Gaming in Education

Gaming in Education EDUCATION RESEARCH DESIGN AND METHODS The effectiveness of game playing activities helps students retain English vocabulary CHAPTER 1: INTRODUCTION Vocabulary is a key element in the second language class. Without vocabulary, no message is conveyed. In communication, vocabulary plays an important role, it requires learners have to acquire many of the words and know how to use them to communicate effectively. Although Vietnamese students realize the importance of learning vocabulary, they neglect in some English courses. In a vocabulary lesson, a vast amount of teaching time is consumed by explanation and definition, classroom blackboards are often littered with masses of new lexical items, and students compile page upon page of word-lists that they rarely have chance to practice. Obviously, vocabulary arises in the classroom regardless of the chosen activity, and in spite of any conscious design on the teachers part. As the result, most students, not just those with learning problems, rarely retain the meaning of vocabulary items. That is why, for most students, learning vocabulary in language lessons is time of failure and disappointment in which they gradually feel boring, often resorting to misbehavior in the classroom and a gradual rejection of the work that the teacher is doing for them. Nguyen Khuat (2003) state that students study the second language, vocabulary learning is regar ded as boring because of remembering unfamiliar vocabulary and their learning habits. With the increasing emphasis on vocabulary in foreign learning, nowadays, various vocabulary teaching methods have been introduced to help students to retain vocabulary items. And it is my experience, as a teacher of English, that vocabulary has to be presented in a way that helps students find language lessons, especially vocabulary lessons more interesting and comprehensible for them to learn, I have chosen the topic: The effectiveness of game playing activities helps students retain English vocabulary. Game playing activities not only can help reinforce students vocabulary, grammar, but also can create a non- stressful and effective learning atmosphere. This paper will aim to investigate the effectiveness of game playing activities in English teaching in my College. 1.1. Background of the school and the students. As a teacher of English for non-major English students at Viet Hung Industrial College (VIC), I can clearly see the present situation of students English knowledge and vocabulary at VIC. The students ability to use English for communication is still limited. This is due to: the students level of English when entering college is low and of mixed ability. Many of the students come from the rural areas, they did not have a lot of chances to practice English at the high school. Some of them have learnt English for the three years or seven years at the high school where only written English is taught. Therefore, they can hardly ever communicate in English. They often feel shy because of poor English knowledge and vocabulary. As a result, the teachers often find it confusing to teach to improve individual skills for the students. Thus, my school has used basic material to teach, that is: New English File Elementary. This material integrates four skills, it helps students revise knowledge and practice skills, which is important to their career. 1.2. The aims of the study. The study aims to investigate the effect of using game playing activities in teaching and learning English vocabulary at VIC. It is also to find out the students interest and progress toward game playing activities in lessons. 1.3. Research questions. 1. Are game playing activities effective in teaching and learning English vocabulary at Viet Hung Industrial College? 2. How do the students react upon the use of games in lessons? 1.4. The scope of the study. There are a lot of activities that help students to retain vocabulary. However, in this study I would focus my research on game playing activities in term of English vocabulary teaching and learning in order to help students at VIC to learn vocabulary effectively. 1.5. The significance of the study. It is hoped that the findings of the study will be useful for the researcher as well as other teachers at VIC to help students vocabulary retention be effective. It is also hoped that students and teachers will have a good habit of using interesting and active activities in teaching and learning vocabulary at VIC. 1.6. Structure of the report. CHAPTER 2: LITERATURE REVIEW 2.1. Teaching and learning vocabulary. 2.1.1. What do learners need to known about words and word learning? Gain Redman (1986) show that learners should attend to two large aspects when studying a word: Word meaning (conceptual and affective meaning, style, sense relation, collocation, idioms etc). Word formation (grammar, word building, and pronunciation). For word meaning and word formation, we find: 2.1.1.1. Word meaning. In teaching the meaning of word, teachers should teach students that a word have more than one meaning when used in different contexts. For example, the word â€Å"string† has at least fourteen different meanings when used in context. It has four meanings as a verb, five meanings as a noun, and five different meanings when used with prepositions as phrasal verbs. One can say â€Å"The string is very dirty†; another â€Å"He strings in the tree†. Teachers should make the teaching and learning vocabulary process clear and easy for their students when learning any meaning, otherwise students feel bored with learning vocabulary. Nation (1990) suggests that teachers teach meaning to students, they can use techniques and activities to motivate students such as: demonstration, pictures or verbal explanation. 