BUS205 MOD 3 CA Essay Example | Topics and Well Written Essays - 500 words

BUS205 MOD 3 CA - Essay Example Clear agreements are obvious across McDonalds’ tasks. They go from provisions, transportation to client assistance contracts. A prevailing clear agreement fundamental to the activities of McDonalds is diversifying. McDonalds permits different gatherings other than its authors to claim and run McDonalds cafés around the globe. All McDonalds’ stores are anyway dependent upon the guideline and control of the top administration and the McDonalds Corporation. This implies freak rehearses from those of McDonalds Corporation are not satisfactory. Diversifying ranges from purchasing, renting to co-working McDonalds stores. The offer of products and ventures is dependent upon laws that try to manage and control the basic exchanges. A fundamental law to represent is the Uniform Commercial Code (White and Summers 130). This code is fundamentally a law that administers the offer of items and administrations. The code is comprised of various articles, every one of which tends to a particular issue preceding exchanges that include offer of products and ventures. In the McDonalds setting, article 2 of the UCC is assessed as to McDonalds’ clear agreement in diversifying. McDonald’s utilizes three diverse diversifying methodologies. These are: ordinary establishment, business offices rent (BFL) and joint endeavor diversifying (Shaw and Lafontaine 1041). The primary system is a twenty-year rent of the company’s stores. The subsequent one includes an agreement where the organization sells it stores to potential purchasers. At long last, the third procedure is fundamentally the association of the company and its member parties in an offer to grow and spread McDonalds’ tasks. Article 2 of the UCC accommodates the offer of merchandise as it were. The article doesn't accommodate any assistance contracts. The basic part of this article is that a decent is characterized as a thing that is recognizable and portable at the hour of offer (White and Summers 237). In such manner, some diversifying

Freedom of Choice in Shakespeares King Lear :: Essays on King Lear

  Humans, similar to all animals on the earth, have the benefit of the opportunity of choice.â There are two expansive scopes of elements that influence the choices an individual makes.â The primary factor that influences dynamic is interior and incorporates an individual's character and intellect.â The subsequent factor is outer, for example, condition and connection with others. Normally, every choice an individual makes brings about a repercussion of some degree, generally either supportive or preventing, and once in a while insignificant. The idea of equity depends on the way that choices are constantly trailed by consequences.â It carefully holds fast to the remunerating of good deeds and the discipline of evil.â King Lear, a play by William Shakespeare, is a grave disaster that is a prime case of the Elizabethan origination of justice.â Lear's realm goes to disarray in light of a break in the Incomparable Chain of Being and reestablishes to arrange when equity win s. Its disastrous marking comes from the predominance of death the only discipline for huge numbers of its characters.â The passings of Lear, Goneril, and Edmund are prime instances of equity winning for fiendish, and for Lear's situation unnatural, acts.  â â Lear's definitive destiny is death.â His initial destruction is an immediate aftereffect of penetrating the Incomparable Chain of Being which expresses that no human will forsake his situation in the progressive system of positioning set by God.â Lear's goal of relinquishing his seat is clear from the beginning and is seen in the accompanying discourse spoken during the initial scene of the play:  â â â â â â â â â â . . . 'tis our quick goal  â â â â â â â â â â To shake all considerations and business from our age,  â â â â â â â â â â Conferring them on more youthful qualities while we  â â â â â â â â â â Unburdened slither toward death. . .1   â â Evidently the parting of Lear's realm and resignation of his seat isn't a demonstration of need, however a demonstration toward facilitating the rest of his life.â Lear's interruption of the Incomparable Chain of Being is in an unnatural design in light of the fact that the surrender of his authority is without desperate or mortal cause.  The technique for going down his territory to his beneficiaries is additionally unnatural, as found in the accompanying extracts:  â â â â â â â â â â . . . Realize that we have partitioned  â â â â â â â â â â In three our realm. . .  â â . . . . . . . . . . . . . . . . .

How Do I Get Over My Fear of Public Speaking

How Do I Get Over My Fear of Public Speaking Social Anxiety Disorder Coping Print How Do I Get Over My Fear of Public Speaking? By Arlin Cuncic Arlin Cuncic, MA, is the author of Therapy in Focus: What to Expect from CBT for Social Anxiety Disorder and 7 Weeks to Reduce Anxiety. Learn about our editorial policy Arlin Cuncic Updated on October 13, 2019 Social Anxiety Disorder Overview Symptoms & Diagnosis Causes Treatment Living With In Children Dave and Les Jacobs/Blend Images/Getty Images Do you have a fear of public speaking? If so, exposure therapy is one avenue for gradually becoming used to public speaking and overcoming anxiety. Public Speaking Exposure Therapy Although exposure therapy is generally conducted by a therapist in the context of treatment such as cognitive-behavioral therapy (CBT), you can also practice exposures on your own as part of a self-help program. The premise behind exposure therapy is that you need to be exposed gradually to the situations that you fear in order to desensitize yourself and reduce anxiety. Standing up today in front of a huge auditorium and giving a speech would not be an example of exposure therapy. Instead, you would take small steps and accomplish small goals that give you confidence and build your strength to handle more difficult situations. Avoidance Behaviors When practicing exposures, it is important not to engage in what are known as partial avoidance strategies. For example, giving a speech but reading directly from your notes and never looking at the audience. Instead, you need to do everything that makes you afraid and nervous; but do it gradually as you become less anxious. One way to practice exposures is to do them in imagined scenarios before tackling the real thing. Doing exposures in real life is called in vivo, which you can build up to when you are ready. Fear Hierarchy Below is a sample hierarchy list of situations that you could progress through as part of your exposure training. Everyone will fear different types of scenarios so it is important to tailor the list to what makes the most sense for you. Remember that you want to start with the situation that causes the least fear and anxiety, and gradually work up to the most difficult scenario. Sample Hierarchy List Read a newspaper passage in front of a friend. Choose a passage that you think will interest a friend or family member and ask if you can read it out loud.Attend a lecture and ask a question. Scan the newspaper for upcoming seminars or lectures and attend one that interests you. Make sure to ask at least one question of the person giving the talk.Ask a question or make a comment during a work meeting. Instead of staying quiet, make a comment or ask a question. This is a great chance to prepare ahead of time so that you can develop confidence and overcome anxiety.Make a toast at a party. If you attend a dinner party, instead of letting the more outgoing guests monopolize the toast process, offer to do it yourself.Offer to present at a book club meeting. Join a book club, and when it comes time for someone to speak about a particular book, offer to do the talking.Give a talk at a school for career day. Offer to go to your son or daughters school for career day and talk about what you d o for a living.Take a class to give a presentation. Find a class that you can take that will require you to do an oral presentation.Take a drama class. Many shy actors took drama courses as a bid to overcome social anxiety. You can do the same and also use the experience as a stepping stone on your fear hierarchy.Take a public speaking course. Enroll in a course specifically about public speaking. Join Toastmasters. Toastmasters is a group designed to help build your public speaking confidence and overcome fears. The purpose of the fear hierarchy is to gradually expose you to feared situations. In order for exposure therapy to work, you must stay in the situations long enough that your anxiety decreases and you become desensitized to the triggering scenario. If you find that a situation is still problematic, stay with it until your anxiety is reduced before moving on to the next one. If your social anxiety, in general, is severe and self-help strategies are not sufficient to reduce your fear, consider contacting a mental health professional or your doctor for a referral. There are effective treatments for SAD, such as cognitive-behavioral therapy (CBT) and medication, that can make a difference in your life.

