the rococo period was facilitated by the death of Louis XIV, from whom the baroque art derived its principles from. Its prominence was also facilitated by the rise of the middle class and the increased consciousness of fashion in the French capital, Paris (Yegengil, 2010, p. 6). It is therefore clear that the advent of the rococo art was a major shift from the emphasis of fear and respect which was advanced by the baroque art to more relaxed forms of art. In other words, it focused on the lighter elements of life, like pleasure and nature. On the other hand, the neo classic proponents were majorly inspired by the simplicity of certain figures in the roman and Greek empires and this was later follo wed by a high appreciation of Greek democracy (Buser, 2005, p. 406). The importance of the neoclassical art in the real world was seen from its wide use in the French empire by the napoleon regime which sought to stamp its superiority by using the art style to paint heroic figures. In this manner, the neoclassic art style majorly revolves around themes such as heroism, justice, courage honor and other virtues associated with democratic leadership and hierarchical structures (Yegengil, 2010, p. 6). The Rococo art on the other hand had a huge bearing on the interior design of arts and the development of sculptures and paintings; it was also largely associated with the regime of King Louis XV. Its major impact in the art world was that it developed pieces of art which appealed more to the senses as opposed to the intellect. Conclusion The neoclassical art can be seen to react to the lack of emphasis on order and restraint by the rococo art. Rococo art on the other hand seems to emphasi ze more on natural beauty and the appeal to human senses as opposed to the intellectual appeal of neoclassical art. Neoclassical art was also greatly inspired by antiques of the Roman Empire but rococo art was facilitated by the death of King Louis XIV. Both art styles had a lot of influence on European literature of the 18th century because the neoclassical art portrayed political truths in a comical manner and rococo art instilled a need to decorate art in a fluffier manner.Advertising Looking for essay on art? Let's see if we can help you! Get your first paper with 15% OFF Learn More References Buser, T. (2005). Experiencing Art around Us. London: Cengage Learning. Lewis, R. (2008). The Power of Art. London: Cengage Learning. Sporre, D, J. (2003). Perceiving the Arts: An Introduction to the Humanities. New Jersey: Prentice Hall. Wilder, J. B. (2007). Art History for Dummies. New York: For Dummies. Yegengil, O. (2010). Neoclassical and Rococo Styles after Baroque Period. Retrieved from https://ezinearticles.com/?Neoclassical-and-Rococo-Styles-After-Baroque-Periodid=1651510 This essay on Rococo and Neoclassical Art was written and submitted by user Arturo Sanders to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

blood brothers

blood brothers "As like each other as two new pins."Within the play Mickey and Edward are presented differently due to their upbringing. Mickey is created to be friendly and very adventurous, as he like to play adventure games with his friends. Edward is presented as a friendly, generous character who a well-behaved, shy little boy.There are many differences and similarities throughout the play.The first difference is that Mickey makes friends easily than, unlike Edward who hardly has any friends this is because Mrs Lyons rarely lets Edward go out to play. Mrs Johnston lets Mickey roam round freely without any rules this lets Mickey socialise more than Edward.Another difference is there education. Edward has a better education than Mickey as Edwards's parents can afford to send him to a private school. Edward knows many large words, which a normal seven year old would not. For example in the play if Edward does not know the meaning of a word he would get his dictionary out and look it up on the oth er hand Mickey does not know what a dictionary is.This suggests to the reader Edward has a good, strong education and that he is independent.The next difference between Mickey and Edward is the class of their families. Mickey comes from a lower class family than Edward. Mickey's family gets treaded like dirt from the policeman as he threatened the Johnston family with court. The policeman acts the total opposite with the Lyons family as he has a scotch with Mr Lyons, this shows he wants to stay on their good side and blames the lower class for Edwards mistakes as he said " If y' don't mind me sayin' this I'm not sure I'd let him mix with the likes of them in the future,

The Arachnid Arthropods