2.1.1.2. Word formation. Students also need to know word form like word grammar and word building in order to use them. For example, for the common prefixes and suffixes, if students know the meaning of un-, dis- and able, this will help them guess the meanings of words like unhappy, disadvantage and sustainable. Another way, vocabulary items are built by combining two words (two nouns, a gerund and a noun, or a noun and a verb) to make one items: a single compound word, or two separate, sometimes hyphenated words (bookshelf, stand-by, air letter). Lewis (1993) points out that vocabulary, which includes not only the single words but also the word combinations that we store in our mental lexicons. Therefore, word formation is a very important in teaching vocabulary. In conclusion, relating to words students have to attend to variety of lexical areas such as word meaning, word formation, word grammar and word use, etc. However, which of these areas the teachers choose to highlight depend on the item they are teaching and the level of their students But to whatever word or what level the students are, word meaning and word formation are the first two areas they must acquire well. 2.2. Games for teaching and learning. Linguists, teachers and students think that language games are a negative activity or a waste of time. Many of them, who have not tried using language games yet, still doubt if these language games would be useful or practically possible with their students. However, there are views which are far different from those above. For them, in teaching and learning, games are one of the most useful strategies to encourage language acquisition. They have been used to promote students language proficiency in variety of aspects: grammar, vocabulary, writing, speaking etc. â€Å"Games should not be regarded as a marginal activity filling in odd moments when teacher and class have nothing better to do† (Lee 1979: 3). In this part, we will explore a clear understanding of game in the classroom. 2.2.1. Definition of games in teaching. In order to understand the concept of games in teaching, we see ideas of the researchers about games in general. Deesri (2002) gives the definition to game as one kind of effective activity that you do to have fun. Hadfield (1990) says that game is a language activity with the rules, goals and elements of fun carried out by cooperating and competing players. Greenal (1990) also defines games as an element of competition between students or teams in the language practice. Thus, we can see that games consist of plays governed by rules, relaxation, cooperation and competition. Games can motivate the students to focus on learning, because they do not feel forced and stressed. For this, games are used for developing skills, vocabulary, or grammar, etc. 2.2.2. Advantages of using games in language classes. Games have advantages and effectiveness in the language classes. What are these advantages? Games are used to motivate students very highly, whenever they have opportunity to play a game, they are encouraged to choose their players and this motivates them to participle in playing game. However, sometimes, choosing the player is made by the teacher in order to help the weaker students interact with the more able ones. As a result, the weaker students are helped to gain confidence or knowledge by being guided by their fellow students. Games are also an element of competition between players. According to Saricoban Metin (2000), games provide competition to enhance the motivation of the students. I-Jung (2005) also suggests that games create the competition for students having opportunity to work together and communicate using English with each other. Thus, competition will help students pay attention to learning and engage in the activities in the class much more. And Nguyen Khuat (2003) also point out that games involve friendly competition and they make students intereste d. These help the motivation for students of English to get involved and participate actively in learning. Students always feel tired of grammatical lessons, words and long time learning periods. Games are used to change learning atmosphere to help students reduce the stress in the classroom. As a result, games will bring students fun and relaxation, they will study more effectively. Richard-Amato (1988:147) shows that â€Å"games can lower anxiety, thus making the acquisition more likely†. It is clear that students naturally want to play language games because these games can help them practice their language through playing. Therefore, it is the right time to offer them a game when they are tired of acquiring new lessons that they do not want to continue. Carrier (1990) suggests that games can be used to emphasize long formal teaching units and renew students energy before returning to more formal learning. Games stimulate students to work together in role-playing, talking, arguing and debating, and using the language in a variety of contexts. Even when played competitively, games demand a high degree of cooperation. It proves that student-student communication is created. On the other hand, when using a game, the teacher acts as a helper. He helps his students what they need to complete the games, such