Can We Clone a Dinosaur

A few years ago, you may have come across a realistic-looking news story on the web: headlined British Scientists Clone Dinosaur, it discusses a baby Apatosaurus nicknamed Spot that was supposedly incubated at the John Moore University College of Veterinary Medicine, in Liverpool. What made the story so unnerving was the realistic-looking photograph of a baby sauropod that accompanied it, which looked a bit like the creepy baby in David Lynchs classic film Eraserhead. Needless to say, this news item was a complete hoax, albeit a very entertaining one. The original Jurassic Park made it all look so easy: in a remote laboratory, a team of scientists extracts DNA from the guts of hundred-million-year-old mosquitoes petrified in amber (the idea being that these pesky bugs, of course, feasted on dinosaur blood before they died). The dinosaur DNA is combined with frog DNA (an odd choice, considering that frogs are amphibians rather than reptiles), and then, by some mysterious process thats presumably too difficult for the average moviegoer to follow, the result is a living, breathing, completely inaccurately portrayed  Dilophosaurus straight out of the Jurassic period. In real life, though, cloning a dinosaur would be a much, much more difficult undertaking. That hasnt prevented an eccentric Australian billionaire, Clive Palmer, from recently announcing his plans to clone dinosaurs for a real-life, down-under Jurassic Park. (One presumes that Palmer made his announcement in the same spirit that Donald Trump initially tested the waters for his presidential bid--as a way of attracting attention and headlines.) Is Palmer one shrimp short of a full barbie, or has he somehow mastered the scientific challenge of dinosaur cloning? Lets take a closer look at whats involved. How to Clone a Dinosaur, Step #1: Obtain a Dinosaur Genome DNA--the molecule that encodes all of an organisms genetic information--has a notoriously complex, and easily breakable, structure consisting of millions of base pairs strung together in a specific sequence. The fact is that its extremely difficult to extract a full strand of intact DNA even from a 10,000-year-old Woolly Mammoth frozen in permafrost; imagine what the odds are for a dinosaur, even an extremely well-fossilized one, that has been encased in sediment for over 65 million years! Jurassic Park had the right idea, DNA-extraction-wise; the trouble is that dinosaur DNA would completely degrade, even in the relatively isolated confines of a mosquitos fossilized tummy, over geologic stretches of time. The best we can reasonably hope for--and even thats a long shot--is to recover scattered and incomplete fragments of a particular dinosaurs DNA, accounting for perhaps one or two percent of its entire genome. Then, the hand-waving argument goes, we might be able to reconstruct these DNA fragments by splicing in strands of genetic code obtained from the modern descendants of dinosaurs, the birds. But which species of bird? How much of its DNA? And, without having any idea what a complete Diplodocus genome looks like, how would we know where to insert the dinosaur DNA remnants? How to Clone a Dinosaur, Step #2: Find a Suitable Host Ready for more disappointment? An intact dinosaur genome, even if one were ever miraculously to be discovered or engineered, wouldnt be sufficient, by itself, to clone a living, breathing dinosaur. You cant just inject the DNA into, say, an unfertilized chicken egg, then sit back and wait for your Apatosaurus to hatch. The fact is that most vertebrates need to gestate in an extremely specific biological environment, and, at least for a short period of time, in a living body (even a fertilized chicken egg spends a day or two in the mother hens oviduct before its laid). So what would be the ideal foster mom for a cloned dinosaur? Clearly, if were talking about a genus on the larger end of the spectrum, well need a correspondingly hefty bird, if only because most dinosaur eggs were significantly bigger than most chicken eggs. (Thats another reason you couldnt hatch a baby Apatosaurus out of a chicken egg; its just not capacious enough.) An ostrich might fit the bill, but were so far out on a speculative limb now that we might as well just consider cloning a giant, extinct bird-like Gastornis or Argentavis. (Which may yet be barely possible, given the controversial scientific program known as de-extinction.) How to Clone a Dinosaur, Step 3: Cross Your Fingers (or Claws) Lets put the odds of successfully cloning a dinosaur into perspective. Consider the common practice of artificial gestation involving human beings--i.e., in vitro fertilization. No cloning or manipulation of genetic material is involved, just introducing a bunch of sperm to an individual egg, cultivating the resulting zygote in a test-tube for a couple of days, and implanting the embryo-in-waiting into the mothers uterus. Even this technique fails more often than it succeeds; most times, the zygote simply doesnt take, and even the smallest genetic abnormality will cause a natural termination of the pregnancy weeks, or months, after implantation. Compared to IVF, cloning a dinosaur is almost infinitely more complicated. We simply dont have access to the proper environment in which a dinosaur embryo can gestate or the means to tease out all the information encoded in dinosaur DNA, in the proper sequence, and with the proper timing. Even if we miraculously got as far as implanting a complete dinosaur genome into an ostrich egg, the embryo would, in the vast majority of cases, simply fail to develop. Long story short: pending some major advancements in science, theres no need to book a trip to Australias Jurassic Park. (On a more positive note, were much closer to cloning a Woolly Mammoth, if that will in any way fulfill your Jurassic Park-inspired dreams.)