The Arachnid Arthropods Arachnids (Arachnida) are a group of arthropods that include spiders, ticks, mites, scorpions and harvestmen. Scientists estimate that there are more than 100,000 species of arachnids alive today. Arachnids have two main body segments (the cephalothorax and the abdomen) and four pairs of jointed legs. By contrast, insects have three main body segments and three pairs of legs- making them easily distinguishable from arachnids. Arachnids also differ from insects in that they lack wings and antennae. It should be noted that in some groups of arachnids such as mites and hooded tickspiders, the larval stages have only three pairs of legs and fourth leg pair appears after they develop into nymphs. Arachnids have an exoskeleton that must be shed periodically for the animal to grow. Arachnids also have an internal structure called an endosternite that is composed of a cartilage-like material and provides a structure for muscle attachment. In addition to their four pairs of legs, arachnids also have two additional pairs of appendages that they use for a variety of purposes such as feeding, defense, locomotion, reproduction or sensory perception. These pairs of appendages include the chelicerae and the pedipalps. Most species of arachnids are terrestrial although some groups (especially ticks and mites) live in aquatic freshwater or marine environments. Arachnids have numerous adaptations for a terrestrial lifestyle. Their respiratory system is advanced although it varies among the different arachnid groups. Generally, it consists of tracheae, book lung and vascular lamellae that enable efficient gas exchange. Arachnids reproduce via internal fertilization (another adaptation to life on land) and have very efficient excretory systems that enable them to conserve water. Arachnids have various types of blood depending on their particular method of respiration. Some arachnids have blood that contains hemocyanin (similar in function to the hemoglobin molecule of vertebrates, but copper-based instead of iron-based). Arachnids have a stomach and numerous diverticula that enable them to absorb nutrients from their food. A nitrogenous waste (called guanine) is excreted from the anus at the back of the abdomen. Most arachnids feed on insects and other small invertebrates. Arachnids kill their prey using their chelicerae and pedipalps (some species of arachnids are venomous as well, and subdue their prey by injecting them with venom). Since arachnids have small mouths, the saturate their prey in digestive enzymes, and when the prey liquifies, the arachnid drinks its prey. Classification: Animals Invertebrates Arthropods Chelicerates Arachnids Arachnids are classified into about a dozen subgroups, some of which are not widely known. Some of the better-known arachnid groups include: True spiders (Araneae): There are about 40,000 species of true spiders alive today, making the Araneae the most species-rich of all arachnid groups. Spiders are known for their ability to produce silk from spinneret glands located at the base of their abdomen.Harvestmen or daddy-long-legs (Opiliones): There are about 6,300 species of harvestmen (also known as daddy-long-legs) alive today. Members of this group have very long legs, and their abdomen and cephalothorax are almost completely fused.Ticks and mites  (Acarina): There are about 30,000 species of ticks and mites alive today. Most members of this group are very small, although a few species can grow to as much as 20mm in length.Scorpions (Scorpiones): There are about 2000 species of scorpions alive today. Members of this group are easily recognized by their segmented tail that bears a venom-filled telson (sting) at the end.

Organizational Behavior of Cutter Aviation Research Paper

Organizational Behavior of Cutter Aviation - Research Paper Example The research paper "Organizational Behavior of Cutter Aviation" talks about Cutter Aviation, strongest Fixed Base Operator of America that provides aeronautics service to the industry of General Aviation since 1928. It has been a dominant service provider of General Aviation for the United States.Cutter Aviation believes in following the procedures of team building to encourage innovation. It has been providing a training program to all its employees to stimulate innovation. Their aim behind providing these programs is to enhance the skills of its employees, their decision-making ability and communication skills. The training programs have helped the employees to acquire knowledge in achieving their activities. This makes the company develop new innovative products. The organization faces the problem of bureaucracies in developing new strategies. These bureaucracies can be reduced by following two stages: Firstly, identifying the obstacles prevailing in the company and secondly, the company needs to identify the strategies that are required to implement change. Finally, the organization should implement and follow the steps accordingly. However, before implementing any change, the organization should make employees understand the importance of proposing the change. Cutter Aviation has been able to build an environment that is collaboratively supported by all the experts of the organization. The company supports the employees by providing them sufficient resources and training programs.