as: new words, new structures or some suggestions. Carrier(1990) claims that games are often used in the classroom to encourage students participation and corporation and can remove the inhibitions of those who feel intimidated by formal classroom situations. When using games with classmates in groups students do not worry too much about mistakes or they will be corrected by other students. In addition, to each game more proficient students or less proficient ones have their strong points so they can corporate to one another to get their teams goal. Therefore, games help students improv e their team-working and group-working spirit. Finally, games help increase students proficiency, so when students play a game they have to work with others, they interact and use skills concerning language. To complete the game, all the members work together to score as many points as possible. To win the game or to solve the problem, students have to think and answer the questions addressed by the teacher or other students. In order to do so they must understand that the teacher or the classmates order to practice. Games in the language classes can enhance students ability in practicing language because students can use language in the situation provided (Deesri, 2002). Zdybiewska (1994) agrees that games are the good way to practice language, they supply for learners to use the language in the real context. Kim (1995:35) summarizes the advantages of using language games as follows: 1. Games are a welcome break from the usual routine of the language class. 2. They are motivating and challenging. 3. Learning a language requires a great deal of effort. Games help students to make and sustain the effort of learning. 4. Games provide language practice in the various skills-speaking, writing, listening and reading. 5. They encourage students to interact and communicate. 6. They create a meaningful context for language use. 2.2.3. Advantages of Vocabulary Games It is not enough if only advantages of using games in language classes are considered in this study. I have decided to study the advantages of vocabulary games, too. These advantages can be understood as follows: Vocabulary games make fun and relaxation for students in learning words because they are not alone in learning process, they are learning in exciting atmosphere of groups. This activity motivates students to enrich their vocabulary. Nguyen Khuat (2003) also affirm that games create relaxed and fun atmosphere for learners, thus, they help learners learn and remember words more easily. According to Urberman (1998), after learning and practicing vocabulary items, students have chance to use language in an unstressed way. Vocabulary games help English used in the classroom be flexible and communicative through real world context which is useful and meaningful. Frost (2002) says that using pictures, interesting contexts and stories can help memory and giving the students the opportunity to practice the new vocabulary in personalized and meaning tasks are also essential tools. The idea is that if the students are asked to analyze and react personally to new information, it will help them process the language more deeply, facilitating their ability to retain it better. Vocabulary games provide students some chances to discover the meaning of words and the form of words by themselves and efforts to understand them, therefore, new words will be remembered and understood much faster and better. Hadfield (1990) states that when introducing word games paid much attention to reinforce vocabulary. In his opinion, to retain a word in one memory after presentation of it, learners should go through three distinct processes: fixing the meaning of the word in their mind, making the word their own by personalizing it so that it takes on a color and a character for them and become part of their individual word store, and then using it creatively in a context for themselves. Therefore, he classified the games in accordance with these processes: memorization games, personalizing games and communication games. Vocabulary games include many encouraging exercises that really help students revise the learned words effectively. â€Å"Word games are useful for practicing and revising vocabulary after it has been introduced† (Haycraft 1978: 50). Frost (2002) suggests that some activities and games as using word cards, word bag, word tour, etc and with which students can revise words in a funny and meaningful ways. He emphasized that by encouraging the students to retrieve the words in subsequent lessons and repeatedly re-exposing them to what has been presented, teachers are able to counteract the effects of forgetting. Teachers are advised to do this as many times as possible. Uberman (1998) also agrees that games are useful for revising any types of words or aspects of word in a more amusing way than most of the other techniques. Playing a game is a great opportunity to repeat the material in a way which is encouraging and not intimidating. Therefore, games in teaching and learning vocabulary are very useful in the classroom and the use of vocabulary games is a factor to create the lessons more enjoyable, interesting and effective to motivate students to learn vocabulary. 