Recognition and Reversal Othello - 1703 Words

A Miller Prof. Gould ENG 262 12-3-11 Recognition and Reversal: Othello Aristotle classifies both recognitions and reversals as the greatest point of tragedy in a play or story. Recognitions and reversals are consistently used to develop character, advance the plot, and get a reaction of pity and fear from the audience. Recognition is the act of realization or knowledge or feeling that someone or something present has been encountered before. Reversals are a major change in attitude or principle or point of view. For the main character or hero/protagonist to realize everything that has happened throughout, reversals are used by the writer or writers. Recognition is a device which helps†¦show more content†¦Furthermore, she realizes that she has played an unintentional part in the tragedy by following Iago’s request to steal Desdemona’s handkerchief. It has all been a plot by Iago to destroy Othello, and this is finally revealed to everyone, includ ing Emilia (Kennedy and Gioia, V. II. 179-182, 187-189). To see Emilia come to full awareness is to see first the emotional breakdown caused by this revelation, and then to see it begin to build, as she shows heartbreak, guilt, awareness of betrayal, and recognition of supreme cruelty on the part of someone she has trusted with her life. She finally speaks with the words, â€Å"Villainy, villainy, villainy!† (Kennedy and Gioia, V. II. 197), knowing she has to persuade everyone of Desdemona’s innocence. Recognition again occurs in Act V Scene II when Emilia hears Othello mention the handkerchief, after he has killed Desdemona: With that recognizance and pledge of love / Which I first gave her. I saw it in his hand; / It was a handkerchief, an antique token / My father gave my mother (Kennedy and Gioia, V. II. 221-224). At the same time, the attending visitors and soldiers, who have been called into action by Emilia’s cries in Act V, Scene II, are also realizing t he truth of these terrible events. The reversal occurs as Emilia discloses that it was she who stole Desdemona’s handkerchief, â€Å"She give it Cassio? No, alas, I found it, / And I did give’t my husband† (Kennedy and Gioia, V. II 236-237). Immediately Othello knows thatShow MoreRelatedOthello, By William Shakespeare Essay1203 Words   |  5 PagesDramatic play entitled Othello is an unusual story full of jealousy, dark misunderstandings, lies, and regrets. Following Aristotle s definition of a true tragedy, where does the tale of Othello fall? Is Othello too dramatic too be considered a tragedy or does it barely fall along the lines of tragic? Shakespeare s innovation with poetry and dramatic plays have been recognized by critics and playgoers throughout the centuries (Lee,1899). The Bard s play entitled Othello, is among some of the mostRead MoreOthello Essay1172 Words   |  5 PagesOthello Essay William Shakespeare’s Othello tells a story of the tragic downfall of a man through jealousy and mistrust, influenced by the manipulative actions of another. Due to innumerable changes within society over time, it is inevitable that a wide range of critical interpretations and readings of the text will emerge. My personal interpretation of the play draws from the concepts of the traditional Aristotelian views of a tragedy. An Aristotelian interpretation concerns itself with whetherRead MoreShakespeares Use of Aristotles Guidelines to Tragedy in Creating the Play Othello1572 Words   |  7 Pageshero. This analysis of tragedy was formed by the Greek philosopher Aristotle, and also noted in his Poetics (guidelines to drama). As a playwright, Shakespeare used Aristotle’s guidelines to tragedy when writing Othello. The play that was created revolved around the tragic hero, Othello, whose tragic flaw transformed him from a nobleman, into a destructive creature, which would inevitably bring him to his downfall. This transformation follows an organic movement of the complex plot from the beginningRead MoreThe Tragic Hero Of Shakespeare s Othello1613 Words   |  7 PagesWilliam Shakespeare’s play, Othello, Othello is an excellent example of an Aristotelian tragic hero. He was a ch aracter of noble status until his jealousy and gullibility lead him astray. Moreover, the play has a complex plot with a powerful climax and conclusion which lets the audience feel the vulnerability of the characters. Lastly, the characters face a point of realization where they can finally see the people around them are not who they seemed to be. Overall, Othello is one of Shakespeare’s greatestRead MoreWilliam Shakespeare s Othello, The Moor Of Venice1776 Words   |  8 Pagesevent that alters his fortune from good too bad. William Shakespeare’s play, Othello, the Moor of Venice is classified as an Aristotelian classical tragedy based on the guidelines Aristotle sets when examining a tragedy. Othello is a general in the Venetian army, and the husband of Desdemona, and well respected by society. The play describes how Othello’s fate has an undesirable change in fortune, the reversal. In brief, Othello is portrayed as a happy, powerful man in the beginning of t he play, and byRead MoreCharacteristics Of A Tragic Hero1295 Words   |  6 PagesAristotelian tragic hero must possess specific characteristics, five of which are below: 1)Flaw or error of judgment (hamartia) Note the role of justice and revenge in the judgments. 2) A reversal of fortune (peripeteia) brought about because of the heros error in judgment. 3) The discovery or recognition that the reversal was brought about by the heros actions (anagnorisis) 4) Excessive Pride (hubris) 5) The characters fate must be greater than deserved (BSID 2017) To start with, the tragic hero mustRead MoreEssay about Greek Tragedy Exemplified in Shakespeares Hamlet1191 Words   |  5 Pagesother event. Common sense, therefore, dictates that all of the acts need to be skillfully woven into one another instead of each act abruptly starting and abruptly ending. The last need of a good plot is the incorporation of situation reversals and scenes of recognition. These are almost always the most powerful parts of any good plot, as they invoke emotional interest in the viewer. Character is the next most important aspect of the perfect tragedy after the plot. Every tragedy needs to containRead MoreCommentary On Nature Of Tragedy2375 Words   |  10 Pagesconsidering it is the perfect tragedy. Not surprisingly, Aristotle’s analysis of tragedy in The Poetics fits the play most perfectly. Curiously, the writing of Aristotle also underwrite a considerable degree of what happens in Shakespeare’s play, Othello. In The Poetics, Aristotle goes on to define the nature of tragedy as a literary genre. He defined tragedy as: An imitation of a noble and complete action, having the proper magnitude; it employs language that has been artistically enhanced by eachRead MoreTragic Hero1598 Words   |  7 PagesNobleness (of a noble birth) or wisdom (by virtue of birth). 2. Hamartia (translated as tragic flaw, somewhat related to hubris, but denoting excess in behavior or mistakes). 3. A reversal of fortune (peripetia) brought about because of the hero s tragic error. 4. The discovery or recognition that the reversal was brought about by the hero s own actions (anagnorisis). Other common traits Some other common traits characteristic of a tragic hero: †¢ Hero must suffer more than he deservesRead More Shakespeare?s 10 things Essay1200 Words   |  5 Pages 1. Betrayal and revenge 2. Metaphors of death-King Lear, Merchant of Venice, Othello 3. Humor- A Midsummer Nights Dream, As You Like It 4. Pastoral settings- Ling Lear, A midnight Summers Dream 5. Madness and insanity- Othello, Midnight Summer?s Dream, King Lear 6. Reversal- the main character falls from a high place 7. Letters- King Lear, Merchant of Venice 8. Things are not as they appear- King Lear, Merchant of Venice, Midsummer Night?s Dream 9. The Father/Daughter Conflict-Midsummer

Students Attitudes Toward English Education Essay Free Essays