Religion in Contemporary Societies Essay Example | Topics and Well Written Essays - 2000 words

Religion in Contemporary Societies - Essay Example The use of religion in such situation to further their anti-west sentiments had threatened the whole world. Fundamentalist elements are the product of totalitarian regimes, which nurtured and developed it for their particular interests. The modern Al-Qaeda and ISIS has been the creation of fundamentalist totalitarian authorities with the aid and support from western powers lead by United States of America. Anti-imperialist sentiments are also part of fundamentalist uprising against the imperialist’s design to divide the region and support anarchies of their own choice after the World War I. The anarchies set at that time on the whims of their imperialist masters sowed the seed of Muslim fundamentalism to legitimize their totalitarian rule as Islam allows such authority under Sharia. The focus of the paper will be on fundamentalism of the organization and its relevancy to their motives and political ambitions. In order to have deep understanding of the nature of organization this paper will also study their history and their religious-political development. Furthermore, the role of Western imperialists and their handpicked regional players and the resulting anti-imperialist sentiments culminating in these organizations will be discussed as a subsidiary part of the research topic. The ISIS and Al-Qaeda are the two fundamentalist organization nurturing terrorism. These organizations also have political ambitions inspired by religious notions. The concept of Islamic fundamentalist contradicts with their activities that are mostly driven by economic and sectarian ambitions. The fundamentalism depicted by these two organizations is too complex; hatred and atrocities on other Muslim and non-Muslim people; relationship between state and religion; and rivalry between th e two bands in application of the same ideology. The Salafist-Jihadism is the ideology of ISIS commonly shared with all other fundamentalist organizations like Al-Qaeda and

Communication Strategies Used By Vietnamese Students Cultural Studies Essay

Communication Strategies Used By Vietnamese Students Cultural Studies Essay In Vietnam, English is now the most popular foreign language and anyone who would like to integrate themslves into the global society and access the worlds knowlege to be sucessful in life is aware that English competence is one the most important characteristics they need to have. English is seen every where in education, business, entertainment and cultural exchanges. Therefore, English is becoming the main communication language in the country. In light of sociolinguistics development, linguistic researchers have been paying more and more attention to the importance of communication in its social context. The social factors in communication competence have been recognized and studied. These have impacted strongly on teaching and learning the language. English learning is changing basically and positively. Learners of English do not learn English for the sake of learning itself by treating grammatical knowledge primarily and separately but in the belief that it is more important to communicate effectively in the language by sending and receiving messages, creating meaning and negotiating meaning. These lead to the tendency toward which communication competence has recently been enjoying learners great popularity. However, the effectiveness of communication in the target language is still both learners and teachers deepest concern since learners who have already spent significant periods of time on learning the language to co mmunicate as the main goal of their learning but then most of them encounter too many difficulties in communicating in the language. The learning context In Petrovietnam Manpower Training College, where I am working as a teacher of English, students, the subjects of the research, are engineers and graduates who are recruited to work in Petrovietnams projects and plants taking a special training course. They have graduated university with nearly equivalent English language education but have different English proficiency and like almost Vietnamese students, they have been trying to learn English in purpose of communication but find difficult to communicate in the language. At the college, English is taught as one of the main subjects to equip the students with the language that they would need to perform their job. English speaking is attached special importance to and students are expected to be good at communication in all circumstances after finishing the course. To serve these purposes, communicative language teaching Approach (CLT) is applied in teaching these students so that they can particularly improve their communicative skil ls. The rationales and purpose of the research. Communication is interactive. So in pre-intermediate speaking class, students are usually given topics to discuss in groups with the assistant of their teacher before presenting their ideas to the class. These activities aim to get students involved in interpersonal communication or interaction to compensate their lack of practice in the EFL environment. These tasks require the students big effort in trying to understand the others and getting themselves understood using any means at their learning stage. According to my observation, in most situations, students at this level of English proficiency appear to struggle with expressing their thoughts because of their deficiency in linguistic proficiency, general knowledge of the given topics or confidence in using the language. Some of them exert themselves to the utmost to reach their communicative goals by unconsciously or consciously using different strategies to solve their particular communication problems and relatively