2.2.4. When to use games? Games are necessary for language practice opportunities for both general and specific language skills, and they should be seen as a necessary part of a teaching program, and their use should be planned and monitored. Carrier (1990) suggests that games can be used to open or close a lesson, to relieve tension after a test or concentrated practiced session. Rixon (1981) also shows that games can be used for stages of the lesson. Thus, games can be use at any time that the teacher feels appropriate. It is important they are used positively, to give students enjoyment and useful practice, as well as being used as a thing that reduces harmful aspects in situations where students interest or motivation is flagging. Although games should be used regularly, this should not become a meaningless habit. The elements of surprise and variety should be carefully maintained. However, the mount of teaching time for games will depend on the individual teaching context, but it will probably be a relatively small proportion of the total teaching time. According to Deesri (2002), teachers have to cover contents and materials that the curriculum asks, and it is difficult to combine games into the class. Nevertheless, games become one of the means to achieve teaching objectives and improve students communicated ability and help them gain their goals. The difficult task for a teacher is how to choose the suitable type of game, the time devoted to it, and the opportunity of using it. CHAPTER 3: METHODOLOGY This chapter provides readers the detailed description of the study, namely the research methodology, the data collection instruments, the data analysis and discussion of the findings. 3.1. The English teaching and learning situations in VIC. English have been taught in VIC for.years, however, English department has been formed for 4 years with 14 teachers. The learners in VIC are mainly vocational students; their need of English learning is very low. In particular, the students of technical departments with about 100 percent male students, they almost have no interest in learning foreign languages. In recent years with the development of the college, VIC has trained a lot of students in tourism and business administration, who with high need of English learning. It is a good signal for the college in general and the teachers of English in particular. The course book is being used in the college is New English file-Elementary. This course book consists of nine lessons with grammar structures, vocabulary, pronunciation, and skills to get students speaking English. A curriculum has been designed to teach the units in the course book in 1 semester and in 75 lesson periods. During the semester, students are required to do three tests that concentrate on grammar, vocabulary, reading and writing to be given marks. At the end of the semester students have to do the written final semester test and the speaking test that of course given marks to be qualified together with 3 marks mentioned above. 3.2. Research methodology 3.2.1. The subjects. The subjects in this study were the teachers and the students in VIC. 3.2.1.1. The teachers: There were 14 teacher subjects in this study. They were all trained in universities in Vietnam with MA in English. Among of these, two teachers have had BA and three have been doing a BA course. They are teaching English to non-English major learners at VIC. They are from 30 to 52 years old with at least 5 years of teaching experience. 3.2.1.2. The students: In this study, there are 100 student subjects were selected randomly from different classes represent different departments in VIC. Their ages vary from 18 to 25. 3.2.2. The instrumentation. 3.2.2.1. Interview: The interview questions (Appendix.) were formatted and used for all the subjects in two separate group interviews (the group of the teachers and the group of the students) to discover their opinions, problems and progress toward the games in vocabulary teaching and learning. 3.2.2.2. Observation: 3.2.2.2.1. A self-observation: A self-observation checklist was created (Appendix.) to ask the teachers and students about their teaching and learning abilities. 3.2.2.2.2. Real observation: The researcher observed the classes of three teachers at VIC to discover how they teach vocabulary and how their students learn. 3.3. Data analysis and discussion of the findings. CHAPTER 4: CONCUSION 4.1. Summary and review of the main findings Games have much more advantages, they are used both entertainment and educational purposes. Using game activities is a useful technique in teaching and learning the English language to non-native students because it creates fun, interesting and motivation in lessons. The research aims to investigate the effectiveness of game activities and the real situation of teaching and learning of Viet Hung Industrial College. The experiment was carried out with the participation of two groups (the group of the teachers and the group of the students) at VIC during a period of 8 weeks. An interview and observations were used as data collection instrument. The result of the experiment shows that in retaining vocabulary, games are the most effective and games also receive positive attitude from the students in the experimental group. Although few students did not really like games, the majority of the students agreed with the use of games in vocabulary classes. Based on the findings, it can be concluded that games should be used for vocabulary teaching and learning at VIC because they can bring about a great deal of benefits to learners. However, the teachers have to pay more attention to some unanticipated problems during the conduction of the activity in order to get successful results. 