string(64) " give the influence in organizing the pupils ‘ attitudes\." Chapter 1 This survey is aimed to depict pupils ‘ attitudes toward English in simple schools, Students ‘ attitudes contributes in finding the consequence of their acquisition procedure. English larning procedure will be successful if the instructor knows the pupils ‘ attitudes so the instructor can construct on pupils ‘ positive feeling and counteract pupils ‘ negative feeling ( Moon, 2000 ) . Attitudes, which can be positive or negative, is the respond to stimulus from one ‘s societal environment ( Aiken, 1991 ) . We will write a custom essay sample on Students Attitudes Toward English Education Essay or any similar topic only for you Order Now Positive attitudes will do pupils ‘ ! eaming better than the negative or less positive attitudes of the pupils. English has become a popular topic at this clip, particularly for pupils in the novice degree. Nowadays, many simple schools are programming English as their local content topic. It seems that involvement in learning of English of simple school pupils has been turning in recent old ages. English is a new topic for element9ry schools in Indonesia. Based on the author ‘s experienccln learning English at the 4th class of an simple school, some pupils have positive attitudes in larning English and the remainder do non. Since this is the first clip for simple pupils to larn English, it is of import to cognize the pupils ‘ perceptual experiences toward 2 English as a new topic at the beginning of their survey. For kids, success in their acquisition is fundamentally influenced by their first perceptual experience towards the learning acquisition procedure itself. Reilly, V and S. Ward ( 1997 ) said that if kids ‘s first experience of English is enjoyable, they will hold positive attitudes toward English for the remainder of their lives. Therefore it is of import to look into the immature scholars ‘ attitudes toward English because we have to guarantee that their first experienoe in larning English is gratifying so ( hat they have positive attitudes towards English linguistic communication in the hereafter. English as a local content topic in simple schools has been officially taught since 1994. Based on the Decree of the Minister of Culture and Education No. 060/U! 1993 ( as stated by Kasihani, 2000 ) , English can be taught to the 4th class pupils. However, about all of the public schools in Indonesia started to present English from the first class. The ground is the pupils will get English better if English is learned from an early age. Therefore, it is of import to do the instruction English interesting for pupils because there are still few research workers focused on this job. However, learning English for simple pupils should be different from learning junior or senior high school pupils because the alone features of immature scholars. English topic as a portion of Muatan Lokal ( MULOK ) is an elected topic in elementarychool. The intents of learning English in simple school are to do the pupils able to understand by and large used English words, to comrnuriiate in simple English, and to wish English so that they Will 3 feel encouraged in larning English farther in SLTP. Furthermore, they are besides expected to hold positive attitudes toward English so that they will hold a motive to get the hang English in order to be able to pass on with English speech production people ( Kurikulum MULOK SD DKI Jakarta, 1995 ) . In decision, the ultimate end of the instruction of English is to do pupils able to pass on in English. Since Indonesian kids – particularly in the parts outside Jakarta – started school at the age of 6 or 7 old ages, they have been expected to get the hang more than one languages ; regional linguistic communication and Indonesian linguistic communication. Both linguistic communications are used for communicating in learning learning procedure. Sometimes the instructors do non recognize that this status can be one of the factors that hinder the pupils from geting English or, worst of all, make all the linguistic communications they have already learned jumbled. However, the chief aim of acquisition and instruction of English to immature scholars is non to be able to pass on in English. Kasbollah as stated by Nurrofiah ( 2002 ) suggests that the end of learning English to the simple school pupils is centered on edifice positive attitudes toward English. Furthermore, positive attitudes are related to success in 2nd linguistic communication acquisition ( Gardner, 1 895 gt ; . That ‘s why the pupil ‘s attitude is one of the of import factors, which influence the success of pupils ‘ acquisition. Elementary pupils, as stated by Kasihani ( 2000 ) , are immature scholars with their ain features, which are biological, cognitive, affective, personal, and societal features. Fourth grade pupils, kids aˆ? aˆ? 4 age 8 to 10 old ages old, hold several features, such as, holding their ain positions of the universe every bit good as what they like and dislike making and able to do their ain determinations about what they want to larn ( Scott and Ythreberg stated by Santoso, 1990 ) . In short, immature scholars have already brought their ain positions and attitudes to the schoolroom which will impact their farther acquisition. Although there are merely few research workers that focused on attitudes, the author thinks that it is of import to detect pupils ‘ attitudes. Research findings stated that the most influencing pupils ‘ attitudes toward English were the learning stuffs used by the instructor and the background of larning as their motive. Based on the statements above, the author will oniy focal point on the pupils ‘ attitudes toward English. The pupils ‘ attitudes that the author wants to look into are the responses of English simple pupils in larning English as their foreign linguistic communication and what the simple pupils think about their English categories. The ground of this range of the survey is that pupils already have positions and attitudes toward a topic in larning English, as stated by Moon ( 2000 ) that kids do non come to their English lessons like clean sheet of paper † . Social environment in which pupils grow up and the people around them are one of the factors which give the influence in organizing the pupils ‘ attitudes. You read "Students Attitudes Toward English Education Essay" in category "Essay examples" Therefore, it is of import to detect how are pupils of simple school ‘s attitudes in larning English and how they give their responses to English instruction in the I 5 schoolroom. It is indispensable to retrieve that success in larning English depends on the manner in ‘which early linguistic communication acquisition programmed. 1,2 Problems Designations An English instructor should take into consideration the pupils ‘ attitudes. It is by and large known that many simple schools in Indonesia start learning English to their pupils from the first class, so, normally, attitude has become an of import factor in the educational field. Based on that, the author identifies the jobs as follow: 1. What are the pupils ‘ attitudes toward English at the 4th class of simple school? 2. What factor can act upon the pupils ‘ attitudes? 3. Make the pupils ‘ attitudes influence the English acquisition procedure in the schoolroom? In this survey, the chief research inquiry is â€Å" what are the pupils ‘ attitudes toward English topic at the 4th class of simple school? † 1.3 Purpose and Beilefit of The Study The intent of the survey is to happen out the attitudes in larning English of pupils at 4th class of simple school. The benefit of the survey is that it is expected to be an input for English instructors to cognize the factors that influence the pupils ‘ attitudes in two 6 larning English at 4th class of simple school. As we know that attitude is one of the of import factors which influence success in 2nd linguistic communication acquisition, it is a necessity for an English instructor to cognize their pupils ‘ attitudes so the English acquisition procedure will be successful. 1.4 Scope of The Study The range of this survey is the attitudes of simple school pupils ‘ toward English. In this survey, the author will discourse about immature scholars and foreign linguistic communication, attitudes, and the nature of chiklren ‘s linguistic communication acquisition. 