confident in completing the given task meanwhile the others just keep silent because they do not know what to do to deal with the problems they have during the conversation and they fail to keep most of the conversations going on as they want to. So the purpose of this study is to identify the common communication strategies used by the students to enhance efficiency of communication when they deal with the task of group discussion and the communication strategy use of students of different English proficiency. The research questions. The study is conducted to find out the answers to the following questions: What types of communication strategies are used by Vietnamese students in English speaking class to compensate for their breakdowns in communication and to enhance communicative effectiveness in small group discussion? Do students of different English proficiency employ communication strategies differently? Definitions of key terms. The term communication strategies is simply understand as methods or techniques that language users use to help themselves overcome problems occuring during communication to achieve communicative competence LITERATURE REVIEW Communicative competence The main goal of any language learners is to achieve communicative competence to get the best communication proficiency. According to Canale and Swain (1980), to attain communicative competence, learners need to gain the following perfect knowledge: Grammatical competence which is related to the language knowledge (words and grammar rules) itself. Sociolinguistic competence which is concerned to the ability to use and to interpret the utterances appropriately in different sociolinguistic communication situations. Discourse competence is the ability to combine grammatical forms and meanings to achieve a unified spoken or written text Strategic competence is the ability of using verbal and non-verbal communication strategies to compensate for breakdowns in communication due to limiting conditions in actual communication or to insufficient competence in one or more of the other areas of communicative competence and to enhance the effectiveness of communication Among the four components that make up communicative competence, strategic competence is likely relating to EFL learners most because of the problems they commonly run into in communication and the communication strategies they usually employ to solve the problems. These strategies are considered extremely important in negotiating meaning where either linguistic structures or sociolinguistic rules are not shared between a second language learner and a speaker of the target language (OMalley Chamot, 1990, p.43). Canale Swain (1980) once confirm that good strategic competence can help leanres with limiting L2 skills evade communication breakdowns. Communication strategies Many researchers have conducted research or studies on communication strategies so far. Consequently, each of them in their own view states different definitions and classifications of communication strategies. Definitions of communication strategies What happens if interlocutors do not understand each other because of their limited language resources? Can they keep their conversation going on when they can not make themselves understood? Cohen (1990, p.56) believes that a major trait of successful speakers is that they use strategies to keep the conversation going on. They use communication strategies. Tarone (1980, p. 419) describes communication strategy as a mutual attempt of two interlocutors to agree on meaning in situations where requisite meaning structures are not shared. Communication strategies, to Tarones interactional view, are socially-motivated strategies which are used by more than one interlocutors to solve the problems of mutual lack of understanding by negotiating meanings. A communication strategy is simply defined by Corder (1977 as cited in Bialystok, 1990) as a systematic technique employed by a speaker to express his meaning when faced with some difficulty. According to Faerch and Kasper (1983 as cited in Bialystok, 1990) communication strategies are potentially conscious plans for solving what to an individual presents itself as a problem in reaching a particular communicative goal. More relating to forms of discourse, communication strategies in this definition are psychologically-motivated strategies which are related to mental plans of each interlocutor implemented in response to the problems of expression. Different authors define communication strategies differently. However , most of the definitions show the purpose of communication strategies which is to deal with the problems that the language users face up to when communicating by employing appropriate techniques. Classifications of Communication strategies. In the research on communication strategies, Dornyei, Faerch and Kasper and Tarone introduced their own classifications of communication strategies and their classifications. Dornyei (1995 as cited in Brown, 2000) shows two branches of strategies: negative and positive. Avoidence strategies (negative): topic avoidance and message abandonment Compensatory strategies (positive): circumlocution, approximation,use of all purpose words, word coinage, prefabricated patterns, non-linguistic signal, literal translation, foreignizing, code switch, appeal for help, stalling or time-gaining strategies. Faerch and Kasper (1983) classify communication strategies in to two main categories with their subcategories: Avoidance behavior reduction strategies: Formal reduction: phonological, morphological  , syntactic and lexical. Function reduction: reduction of speech art modality, reduction of propositional context Achievement behavior compensatory strategies. Code switching Interlingual transfer: generalization, paraphrasing, word coinage, restructuring. Cooperative strategies