4.2. Limitation and suggestions for further study. Although the paper has accomplished the objectives set at the beginning, the research can not avoid some limitations. The shortcomings of the present study are essentially about the subject of the study and the content of interview and observations. Apart from that the interview and observations focus mainly on the investigation into games activities based on teaching techniques, so there are possible inadequateness of their content. Besides, the research is carried out in a very limited scope in term of classroom based vocabulary teaching and learning: game activities that help students retain vocabulary. In fact, there are a number of activities that help students of all level retain vocabulary. The research will serves for further research on activities that help students retain vocabulary. REFERENCES I-Jung, C. (2005). Using Games to Promote Communicative Skills in Language Learning. The Internet TESL Journal, 11(2). Retrieved November 5, 2009, from http://iteslj.org/Techniques/Chen-Games.html Frost, R. (2002). Presenting vocabulary. British Council. Retrieved November 8, 2009, from http://www.teachingenglish.org.uk/think/vocabulary/present_vocab.shtml Uberman, A. (1998). The Use of Games: for Vocabulary Presentation and Revision. English Teaching Forum, 36(1). Retrieved November 5, 2009, from http://exchanges.state.gov/forum/vols/vol36/no1/p20.htm Richar-Amato, P. A. (1988). Making it happen. New York. Longman. Saricoban, A,. Metin, E. (2000). Songs, Verse and Games for teaching Grammar. The Internet TESL Journal, 6(10). Retrieved October 30, 2009, from http://iteslj.org/Techniques/Sarecoban-Song.html Greenal, S. (1990). Language Games and Activities. Hulton Education Publications Ltd. Hadfield, J. (1990). Intermediate Communication Games. Hongkong: Longman. Rixon, S. (1981). How to use games in language teaching. London: Macmillan Publishers Ltd. Lee, W. R. (1979). Language teaching games and contests. Oxford: Oxford University Press. Haycraft, J. (1978). An introduction to English Language Teaching. Halow: Longman. Zdybiewska, M. (1994). One-hundred language games. Warszawa: WSiP. Deesri, A. (2002). Games in the ESL and EFL class. The internet TESL Journal, 8(9). Retrieved October 15, 2009, from http://iteslj.org/Techniques/Deesri-Games.html Kim, L. S. (1995). Creative Games for the Language Class. 33(1), (p.35). Retrieved October 22, 2009, from http://eca.state.gov/forum/vols/vol33/no1/P35.htm Lewis, M. (1993). The Lexical Approach. Language Teaching Publications. Gairn, R., Redman, S. (1986). Working with words A Guide to teaching and learning Vocabulary. Cambridge: Cambridge University Press. Nation, ISP. (1990). Teaching and learning vocabulary. New York: Newbury House. Nguyen, T. T. H. Khuat, T. T. N. (2003). The Effectiveness of Learning Vocabulary Through Games, Asian EFL Journal, 5(4). Retrieved October 19, 2009, from http://www.asian-efl-journal.com/dec_03_sub.Vn.php

Steppenwolf : The Disintegration of Harry Haller as it Relates to Music

Steppenwolf : The Disintegration of Harry Haller as it Relates to Music      Ã‚  Ã‚   Among the many themes present in Hermann Hesse's 1927 novel Steppenwolf, two stand out as basic threads around which the story is constructed: the isolated nature of the artist and the duality of existence (Benà ©t 471). Harry Haller, the protagonist of the novel, is portrayed as an outsider to society and to modern life; he must struggle with his own outmoded ideals and bestiality to embrace humanity and reality. His Zerrissenheit, or disintegration (literally translated, "the state of being torn apart" [Benà ©t 1142]), culminates in the Magic Theater at the finish of the novel. Here, he finds himself a changed man, with a clearer understanding of human and social relations. Harry Haller's progress to this point can be traced through his changing perception of music and the role it plays in his life: as he becomes increasingly disenchanted with his former lifestyle and actively interested in his new one, his understanding and acceptance of new and old music undergoes a significant change.    The preface to the novel establishes Harry Haller as a great lover of music. In it, Haller's landlord remarks on his habits and characteristics. One of the most striking encounters he has with Haller takes place at a symphony one night:    First some Handel was played, noble and lovely music. But the Steppenwolf sat absorbed in his own thoughts...After the Handel came a little symphony of Friedemann Bach, and I saw with surprise how after a few bars my stranger began to smile and abandon himself to the music...for about ten minutes [he was] so happily lost and rapt in pleasant dreams... ... the seriousness and spirituality of the piece.    Haller's Zerrissenheit culminates in an understanding that humor, love of life and passion with a sense of restraint are essential to spiritual health. To live comfortably and yet fully need not be an unattainable standard of life. One may be original without pretense, whole with many parts; it is certainly possible to understand the holy pain of a long, complex movement and yet still take pleasure in the fast step of a fox trot.    Works Cited   Benà ©t, William Rose. "Hermann Hesse." Benà ©t's Reader's Encyclopedia. 4th ed. New York: HarperCollins Publishers, Inc., 1996.   Benà ©t, William Rose. "Zerrissenheit." Benà ©t's Reader's Encyclopedia. 4th ed. New York: HarperCollins Publishers, Inc., 1996.   Hesse, Hermann. Steppenwolf. New York: Henry Holt and Company, 1927.   