1.5 Method of The Study This survey employed a study attack which used descriptive method to analyze the pupils ‘ attitudes in larning English at the 4th class of simple school. The instruments were questionnaires, interview, and observation. Chapter II LITERATURE REVIEW IL1.Theoritical Description In the theoretical description, there are three facets discussed: ( 1 ) Young Learners and Foreign Language Learning, ( 2 ) Attitude, and ( 3 ) The Nature of Children ‘s Language Learning. 1. Young Learners and Foreign Language Learning Most kids start formal instruction at the age of six. They attend simple school between the ages of 6 – 14. Recent surveies in SLTP 2 Tarakan ( Santoso, 2003 ) shows that pupils in first class of Junior high School consisting of 46 respondents or 97.9 % have already learnt English since they were in simple school. Furthermore, some of them, 65.9 % , said that larning English since simple school gave them positive influence. Met ( in Nurrofiah, 2002 ) asserts that immature kids learn languages more rapidly and more expeditiously than older kids or grownups. Young kids besides have more capableness than grownups in the comprehension and repeat accomplishments. ( Brewster, 2002 ) . Furthermore, Anderson and Carol ( 1988 ) argued that when the procedure of linguistic communication acquisition started early, the continuance of the procedure itself is longer so that the pupils can make more pattern and hence hold more experience which lead to the command of the ianuage. Therefore, kids will acquire more .t 8 advantages than grownups in the early acquisition of English. As stated by Kasihani ( 2000 ) , simple pupils are immature scholars who like making things, playing games, and singing vocals. Chomsky, as quoted by Coltrane ( 2004 ) argued that one of the manner of kids linguistic communication acquisition is by copying the sounds and forms which they hear around them and have positive support. But it does n’t, intend that kids ‘s head is like a space slates which can be filled merely by copying linguistic communication they hear in the environment because kids are born with particular ability to detect for themselves the underlying regulations of a linguistic communication system. He besides said that kids between 5 until 10 old ages old are still geting the constructions of their first linguistic communication. For kids younger than 5, many facets of their first linguistic communication have non yet to the full developed. So while older scholars have the foundation of a to the full developed foremost linguistic communication when they begin geting a new linguistic communication, younger English linguistic communication scholars are working two things at the same clip: the full development of their native linguistic communication and the acquisition of English. There are some factors that influence pupils attitudes. Moon ( 2000 ) argued that younger kids tend to be influenced by their feelings for their instructor, the general acquisition ambiance in the schoolroom, the methods used by the instructor, and their parents ‘ sentiment. This means that kids who are larning a foreign linguistic communication tend to be influenced by the elements of their linguistic communication, which they are I I analyzing along with the foreign 1. In decision, the instruction and larning procedure in the schoolroom should be planned so that the influencing elements that can harm the acquisition of the foreign linguistic communication be reduced every bit low as possible. 2. Attitudes Attitude is an of import construct that helps people to understand their societal word. Based on Gordon ‘s statement ( 2002 ) an attitude refers to a individual inclination to systematically react to assorted facets of people, situatiop. , or objects. An attitude could be inferred from a individual ‘s statement about their beliefs and feelings and from people ‘s from what they say, what they do, and how they react. Baron and Byrne ( 1987 ) as stated by Gagne and Medsker ( 1996 ) showed these three facets as the ABC theoretical account A for affect, B for behaviour, and C for knowledge. These three constituents are primary or which are the cause of the others. He besides stated that these three constituents are extremely interconnected and believed that all may be useflully employed in attitude development. The same sentiment was stated from Forsyth, Don ( hypertext transfer protocol: //www.alleydog.com ) . He defined an attitude can act upon the behaviour because at titude is an affectional feeling about wishing or disliking toward an object. He besides said that an attitude is non a feeling, knowledge, or a signifier of behaviour. It combined all three constituents in an â€Å" incorporate affect – knowledge – behaviour system † . foot means that attitude are made of three constituents that all influence each 9 10 other. If one constituent alterations, it will act upon the full attitude construction. In add-on, each constituent non merely has an influence on the attitude construction as a whole, but besides on each other constituent. While Luthans, Fred ( 2001 ) argued that attitudes can be divided into three basic constituents emotional, informational, and behavioural. The emotional constituents involve the individual ‘s feeling or affect — positive, impersonal, or negative – about an object. Emotion will be given specific attending as a type of intelligence. The informational constituents consist of the beliefs and information the person has about the object. It makes no difference whether or non this information is through empirical observation existent or correct. The behavior constituent consists of a individual ‘s inclinations to act in a peculiar manner toward an object. Oskamp, Stuart ( 1991 ) describe Tn Componential View point of attitude, there are 1 ) a cognitive constituent, dwelling of the thoughts and beliefs which the attitude holder has about the attitude object, 2 ) an affectional ( emotional ) constituent which refers to the feelings and emotions one has toward the object, 3 ) a behavior constituent, dwelling of one ‘s action tendencies toward the object. Aiiother reseather, Morrel and Lederman ( 1998 ) as stated by Sa’di Irnad defined the attitude object as an digesting positive or negative feeling toward schdol. Moon ( 2000 ) concludes that there are two factors that influences, pupils ‘ attitudes ; they are in school inf uences and out-school influences. The in- school influences are larning procedure, school civilizations, method, stuffs, and instructor. And the out-of-school influences are peer groups, parents, local young person civilization, and media. In add-on to the information above, Sa’di imad ( 2001 ) from Yarmouk University found that most primary schools in Jordan had lack appropriate acquisition environment. It is caused by the schoolroom which are crowded, no comfy children’s-size place, non adequate infinite for drama at break clip, excessively many place plants and really short interruption which do non let kids clip to eat. From this state of affairs, the survey begiii. In general, the consequence of this survey indicated that kids in Jordanian Primary schools ‘ attitudes toward school were negative. From the above survey, it is really clear that kids ‘ attitudes are really of import and can impact their educational public presentation. Beside that, the bad school environment truly affects pupils ‘ attitudes toward the school itself, which will give negative influence to their attitudes toward larning From all the definition, there are several sentiments about the facets of attitude. The line can be drawn as in the tabular array below: 11 Table 2.1 No Beginnings Opinion 1. Gagne and Medsker ( 1996 ) Divide an attitude into three facets. There are cognitive, affectional, and connation 2. Forsyth Don ( 2006 ) Attitude is an â€Å" incorporate affect-cognition-behavior system 3. Fred Luthans Divide attitude into three constituents. ‘There are ( 2001 ) emotional, informational, and behavioural 4. Oskamp Stuart Divide attitude into three componential points of ( 1991 ) position. There are cognitive constituent, affectional constituent, and behavior constituent R 12 It can be seen from the tabular array