Non-linguistic strategies However, Tarones typology of conscious communication strategies (1977 as cited in Bialystok, 1990) seems to be simpler. Tarone classifies communication strategies into the following categories: Avoidance: topic avoidance and message abandonment Paraphrase: approximation, word coinage, circumlocution. Conscious transfer: literal translation, language switch Appeal for assistance Mime: Prior research found that all language users used communication strategies consciously or unconsciously. Bialystok observes that communication strategies should be classified according to different cognitive processes and should be seen as a process of language use. I agrees with her at this point because of the fact that as language users, we all know that communication breakdowns may occur with anyone at any time during a conversation and when these problems happen, we all try some ways to get out of the trouble by using some techniques called communication strategies. Besides, Bialystok insists that communicative strategies are used by language user in both L1 and L2, in this view, communicative strategies only reflect the way in which the language processing system extends and adapts to the demands of communication (Lee, 2004). In fact, the communication strategy use occurs during communicating consciously or unconsciously. However, learning and using a language are activities related to cognitive processes so when language learners use the language and the breakdowns come, they are aware of what situation they are in and consciously think of an escape by employing different negative or positive strategies solve the problems like avoiding talking about the topic or concept that they do not know much, leaving the utterance unfinished, using many words to describe , creating new word or switch to their mother tongue when they cannot find the right words to use and et ceteras. So, what exactly do learners do in each communication strategy? In this paper, I would like to focus on the simpler classification, Tarones typology of conscious communication strategies but in comparison with the other two of Dornyei and Faerch and Kasper . Avoidance strategies Both Dornyei and Tarone define avoidance strategies in the same way by mainly referring to two substrategies: Message abandonment strategy which is used by learners when they encounters language difficulties. To deal with these unpleasant situations, learners tend to leave their utterance unfinished. Topic avoidance is another strategy learners use when they lack of or forget necessary linguistic knowledge to express their thoughts on the topic. Their language difficulties may related to vocabulary or grammar rules that they do not know or remember. To overcome them, learners keep way from talking about the topic. In my experience of teaching, students of very low proficiency usually use these strategies because of their serious deficiency for the target language instead of using the strategies called compensatory strategies in Dornyeis or Faerch and Kaspers classifications or paraphrase and conscious transfer strategies as Tarone mentions in her typology of conscious communication strategies. Paraphrase Including circumlocution, word coinage and approximation which Faerch and Kasper suggest can promote learning as well Circumlocution strategy Bialystok argues that circumlocution strategy in fact is paraphrasing strategy. In terms of linguistic, the conception of the two strategies are very similar. Both strategies help learners make good use of simpler language or structures they have at their learning stage to convey their thoughts that need more complicated vocabulary and grammar rules to express. Dornyei states that circumlocution is the strategy used by learners when they want to describe something that cannot find the exact word or phrase to use by paraphrasing it. Doing so, they use more words to describe a word in the hope that the listeners can get what they mean by themselves. Approximation strategy Dornyei and Taroneideas meet each other when they name the strategy approximation which Tiono and Sylvia (2004) found to be used the most by students with low communication apprehension and high proficiency in speaking class in Petra Christian University in Surabaya, Indonesia to compensate their failure in retrieving the lexical items they have learned or their deficiency in vocabulary when they are asked to retell a pictorial stories. In the strategy, learners appear to be confident and willing to make mistakes by using an alternative or similar lexical term which they know that is not correct to illustrate the meaning of another word or phrase they aim to refer to. By doing this learners try to make themselves understood by using their limiting vocabulary. Word coinage is another compensatory strategy that learners use when they lack of vocabulary. In this strategy they make up a target language word which is based on the morphological rules that they know well. For example: they know well that worker is a person who works so they create cooker (a person who cooks) from the verb cook. Conscious transfer strategies Literal translation strategy is usually used when the language users share their first language or background. Learners translate a word or an idiom or even a structure from their first language into that of the target language. In my learning context, learners use literal translation mostly when they have difficulties with finding correct collocations for a word. In this case they tend to translate word for word from another language. For example: deep coffee ( which is not stated in dictionary) for strong coffee. However, relating to translating a structure from learners first language, Faerch and Kasper name the strategy Restructuring in which learners reformulate the syntax of their utterance. Language switch strategy