Development of the Welfare State

What factors have led to the development of the British welfare state? The British welfare state has an impact on our lives on a daily basis and has been transformed since its initial developments in the early 19th century. I will be exploring the social, economic and political factors that led to the development of the British welfare state up to 1945, and I will assess the most dominate features at the time and those that are still prevalent within the current welfare system today. The historical origins of the British welfare state can be dated to Elizabethan times with the introduction of the Poor Law (1601) which dealt with welfare at a local level. This was the first instance where the government attempted to ensure that the poor had the means to live. This continued until the impacts of the Industrial Revolution called for changes in the provision for the poor. From the late 18th century British society was being transformed through economic and industrial growth. There was a revolution in the use of land in the production of raw goods, and technological advances in the use of machinery and the manufacture of goods. The state allowed markets to operate freely without regulation. There was also a mass migration of people moving from towns to the cities seeking employment. Many of these people were dependent on employment within the factories and on the assembly lines. Although there were many benefits from industrialisation on the economic front, urbanisation created a large concentration of people in many areas, his lead to major problems with health and housing. In addition, when jobs were no longer available, men were unable to support their families. The family unit was often broken with most fathers travelling many miles to their place of work. Many women and children were also forced to find employment as a result of being widowed and orphaned. Poverty, unemployment along with many other social issues became a recognised problem within the new urban communities. In line with these economical and social changes there were also changes taking place within the political sphere. The growth of political democracy and ‘the centralisation of governmental powers’ (Pierson. C 2006, p16) led to more competition between the British liberal and conservative political parties in of the time. It could therefore be suggested that political forces helped to shape the welfare state. It can be argued that developments in state welfare were a direct response to some of the problems generated by the changing nature for society through industrialisation and the social risks related to this. The Poor Law amendments (1834) meant that only those who were really in need, for example the poorest paid workers would receive support. These reforms differentiated between the ‘deserving’ and ‘undeserving’ poor. Individuals were expected to ‘submit to degrading and shameful procedures to receive any benefit.. thus only the completely destitute, would be prepared to come forward for help’(Blakemore. K 2003, p42). The workhouse was introduced to force people to work in order to receive their benefits. This transformed public attitudes to towards poverty, whereby being poor and dependant of benefits became shameful and those receiving support were increasingly stigmatized. Other laws were also passed such as the Factory Act (1883) which aimed to reform the working conditions of factory workers by ‘legally enforcing a ten-hour day and rules governing the employment of children’(Alcock. C 2006,p19). This Act especially focused on women and children, and also enforced health and safety regulations, in addition, employers had to comply with educational classes for employees during the working day. At this point, it is evident that although state involvement was limited because of the dominant liberal principals of the time. Yet, there were the beginnings of a new beauracratic approach in state intervention. The Boer Wars (1880-1881,1899-1902) were fought between Britain and Holland as part of Britain’s empire building mission. The economic and human cost was evident following the two wars. Britain was faced with a country that needed rebuilding and a population that needed comfort and confidence from their leaders. The wars also highlighted the extent of poverty and poor health within the unskilled labour classes which showed that there was a strong need for welfare reform. Following these wars, David Lloyd George and his Liberal Party enacted the National Insurance Act 1911 setting up a national insurance contribution for unemployment and health benefits such as sick pay and maternity pay. The government introduced limited unemployment benefits, with old age pensions, and job centres available to help people find jobs, paid for by national insurance contributions and income taxes. Although this scheme was limited, it offered greater social welfare provision than the previous Poor Laws. However, benefits were subject to a contribution basis, and those benefits would run out once the contributions were used. ‘The scheme was not designed to provide