above that this survey employed cognitive, affectional, and connation as constituents of attitude because these footings convey broader significances. We can reason that attitude is the positive or negative feelings people have in respond to the state of affairss they are involved in. The more positive the attitude they have towards a certain circumstance, the easier their credence to the circumstance will be. 3. The Nature of Chikiren ‘s Language Learning Teaching English to immature scholars is really ambitious because at this degree they are larning how to manage with their school life, larning to go literate and go oning to develop constructs. As kids grow older, their concentration are span additions ( Brewster, 1991 ) . It can be hard to make the sort of assortment needed to maintain their attending. We all know that kids are different from grownups so we need to cognize these differences in order to admit and to measure to optimie the acquisition experience for immature scholars. The survey will concern about immature scholars, which are at 4th class of simple school, it is between eight to ten old ages old. Many research workers agree that kids have a inclination to utilize a linguistic communication. There are common features in larning first linguistic communication and larning 2nd linguistic communication. However recent surveies stated that imitation, repeat, and formulaic address are the first scheme to be used when immature kids larning a foreign linguistic communication ( Tough, 1991 ) . ; 1 – _____________________ ; 0 ] I 13 Based on Anderson and Carol ( 1998 ) , kids whose ages are eight to ten old ages old are really easy to accept new state of affairss and new people. It is assumed that they will be eager and interested in larning something different, in this instance different linguistic communication from their native 1. Yani ( 2003 ) in his diary Pembelajaran Bahasa Inggris Aktif, Kreatif, Efektif, dan Menyenangkan ( PAKEM ) in simple school, provinces that each kids has different features so they will necessitate different ways of acquisition. Children are different from grownups in their hope, their ideas, and their behaviour. Their features are besides different with the features of SLTP pupils or SMU pupils. Therefore, instructors should change the instruction and larning procedure in category so that they can suit these different features. Vygotksy, supported by Scoot and Ytrebereg ( as stated by Saritoso, 2004 ) said that larning procedure for immature scholars should be concentrated on the scholars features, Scott and Ytreberg sure that immature scholars are larning by making. Whereas Kahn ( hypertext transfer protocol: //puinas.jpl.nasa.gov ) explained that kids at this age can understand regulations and can follow, they like group activities and jaunts, takes inaugural and areself motivated, going an independent scholar, a perfectionist who will pattern the same thing over and over once more, avoid the opposite sex and, the 1as one, they can sit still and listen 20 – 30 proceedingss. Harmonizing to Mustafa ( 2002 ) , immature scholars have some features, they are: kids learn of course, they know a batch about 14 literacy before come ining school, all kids can larn, kids learn best when acquisition is meaningful, interesting, functional, and they can do their ain picks, kids learn best when they are in a non – competitory environment by speaking and making things in a societal context. Therefore, the procedure of teaci’ing and larning in the category besides should be designed in such a manner to ease these features, 11.2. Conceptual Model From the treatment above, it can reason that there are many factors that influence pupils ‘ attitudes toward English. Since this is the first clip for pupils larning English, it is of import to cognize what the pupils ‘ attitude toward English because positive attitudes will do pupils ‘ acquisition better. It has been discussed earlier that this survey employed the footings cognitive, affectional, and connation as constituents of attitude. The constituents of the attitudes itself are besides related to each other. Cognitive, affectional, and connation are the dimension to be used in mensurating the pupils ‘ attitudes toward English. in cognitive, there are backgrounds of larning English, stuff used by the instructor, and material presentation. In Affective, there are the pupils experiencing about their instructor, schoolmates, and the method i13 larning Englisk And in Connation there is inclination for making something. When pupils have the background of larning English, the personal sentiment about the topic, the instructor and the schoolmates, they 15 will finally larn the topics based on those old sentiment and judgement. This point of position will be the footing of developing the instrument of this survey as seen on the tabular array below: Table 2.2 Dimension Index 1. Cognitive Idea Opinion . Beliefs aˆ? Backgroimd of larning English Aim aˆ? Material aˆ? Material Presentation 2. Affective. Feeling. Assurance aˆ? Teacher aˆ? Classmate aˆ? Method 3. Connation aˆ? Action aˆ? Behavior aˆ? Tendency for making something Chapter III Methodology This Chapter describes the methodological analysis used in carry oning the survey. Detailss on methodological analysis of the survey covering ; the attack waterless method used in the survey, the participants of the survey, clip and topographic point of the survey, the instruments of the survey, and the processs in roll uping and analysing the information. 111.1 The Approach and Method used in The Survey This is a descriptive quantitative survey in the signifier of small-scale study. The research worker did study in order to portray the bing status of the pupils ‘ attitudes toward English at the 4th class of simple school. As citied in Nunan ( 1993 ) , studies are the most normally used descriptive method in educational research, and may change in range from large-scale governmental probes through to small-scale surveies carried out by a individual research worker. In add-on, â€Å" the aimed of study is to gauge every bit exactly as possible the nature bing conditions, or the property of a population † ( p. 140 ) . The attack which used is descriptive analytical because the features ofthe survey is to explicate about the pupils ‘ thoughts or sentiments toward pupils ‘ background of larning English, intent, stuff, method of material presentation ; pupils ‘ experiencing toward their English instructor, schoolmates, and method used by the instructor and pupils action or inclination 17 schoolmates, and method used by the instructor ; and pupils action or inclination in making something. The study informations are collected through questionnaires or interviews, or a combination of questionnaires and interview ( Nunan, 1993 ) . In this survey, the research worker used a questionnaire, interview, and observation to roll up the information. The chief ground underlying the research worker used descriptive study was the research worker was more interested in happening out pupils ‘ attitudes toward English at the 4th class of simple school that was reflected on their reaction to the stuffs presented and the methods employed by the instructor. 111.2. The Participants of The Study The participants of the survey were 40 pupils of the 4th class of simple school in SDN Percontohan 02 pagi Cipinang Cempedak, East Jakarta. Their ages were between 9-11 old ages old. They live in common lodging. Most of their parents ‘ occupations were PNS or civil retainers, instructors, employees in private companies, homemakers, and business communities. Merely some pupils joined English classs outside the school. And the mean of the English mark of all the pupils in this category is 7. 