or code switch or code switching by Dornyei or Faerch and Kasper In this strategy, learners use lexical terms or sentences from their first language when they cannot find the appropriate ones in the target language to express their thoughts (They insert some words or phrases from their first language). The strategy is also often employed by first language or background shared learners. This strategies may be expected to use the most by the subjects of this study for all of them are Vietnamese and in reality, it is also easy to see this in any of the English class in Vietnam. Appeal for assistance Explicit request is the strategy where learners ask for help from the other people like more advanced learners or teacher by saying How do you sayà ¢Ã¢â€š ¬Ã‚ ¦.? or What is this calledà ¢Ã¢â€š ¬Ã‚ ¦.?. Referring to dictionary strategy is made use by learners when they need the correct words or structures Mine or Non-verbal communicative strategy also what Dornyei calls non-linguistic signal or Non-linguistic strategy by Faerch and Kasper. In this strategy, learners use non-verbal language like gestures, facial expression or even imitating sounds to express meanings. Mine and message abandonment seem to be coi in Faerch and Kasper in terms of learning. They think that these two strategies cannot help learners with their learning. But as a teacher I share Tarones opinion that in some extent, by using these two strategies, the speaker can get help from the listener to find the appropriate or correct word or structure to express what he or she wants to say. In both teaching and learning context, mine and message abandonment can be positive signals from the learners to interact with their teacher so that they can be taught event while communicating. The review of related studies Many studies and research have been done so far on communication strategies and their findings showed that almost every strategy were used by learners. However what strategies employed were contingent a lot on the task given because different problems would arise depending on different types of task, one -way task or two- way one (Mei Nathalang, 2010). So that the task requires learners different effort and strategies to solve the problems. It is easy to understand this because less interactive activities exist in one -way task like story telling while two- way task like role playing or discussing includes mostly interaction. To deal with one-way task, learners tend to use paraphrase, restructuring and message abandonment since these strategies helps them to make clear the meanings as they try to ensure the listeners comprehension. Whereas to deal with interactive task like doing role play or discussing, learners need to make special effort to negotiate to get communication goals so they cannot simply employ avoidance strategies if they still want their conversation to continue and reach a mutual agreement on what they exactly mean. This agrees with the finding of Dobao Martinezs study of Negotiating Meaning in Interaction between English and Spanish Speakers via Communicative Strategies. The finding revealed that in interaction, when linguistic problems arose, intermediate or advanced EFL learners and their interlocut ors (who were English native speakers or other EFL learners of their level) worked together to find solution by coordinating their use of CS, negotiating meanings to reach a mutual agreement on the learners originally intended meaning. Prior research also showed that the numbers of strategies used by learners were not influenced by their target language proficiency (Ting Phan, 2008). However, concerning to only the numbers of strategies used by learners is not enough in terms of language teaching and learning. Fortunately, the result found in Kwoks study of communication strategies used by Hong kong students in small group discussion (1987) revealed that students were able to make good use of different communication strategies in discussion to make their communication more effective. Moreover, the result also showed that the more the students mastered the communication strategies, the much better they could do in small group discussion. Althought Bialystok believes that we should teach learners language rather than strategy but as a teacher I do argue in favour of implication about teaching strategies to learners from studies of Manchà ³n (1999) and Faucette (2001). In my learning context, the class with both high and low proficiency learners is common. So it is not difficult to recognize types of strategies that different learners use when the language problems arise and the effectiveness of strategy use that the learners achieve in communication thought what is seen in the learning context can be subjectively observed and assessed. So, the study is hopefully an opportunity to confirm the phenomenon through its findings. SHORT CONCLUSION The fact is that learners can frequently run into communication difficulties because of varied reasons related to language problems and all of them find some ways to escape from the trouble they got in. Those ways are called communication strategies. Looking back at the studies and research that have been done on communication strategies so far, some significant pedagogic implication have been recognized. That is communication strategy use can promote learners communicative competence or the confirmation that employing appropriate strategies can enhance communication effectiveness and communication strategy use is teachable. So, what types of communication strategies that can help learners increase communication efficacy should be considered mainly in this paper in the hope that more useful pedagogic implication closely involved English teaching will be found as reference for language teachers to deal better with their job as well as to help their students improve their learning.

