How Arthur Miller Creates Tension in A View From The Bridge :: Arthur Miller

Show how Arthur Miller creates a tense atmosphere at the end of act one of ‘A View From The Bridge’ In the play ‘A View From The Bridge’ there are many ingredients that finish with the final dish at the end. Usually, when you know the ingredients to a dish, you could guess what it would taste like or look like. Basically, there are many pressure points in the play that lead to the final outcome, and that outcome is very obvious. The audience would not be surprised when they get to the end, many would see it coming from far. The play is set in New York, in the Red Hook neighborhood in the borough of Brooklyn, next to the docks. It’s a quiet simple community of Italian immigrants, who follow an unwritten respectful Italian law. The Italians keep to themselves pretty much as they feel as though they have been separated from their Italian roots. The ‘unwritten law’ requires for everyone to be respected, and it also encourages revenge, as it shows in the play. This Sicilian Code Of Conduct consists of honor, marriage, family well being, revenge hospitality, love, respect and strictly no snitching. The Sicilian Code Of Conduct shows all sorts of good things that also relate to the philosopher’s idea of a good and honest life. If Eddie could have stuck to this advice, and kept his feelings and anger to himself (which would have been impossible for Eddie), everything would have turned out better. Italy represents homeland, origin and culture for the citizens of Red Hook. But Italy represents different things to the main characters in the play, for example Catherine associates Italy with mystery, romance and beauty, but Rodolpho on the other hand is actually form Italy, and thinks it is a place with little opportunity, that he feels justified from escaping from. All of the characters appreciate the benefits of living in the US, but still strongly hold to Italian traditions. Italy is the basis of the cultural traditions in Red Hook, and it serves as a touchstone to unite the community, with their own laws and customs. The main areas of tension are when, Eddie gets frustrated when Rodolpho tells him lemons are green, Eddie is rude about Italian wives, Eddie tells Rodolpho that America is as strict as Italy, Catherine asks Rodolpho to dance, Eddie claims that Rodolpho is not a real man, Eddie punches Rodolpho, Rodolpho asks Catherine to dance and the last one is when Marco raises a chair over his head as warning.

Unit 051

Unit 4277-051 Promote communication in health, social care or children's and young people's settings 1. 1 Identify the different reasons why people communicate There are 6 main reasons why people communicate. First to build relationships, it's important for the staff and the parent to build relationships but also the staff and the child. It is also important for staff to build relationships with other staff members. Another reason you have to maintain this relationship with the parent or the child, a little ‘Hello' and ‘Goodbye' is maintaining a relationship.Another is gaining and sharing information, it's important you speak to every parent when they are dropping/picking up there child for general everyday information. For example; how their child slept the night before, could he/she be tired, need a sleep a little earlier. Or if there child is a little poorly, on medication. Then for when there picking up there child, to tell them how there child’s been, activiti es/events happening in the nursery, if they need to bring anything in etc.Then it's also important that staff members share the information with other staff members, for example, if a child needs medication at a certain time, tell all the staff members in that room so everyone is aware of it. Express needs and feelings is another reason why people communicate. This is important because if a child is feeling sad, angry, they need to feel that they can communicate with a staff member and tell them that they are feeling sad/angry/upset and why so that the staff member can try help them. It can become very frustrating for young people to keep all their emotions in.Then it’s also important so they can tell the staff their needs, for example if they need the toilet, need to wash their hands. Sharing ideas and thoughts is another reason why people communicate, this could be parents/young people/ children telling staff of new ideas they have. It's important to make their ideas and th oughts feel welcome. Gaining reassurance and acknowledgement, with young people, children this could be praising them for doing something or giving them physical reassurance by giving them eye contact or taking an interest in what they are doing. 1. Explain how communication affects relationships in the work setting Poor communication can lead to misunderstandings and poor performance. More seriously can lead to harming a child and/or breaking the law. Communication is important for staff too, being able to talk to others in the work place will give you more support and you can share ideas and information. You will be able to work as a team to create a work place that is good to work. Good communication is very important with the children will form trusting relationships and help them to settle in and develop.Good communication with the parents is important as well, sharing information regarding children’s care and development, good communication between the two will promote positive relationships. 2. 1 Demonstrate how to establish the communication and language needs, wishes and preferences of individuals 2. 2 Describe the factors to consider when promoting effective communication There are many factors to consider when communicating with others. The first factor is Environment; we need to think whether the environment is ok to share information.If the environment is loud or busy it may be very difficult to exchange personal information. For some parents/young children a quiet place may be required to exchange information. Proximity, orientation and posture are 3 factors we need to consider. Proximity is the distance between you and the person you are communicating with. Babies and young children that you are close with need you to be close to them when communicating, whereas babies and young children that are not familar with you may need you to be more distant they could see it as intimidating or scary.Then you need to be aware of cultural difference s. You will notice if someone is backing away a little from you or is moving closer. Orientation relates to your body's position. When speaking to a parent you tend to stand close on a slant with them whilst talking so you can make eye contact but you are also aware of everything else going on, and is easy to break of if needs be. Posture is the way you are standing or sitting. If you are sitting you need to make sure you’re not giving out signals that you are bored, like leaning back on your chair.It's important you make sure people know you’re interested like leaning forward on the chair. Listening Skills ‘Active listening' is often used to describe good communication, this means don't just listen, think about their body language, what they are hearing, gesture and any other signals they are sending out, give them your full attention and don't just focus on what they are saying but how they are saying it. It's very important when encouraging young people to spe ck and dealing with difficult situations. TimeAllowing sufficient time for Adults and children to think about how they are going to communicate. This is important with young children when communicating but also can be for adults receiving unexpected information or complex. 2. 3 Demonstrate a range of communication methods and styles to meet individual needs 2. 4 Demonstrate how to respond to an individual's reactions when communicating 3. 1 Explain how people from different backgrounds may use and/or interpret communication methods in different ways Communication can be slightly different when using it with other people from different backgrounds.Different people from other backgrounds may use verbal communication to express what they think, however they could also use non-verbal communication to put their point across. People from different backgrounds can find some forms of communication rude, eye contact/hand gestures. 3. 2 Identify barriers to effective communication Speaking a different language is one barrier, when someone speaks a different language or uses sign language, they may not be able to understand what the other person is trying to say. 3. Demonstrate ways to overcome barriers to communication 3. 4 Demonstrate strategies that can be used to clarify misunderstandings 3. 5 Explain how to access extra support or services to enable individuals to communicate effectively. In Leeds, we have great support services to support children and adults with communication problems. There are children’s centres all around Leeds that support families and can direct families to other agencies 4. 1 Explain the meaning of the term confidentiality Confidentiality is very important in a nursery setting.It is about respecting other people’s rights to privacy and keeping safe the information that they have provided. Sometimes when working with young children they give us information that id no intended to be shared around, sometimes this information may b e of a personal nature or simply not relevant to other people. All information gained during work is confidential this means anything you could not be able to find out as a member of the public is likely to be confidential. Data protection act 1998 4. 2 Demonstrate ways to maintain confidentiality in day to day communication 4. Describe the potential tension between maintaining an individual's confidentiality and disclosing concerns While parents and children have the right to confidentiality, there are occasions when the need to maintain confidentiality might be breached, for example; where there are concerns for child’s welfare, maybe abuse. If there is a concern that a child is being abused its staff’s job to disclose this information to the designated/manager of the setting unless they think by disclosing the information will put the child/young person in further danger.