111.3 Time and Place of The Study The survey was conducted from January 2005-beginning with the preliminary survey. The informations were gathered from December 2005 to February 18 The topographic point of this survey was in SDN Percontohan Cipinang Cempedak 02 Pagi. This school is a theoretical account simple authorities school in Jatinegara territory because it has a batch of accomplishments. The survey conducted in this school because English is taught at that place. In add-on, this school is = considered as a school with good quality. So the author can compare the consequence of the survey with other school of lower quality. In decision a theoretical account simple school is expected to hold pupils with positive attitudes toward English because an ability trial was given to them when they foremost enrolled the school. ffl.4 The Instruthents of the Study In this survey, the research worker used questionnaire and interview as the instruments to roll up the information. 111.4.1. Questionnaire The questionnaire was constructed based on the dimension of the attitude ; there are cognitive, affectional, and connation. The inquiries were about the pupils ‘ cognitive, affectional, and conflation toward English. The indexs are pupils ‘ thoughts or sentiments toward pupils ‘ background of larning English, intent, stuff, method of material presentation ; pupils ‘ experiencing toard their English instructor, schoolmates, and method used by the instructor ; and pupils action or inclination in making something. The uestionnaire was written in Indonesia in order to do the III IillJlHtu1F ; 1 IiL ______________ ; 0 ] 19 letter writers understand what are being asked by utilizing Gutman Type graduated table method. Djaali ( 2000 ) stated that Gutman graduated table is merely used to happen definite reply. The research worker used this type of questionnaire in order to do it easier for the pupils to reply the inquiries because they are non open-ended inquiries. There were merely two optional replies, â€Å" yes † or â€Å" no † . The inquiries consisted of 26 closed inquiries about the pupils ‘ attitudes toward English at the 4th class of simple school. The mark is 1 for positive reply and 0 for negative reply. Table 3.1 shows the dimensions and the indexs of statements categorization in the questionnaire. Table 3.1 111.4.2 Interview The interview was conducted outside the category. Because of the limited clip of the survey, the research worker Merely interviews 10 pupils from all pupils. These 10 pupils are chosen based on the consequence of the questionnaire informations that were believed represent the positive, mean, and negative attitudes. it was in the signifier of Dimension Index No Entire 1. Cognitive .. Idea aˆ? Opinion aˆ? Beliefs aˆ? Background of larning English aˆ? Purpose aˆ? Material aˆ?_Material_Presentation 1,7 2 1,23 2,5,6 3,4 2 2 3 2 2. Affectional aˆ? Feeling aˆ? Assurance aˆ? Teacher aˆ? Classmate aˆ?Method 9,10,12 8,14 11,15,17,20 3 2 4 3. Conflation. Action aˆ?_Behavior aˆ? Tendency for making something 13,16,18,19 2,24 25,26 8 20 open-ended inquiries consisted of 8 inquiries that recorded on the cassette. Each inquiry represented one index. The interview is done to happen the pupils ‘ feeling and sentiment toward English. Table 3.2 shows the dimensions and the indexs of the statement categorization in the interview. 111.4.3 Observation Table 3.2 Dimension Index No 1 Entire I. Cognitive O Idea aˆ? Opinion aˆ? Beliefs aˆ? Background of larning English aˆ? Material aˆ? Purpose aˆ? Material Presentation 3, 5 2 4 2 1 1 2. Affectional aˆ? Feeling. Assurance aˆ? Teacher aˆ? Classmate aˆ? Method 6 8 7 1 1 1 3. Connation.Action aˆ? Behavior aˆ? Tendency for making something 9 10 1 1 The research worker observed the state of affairs and the status of the English schoolroom by clicking ( I ) Yes ( Ya ) or No ( Tidak ) based on the activity happened in the schoolroom consists of 40 pupils. In the observations signifiers there are merely the dimensions of connation because in the observation the research worker merely want to ascertained pupils ‘ public presentation that reflected from their action and behaviour in the English category. Table 3.3 shows the dimensions and the indexs of statements categorization in the observation. Dimension Indicator 1 Connation aˆ? Tendency for making aˆ? , Action and Behavior I something Table 3.3 21 111.4.4 Pilot Study Before making the research, the research worker tried out the questionnaire in order to prove the cogency and the dependability of the questionnaire. There was a theoretical account questionnaire which was designed for pilot survey before the existent questionnaire given to the pupils. After the questionnaire had been designed, so it was clip lbr the research worker to attest the questionnaire whether it was valid and dependable to utilize in a following existent questionnaire. The questionnaires were tried out to 10 pupils. L Validity The research worker used Dis-Continuum Score to prove the cogency of the questionnaire. Based on Djaali ( 2000 ) , Dis-Continuum Score trial is used for nonsubjective inquiries with are scored 0 or 1. The research worker used this manner in mensurating cogency in order to cognize whether the statements in the questionnaires were valid or non. The expression of the Dis-Continuum Score is: run batted in ) coefficient correlativity between mark of inquiry figure I with entire figure of mark Eleven = mean of entire figure of mark in inquiry figure I Xt mean of entire respondent ; 1 I. . . . H†¦ ; 0 ] Two 22 St standard divergence of mark entire respondent = entire figure of right reply for inquiry figure I qi = entire figure of incorrect reply for inquiry figure I From the computation above ( see Appendix A.4 ) , the consequence showed that from 30 inquiries, there was four inquiries were non valid. For n =10, the mark for R tabular array is 0,632. l’he mark which was under 0.632 ( see Appendix A.7 for R tabular array ) was non valid. 2. Dependability The research worker used expression of coefficient alpha to prove the dependability of the questionnaire. The expression is as follows coefficient of trial dependability K = inquiry figure Si2 = discrepancies of mark inquiry St2 = discrepancies score entire The consequence of the computation is 0.996 ( see Appendix A.6 ) . Based on the Pearson-product minute tabular array, 0.996 is between 23 0.8 and 1.00 ( see Appendix A.8 ) . it can be concluded that the dependability of the questionnaire is high. 11L5 The Procedures in Collecting and Analyzing The Data I1L5J Research Procedure The research worker did the pilot trial before making the survey in order to cognize whether or non the pupils understood the statements in the questionnaires. Because the research worker merely used 30 pupils from 40 pupils in the questionnaire, the pilot trial was given to 10 pupils who were non given questionnaire. These 10 pupils were mix-ability pupils, consisted of pupils who are cagey, mean, and decelerate scholars based on the informations from their English instructor. The questionnaires were given to 30 pupils and 40 pupils were observed ; and because of the limited clip of the survey the research worker merely interviewed 10 pupils out of 30 pupils or it is peers to 33.3 % that were believed to stand for the positive, negative and mean attitudes. As stated by Burns ( 2000 ) , the sample size of the population besides has to be considered, the larger the sample the better. This does non intend that big sample is sufficient to vouch truth of consequence. The research worker were ascertained pupils ‘ public presentations one time a hebdomad for 3.0 proceedingss harmonizing to their English agenda in that 24 school. The observation was conducted 2 times. Merely one of the two observed pupils ‘ public presentations was examined, it was the public presentation that the research worker assessed as the best 1. 111.5.2 Data Analysis The survey represents a study attack, which normally used descriptive method in order to reply the inquiries introduced in chapter 1. In this method, the informations are gathered through questionnaire, interview, and observation. The information gathered from the questionnaire are quantitative informations, which are analyzed both quantitatively and qualitatively. The qualitative informations are taken from interview and observation. The description of the interview consequence is aimed to enrich the information of the questionnaire consequence, and the description of the observation is used to look into the pupils ‘ attitudes harmonizing to their public presentation or action during the English category. 111.5.2.1 Quantitative Data The quantitative informations are calculated from th consequence of the questionnaires. The respondents ‘ reply was classified harmonizing to emerging classs. Then, the information was quantified into per centum signifier. The qualitative information was utilizing ordinal graduated table ; the mark 1 for positive reply and 0 for negative reply ( see appendix A.4 ) . After that, the frequence analysis was carried out to How to cite Students Attitudes Toward English Education Essay, Essay examples