Word 2007 Introduction

First, we'll take you through the Microsoft Office Button, he Quick Access Toolbar, Ribbons, Tabs and Groups – to familiarize you with these common features. Then we'll show you some of the unique Ribbons, Tabs and Groups of each application. If you have 2007 Office installed on your computer here are a couple of hints on how we'll proceed. To open an application, Double click quickly on the application icon (Word, PowerPoint, Excel, etc. ) on the Windows desktop. Or, click the Start button, in the lower left corner of the screen, then click All Programs, move the cursor over Microsoft Office and select the application you desire.In this tutorial, when we indicate that you need to click a mouse button, it will mean to click the left mouse button – unless we indicate that you should click the right mouse button. So, always move the cursor over the â€Å"place† we indicate and â€Å"click left† unless we tell you otherwise. The Microsoft Office Button We'll use Microsoft Word 2007 for our initial illustrations of Ribbon, Tab and Group examples. The first thing you'll notice, when you open a 2007 Office application is that there is no longer a File choice in the Menu Bar.The arrow above points to the Microsoft Office Button – which replaces File. As you move your cursor over the ight) will appear. Click the Microsoft Office button. Microsott Ottlce Button a preview image (image on When you click the Microsoft Office button, it will turn orange and a â€Å"File like† menu will appear (similar to the image on the right). You'll notice that you now have little images for choices and that some of them have little arrows pointing to the right. These arrows indicate that there are additional choices for a selection.We'll show you one of these on the next page. On the right side of the Microsoft Office Button menu screen you will see your most recently used files – Recent Documents (see arrow above on right). Each Microsof t Office Button menu is tailored to its Office application (Word, Excel, PowerPoint, etc). Move your cursor over the arrow to the right ot the Print button (1 ),a menu ot print choices will appear on the right – under Preview and print the document ( 2. ) (image on right). Click Print ( 3. ) at the top of the Menu. A standard Print Menu screen will appear.It is suggested that you spend a few minutes clicking the various choices in the Microsoft Office Button menu screen to familiarize yourself with what they do. If you look at the bottom of the Microsoft Office Button menu screen you will see two uttons. Since we're using Word, the buttons indicate Word Options and Exit Word. The buttons change with each application (e. g. PowerPoint will indicate PowerPoint Options). When you click the Word Options button the image below will appear. Notice, on the left side of the menu screen there are a number of choices (e. g. Personalize, Display, Proofing, etc. . when you click a choice on the left side of the screen, the options for that choice appear on the right. Take a few minutes and move through these choices to familiarize yourself with this menu screen. You will see that Microsoft has placed lot of resources that were under File-Tools-options, in previous versions of Office, in this menu. The last choice – Resources – furnishes a lot of online resources for the application which you are using. We click ed the Microsott Word Resources text lin an image below appeared. Notice all of the useful online resources available to you.Quick Access Toolbar In the upper left corner – to the right of the Microsoft Office Button – you will see an area called the Quick Access Toolbar (image on left). This area is quite handy as it currently contains several of the most used buttons in Office applications – Save, Undo, Redo, Print and Print Preview. You can customize this toolbar by adding and removing as many Quick Access button choices as you desire. In the Quick Access Toolbar (on the left) you can see we added the Insert Picture button – since we are using it a lot for this tutorial.To add this button to the toolbar we first clicked the Insert Tab and then RIGHT clicked the Insert Picture button. One of the choices was Add to Quick Access Toolbar. When we clicked this choice the Insert Picture button was added. You can add any button you choose by doing this. To remove buttons from the Quick Access Toolbar Just RIGHT click on the button you esire to remove and choose Remove from Quick Access Toolbar. Ribbons This is the new term you hear a lot about in 2007 Office. Ribbons stretch across the top of your application screen with features to assist you as you click the Ribbon Tabs.To us, Tabs and Ribbons are the same. It like unreeling holiday ribbon from a spool and seeing new images on the ribbon – very cool! So, we'll cover Tabs/Ribbons in great detail. Tabs Below the Microsoft Office Button and Q uick Access Toolbar we see a series of Tabs/ Ribbons. Tabs are similar to the Drop Down Menu choices in previous versions of Office. The Tabs are, logically, a bit different for each 2007 Office application to assist you with the most common features of that application. All the 2007 Office applications begin with the Home tab.The Home Tab/Ribbon tor Word 2007 looks like the image below. The Home Tab/Ribbon for PowerPoint 2007 looks like the image below. The Home Tab/Ribbon for Excel 