widespread relief in a period of mass unemployment’ (Hill. M 2006,p24). Although this act appeared to have some benefits, there were also many issues, and the majority of people were not able to could not cope financially without being able to work. Most of these policies remained in place throughout the first world war (1913-1918) and the Great Depression. However, during World War I, Britain experienced conscription for the first time and this lead to changes within the workforce as many women took up employment in a range of roles to support the war effort ‘the beneficial effects of regular employment, longer hours and rising wages was offset by rapidly rising prices of essential goods’ (Thane. P 1996,p120). It can be suggested here that the effects of the wars called for immediate changes in the welfare state especially in relation to unemployment, health, housing and disability benefits. The Labour Government of 1945, were determined to eliminate poverty, ill health, and social deprivation. Their social and economic policies were driven by the party’s own ideals and long-term objectives. William Beveridge was a government adviser to Winston Churchill. He filled his report and made recommendations about reforms to the provision of welfare. Beverigde based the principles of his report by seeking to ‘establish a unified universal social insurance social system’ (Thane. P 1996, p 232). This led to the introduction of many social security schemes including the National Insurance Act 1946 and the National Assistance Act 1948, which dealt with sickness and unemployment benefits and retirement pensions. These acts and reforms formed the basis for the welfare state that has been accomplished over time. From the early 18th century, there was a mixture of factors that lead to the development of the welfare state in Britain. These reforms and developments in welfare provision were a direct response to economic, political and social changes taking place at the time. Welfare reform persists to change today within its current framework, and continues to respond to these factors which are often interlinked and constantly shifting. References Blakemore,K. (2003) Social Policy: An Introduction (Open University Press) Burnett,J. 1994) Idle Hands: The Experience of Unemployment 1790-1990 (Routledge) Hill,M. (2000) Understanding Social Policy (Blackwell) Fraser,D. (1984) The Evolution of the British Welfare State: A History of Social Policy Since the Industrial Revolution (MacMillan) Goodin, R. E. , & Mitchell, D. (2000). The Foundations of the Welfare State, Part I, London: Edward Elgar Publish ers Pierson,C. (1998) Beyond the Welfare State: The New Political Economy of Welfare (Polity Press) Pierson,P. (2001). The New Politics of the Welfare State, Oxford: Oxford University Press. Thane, (1982) The Foundations of the Welfare State in Britain 1945-1960 (Longman)

I Am An Application Of My Multimodal English 1101 Class

Makers and Makerspaces was the subject of my multimodal English 1101 class, which exposed me to an innovative culture and developed competence in all communication modalities. While my original interest was in the class theme of maker culture, towards the end of the semester I found the work on mastering communication in a variety of modes to be increasingly important. Furthermore, the class constantly contributed to my personal writing and communication skills development throughout the creation of a web page, a group presentation, and an analysis essay. As an international student, the transition was rough because I had been detached from the English language for three years before coming to Georgia Tech. Nevertheless, the course gave me†¦show more content†¦Understating the genre and audience as well as the rhetorical process generated a detailed development of the webpage, which throughout diverse deadlines of every process, attempted to a better final project. Notwithstanding high-school projects would produce analogous outcomes, I understand what writing was about in English 1101. For instance, adapting you communication, aware of audience, genre, purpose of communication, as well as having a strong yet debatable thesis, make me become aware of the complicated nature of the rhetorical situation, which unfortunately, I did not have the pleasure to know before. I used to procrastinate every project until it almost reaches its deadline, depriving myself of the core meaning of the proposal. English 1101 had diverse deadlines throughout the project, which require myself to work continuously and in advance for every assignment. As a result, I had to improve my time management skills. Moreover, I realized that an aftermath of not procrastinating and working everyday, was an improvement in my work due to the reviewing process I was exposed to continuously. Additionally, controlling my time better required a schedule, which promoted me to work more efficiently and organized in every class. Therefore, the importance of setting to work prior the project’s limit period, helped me understand assignments more thoroughly, alo ng with improving my time management. Moreover,