What do we learn about Mr Arthur Birlings Character and attitude towards life as the play unfolds Essay Example For Students

What do we learn about Mr Arthur Birlings Character and attitude towards life as the play unfolds Essay When Arthur Birling is first introduced we are told he is Heavy-looking, rather portentous man in his middle fifties with fairly easy manners but rather provincial in his speech. As the play goes on we begin to understand why Birling is described like this. We also begin to develop our own ideas about him, his upbringing and his values. At the beginning of the play I thought that Birling was an established businessman but he also cared a lot about his family I didnt however think this towards the end of the play. When Birling did however start talking I did feel that he was self and money obsessed. We will write a custom essay on What do we learn about Mr Arthur Birlings Character and attitude towards life as the play unfolds specifically for you for only $16.38 $13.9/page Order now I consider the core of Birling to be his political, social and moral opinions. He is involved in local politics My husband was Lord Mayor only four years ago and hes still a magistrate. In this respect Birling is rather conservative in his thinking and his main ethos is that one should be responsible for oneself and only oneself. He expresses this point on several occasions one being when he says The way these cranks talk and write now youd think that everybody has to look after every one else, as if we were all mixed up together likes bees in a hives. This quote would suggest that Birling believes in the social hierarchy that existed in Edwardian England. Birling doesnt believe in social responsibility and that with his privilege comes responsibility for those less fortunate than himself- I consider this to be a major theme of the play. This theme is social morality and responsibility; I believe this is what the Inspector is trying to make the family see. Social responsibility is a morality and its neglect is immoral and therefore a social crime. His attitude that a man has to mind his own business and look after his own, is central to to his character. The Inspector expresses his feelings about this when he says Public men, Mr. Birling have responsibilities as well as privileges. The Inspector however is outside of the social system; this allows him to have these opinions. Arthur appears unwilling to take responsibility for not only Eva Smith and others like her but even his own children. We understand that he considers himself free from blame for Eva Smiths suicide when he says, Still I cant accept any responsibility. We come to appreciate his feelings about his responsibility for his children, near the end of the play when he refuses to support his son, Eric. Birling blames Eric for the entire thing Youre the one I blame for this he also shows no compassion and love for anything but money when he is dealing with Eric Until every penny of that money is repaid youll work for nothing. Birling feels he is not responsible for anything but himself and his money. Arthur Birling is an ambitious man with aspirations and goals. For instance he is often talking of his knighthood, and he seems very hopeful of a partnership being struck, between his company and that of Geralds father. Despite this I do feel that he often acts extremely pompous and condescending. I imagine Birling feels very pleased with himself, he has earned his living, he has married into a good family, he is at the top of his career and near the top of the social system. As a result of this Birling tends to look down and patronize those of a lower social and economic status than himself. I also feel he often exploits his social position and those of a lower class than him; this is what he did to Eva Smith. I dont think that Birling however is upper class like the rest of his family, but instead I feel that he aspires to be of that class. .uf463cc54add002222a77a38c439f0678 , .uf463cc54add002222a77a38c439f0678 .postImageUrl , .uf463cc54add002222a77a38c439f0678 .centered-text-area { min-height: 80px; position: relative; } .uf463cc54add002222a77a38c439f0678 , .uf463cc54add002222a77a38c439f0678:hover , .uf463cc54add002222a77a38c439f0678:visited , .uf463cc54add002222a77a38c439f0678:active { border:0!important; } .uf463cc54add002222a77a38c439f0678 .clearfix:after { content: ""; display: table; clear: both; } .uf463cc54add002222a77a38c439f0678 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf463cc54add002222a77a38c439f0678:active , .uf463cc54add002222a77a38c439f0678:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf463cc54add002222a77a38c439f0678 .centered-text-area { width: 100%; position: relative ; } .uf463cc54add002222a77a38c439f0678 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf463cc54add002222a77a38c439f0678 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf463cc54add002222a77a38c439f0678 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf463cc54add002222a77a38c439f0678:hover .ctaButton { background-color: #34495E!important; } .uf463cc54add002222a77a38c439f0678 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf463cc54add002222a77a38c439f0678 .uf463cc54add002222a77a38c439f0678-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf463cc54add002222a77a38c439f0678:after { content: ""; display: block; clear: both; } READ: How does death dominate in Shakespeare's Hamlet EssayIn the directions at the beginning of act one we are told that Birling has provincial speech, this would suggest him being originally from a family who are not quite as genteel as his current family. Birling appears unsophisticated and it is evident that Mrs. Birling often has to reprimand him on his speech and manners. His upbringing makes him less socially aware and gracious than either his wife or Gerald. Both Arthur and Sybil Birling are distant from their children. Birling has no respect for the younger generation. He doesnt think young people are entitled to their own views and opinions and he believes in the traditional Edwardian values that children should be seen and not heard. Whats the matter with that child? Birling says this to his wife; this quote suggests distance between Mr. Birling and Sheila who is referred to as that child. It is obvious Birling does not share a good relationship with his son by the way he handles the situation when he is told about Erics surreptitious fling with Eva Smith. Because youre not the kind of father a chap could go to when hes in trouble. This quote illustrates their bad relationship. I think that Birling is blind in some ways however I feel he often chooses not to see, as does his wife. I consider this idea of seeing quite central to the characters of the older generation. The ones I see some of your respectable friends with. Birling must know what his friends get up to in the palace bar, he chooses however not to see and he tells Eric to be quiet. He is so unwilling to see Eric for whom he really is that the audience sees Erics role before he does. At the beginning of the play Birling was obsessed with nothing but money and his social status. At the end of the play Birling is much the same, he hasnt changed, he hasnt learnt anything You dont seem to have learnt anything. He still supports social structure with created the injustice of Eva Smiths death. He still thinks in terms of money Inspector Id give Thousands, yes thousands. He cannot see why Eric and Sheila are so insistent that there is something to be learnt. Arthur Birlings conscience was inspected, however he is unrepentant and has not learnt anything. All he cares about is the social system; he couldnt care less about social morality.