2007 looks like the Image below. The Home Tab/Ribbon for Access 2007 looks like the Image below. You'll quickly notice that the Home Tab/Ribbon for each application shows the Clipboard as the left â€Å"Group† (except in Access) In Word and Excel, the Font Tab/ Ribbon is to the right, but in PowerPoint, because working with slides is paramount, the Slides Tab/Ribbon comes next.If you have 2007 Office installed on your computer, open these four applications and take a few minutes looking at each a pplication's Home Tab/Ribbon. Notice, the Tabs to the right of the Home Tab/Ribbon are tailored to each application. We'll work a bit with this in a little while. Groups In the image below, the arrows point to a new topic – Groups. Clipboard Editing Font Paragraph Styles Clipboard Group The Tab/Ribbon bar images (in this tutorial) are hard to read, so we've placed arrows in the image above) tor the Groups in the Word Home Tab/Ribbon.Again, the Tabs/ Ribbons, and Groups,will vary depending on the application you're using. Let's look a bit at the Groups in Word. The first Group on the Word Home Tab is Clipboard. To open a Group you move your cursor over the little down pointing arrow in the lower right corner of a group. This arrow is enlarged in the image below. When you click this arrow the image on the right appears. Notice that the Clipboard appears on the left side of your screen and shows any text or images youVe copied. To close this group, click the â€Å"X† in t he upper right corner of the Group.Notice, in the Font Group area (above), you have the most used Font features. However, if you desire all of the font features, Just click the Open Group arrow to the right of Font. An old friend – the Font menu screen appears (when you click the Open Group arrow). You'll see this a lot as your learn more about 2007 Office. Many of the â€Å"tried and true† menu screens will appear in logical places. Select Text Mini Toolbar When you're working with text and fonts a really ingenious â€Å"new thing† occurs as you highlight text – a Select Text Mini Toolbar appears!In the image on the right we highlighted – Highlight Text. When we paused the cursor over the highlight, a â€Å"shadow like† toolbar appeared. When we move our cursor over the toolbar, it is ready for us to use it to modify our text. This is really handy as many ot text tormatting teatures are in the try this, be patient, it sometimes takes a few tries. ini oo ar. The tlrst time you Notice in the Paragraph Group area (left) you again have the most used Paragraph features.However, if you desire all of the paragraph features, Just click the Open Group arrow to the right of Paragraph. The Paragraph menu screen appears when you click the Open Group arrow to the right of the Paragraph Group. You should now have a â€Å"feel† for how the Tabs/ Ribbons and Groups work together to assist you. Hang on! The next Group on the Word Home Tab/Ribbon is Styles. If you go back to Page 6 and glance at the Word, PowerPoint and Excel Home Tabs, you'll see that the right portion of a Tab is where the application selections change to fit the application.In Word you can now select a style from the Styles Group (image below). If you click the More arrow in the lower right corner of the Styles group, you will see additional choices. When you click the More arrow you will see an image similar to the one below. Notice that we are in Times New Roman – Normal. On the next page we'll show you one of the really, really neat new features in 2007 Office. Fasten your seatbelts! We're going to highlight this paragraph (when we have finished typing it). Then we're going to open the Styles Group.When the Group is open we'll move our cursor over the choices, and as we do, you'll see, in the images below, that the entire paragraph changes to that Style! We selected Sty Look le. And another†¦Ã¢â‚¬ ¦ Other Tabs/Ribbons – the text now appears! When you move to the other Tabs/Ribbons, you'll notice that they contain their own Groups – associated with that Tab. The Insert Tab/Ribbon (below) has logical â€Å"things† that you would insert into a document – Shapes, Pages, Tables, Illustrations, Links, Headers/Footers, Text and Symbols.Again, depending on your choices, many selections allow you to â€Å"preview' what youVe highlighted – similar to the two illustrations above. It is suggested t hat you click the Tabs/Ribbons in each application you'll be using to get a â€Å"feel† for them. The Page Layout Tab/Ribbon also has logical selections – Themes, Page Setup, Page Background, Paragraph and Arrange. The References Tab/Ribbon will really come in handy for those publishing long documents, articles or books – Table of Contents, Footnotes, Citations & Bibliography, Captions, Index, and Table of Authorities.The Mailings Tab/Ribbon lets you work with Envelops, Labels, Mail Merge, Fields and Preview. It includes Create, Start Mail Merge, Write and Insert Fields, Preview Results and Finish. The Review Tab/Ribbon has the Proofing Tools, Comments, Tracking, Changes, Compare and Protect features. The View Tab [Ribbon allows you to change the document Views, do now ide, Zoom and arrange your Windows. This gives you a â€Å"feel† for how the Tabs/Ribbons work in Word 2007. Again, it would be prudent to look at the other 2007 Office applications you wil l be using – to get a similar sense for these new features.