Backshift the Sequence-of-Tense Rule in English

In English grammar, backshift is the changing of a present tense to a past tense following a past form of a reporting verb. Also known as the sequence-of-tense rule. Backshift (or backshifting) may also occur when a verb in a subordinate clause is affected by the past tense in the main clause. Chalker and Weiner offer an example of backshift where logically the present tense would be used: I didnt apply for the job, although I was female and had the right degree (Oxford Dictionary of English Grammar, 1994). See Examples and Observations below. Also, see: Indirect SpeechSequence of Tenses (SOT)TenseTense Shift Examples and Observations Notice the contrast between has and had in this pair: i Kim has blue eyes. [original utterance: present tense]ii I told Stacy that Kim had blue eyes. [indirect report: preterite] If I say [i] to Stacy, I can use [ii] as an indirect report to tell you what I said to Stacy. . . . My utterance to Stacy contained the present tense form has, but my report of it contains preterite had. Nonetheless, my report is entirely accurate. This kind of change in tense is referred to as backshift.The most obvious cases of backshift are with verbs of reporting that are in the preterite, like told or said. . . .[B]ackshift also happens quite generally in constructions where one clause is embedded within a larger one containing a preterite verb: i Stacy didnt know that Kim had blue eyes.ii I wondered at the time whether they were genuine.iii I wish I knew if these paintings were genuine. All the [highlighted] verbs have backshifted tense.(Rodney D. Huddleston and Geoffrey K. Pullum, A Students Introduct ion To English Grammar. Cambridge University Press, 2005)Backshifting occurs not only with indirect speech, but also with reported feelings and thoughts expressed frequently with verbs such as know, think, realize, and forget. (19a) She knows that we are meeting tomorrow.(19b) She knew that we were meeting tomorrow. In (19a) the reporting verb (knows) is in the present tense, as is the verb in the reported clause (are). In (19b), when the reporting verb is past tense (knew), the verb in the reported clause is backshifted to past tense (were). Note that the time of the situation (we are meeting) has not changed; it remains in the future.(Dee Ann Holisky, Notes on Grammar. Orchises Press, 1997)Exceptions to Backshifting- In certain situations, the sequence of tense rules are relaxed and backshifting is not required. Essentially, backshifting is not required if a statement about the present or future still holds. . . .A shift is not necessary if: - the original statement is a general t ruth.Torrecelli concluded that the atmosphere is/was a sea of air pressing down on the earth.- the speaker is reporting something that is still true.Fred said he drives/drove a 1956 Belchfire Special.- the speaker is reporting something still possible for the future:The forecast said we will/would be having lots of rain.- the speaker repeats something he or she just said.John: I like opera.Bill: What did you say?John: I said I like opera. (Ron Cowan, The Teachers Grammar of English: A Course Book and Reference Guide. Cambridge University Press, 2008)- Backshift . . . is optional when what was said applies equally at the time of reporting: Benjamin said that he is/was coming over to watch television tonight. Such traditional shifts are not, however, used in certain types of relaxed, colloquial reporting and storytelling: Then he says hes coming and she says that he could come or not for all she cared.(Tom McArthur, Concise Oxford Companion to the English Language. Oxford University P ress, 2005) Also Known As: backshifting, sequence-of-tense (SOT) rule, succession of tenses