Ir Essay Example | Topics and Well Written Essays - 750 words

Ir - Essay Example Mr Johnson has admitted that the people have a just point when they complain. The claim that the rebels represent Islam, but Muslim theologians say they do not follow the teachings of Islam. An Islamic theological institute, Al-Azhar in Egypt, has strongly denounced the abductions, saying it â€Å"completely contradicts the teachings of Islam and its tolerant principles.† President Johnson has admitted the country is struggling, but his wife has told the group they are just playing games. The report states that the government is corrupt. Boko Haran only has a few hundred men, yet the Nigerian army seem powerless. The kidnappings have taken place just before the World Economic Forum on Africa, with 6,000 troops deployed for security, so this is an embarrassment for the president. The delegates may be kept secure, but the army cannot protect its own vulnerable people safe, so how can it hope to attract investment. This is written from a very personal viewpoint of the ‘It could have been me’ as the reporter had travelled as a student on the very same ferry route to that where tragedy recently struck. He describes how there was no thought of possible danger and that the ship was just a giant playground for the school children. The incident is described as a preventable accident, and from this the writer sees lessons which can be learnt. The ship was very overloaded and the cargo was not properly secured so it moved about, affecting the stability of the ship. The captain had left the ship in the charge of a very inexperienced mate, and this resulted in only two life boats being used and many lives lost. He describes the fury of the Korean public that the captain was among the first to leave the ship. This isn’t the only image of Korea he insists, and gives the example of a Korean crash in San Francisco where stewardesses carried injured passengers to safety. The difference

Human Rights Essay Example | Topics and Well Written Essays - 250 words - 3

Human Rights - Essay Example The FGM is shown to be common due to deep faith and tradition. It is carried out in the name of promoting chastity, religious responsibility, and makes one ready for marriage (Guerin 1). In the country, the procedure is usually carried out on girls between the age of nine and thirteen years (Guerin 1). However, it is said to be done on girls as young as six years of age. In my opinion, the article demonstrates the worst form of human rights violation that continues to take place uncontrolled in some parts of the world. This is because it is done to minors who are not aware of the consequences. The minors are denied the rights of physical integrity. Moreover, the girls lack right to access good standard of health. This is because uneducated people with no knowledge on a good standard of health do FGM. Such girls are also denied right to life as the procedure sometimes leads to death. Therefore, there should be education on effects of procedure and implementation of laws that outlaws the

Role of Music and Movement

Role of Music and Movement Young children learn through exploration, active participation and through imitation and as such, quality music programmes taught in the early childhood classrooms should incorporate five different characteristics according to McDonald and Simones, 1989 (cited in Isenberg Jalongo, 1997). Both stated that musical activities conducted should be developmentally appropriate and age appropriate for children and have a balance of both teacher planned and child initiated activities. Music programs conducted be pleasurable and support the development of positive attitudes and emotional responses in children as well as to instil in them lifelong love for music. They added that children should be exposed to a variety of musical activities that includes music appreciation -children be exposed to listening to different types music, singing and moving to music and to create music through the use of musical instruments. They further mentioned that children should learn to participate in a group with their peers and experience the pleasure of group music making. Both agree that music programme should be integrated as part of curriculum and children are allowed to experience music throughout the day and not just during the music time. Music should also be used during transitions from one activity to another. As in the Singaporean classroom, it is a requirement by the Ministry of Education that music programme be included as part of the curriculum. However music and movement activities conducted are seldom planned to include a variety of activities and most of the instances teachers conduct activities with just a CD player. Children are observed to be singing and moving to the song played. The essence of music programme that enhances childrens total developmental skills is not delivered due to the fact of teacher quality. Although the experts have stated that musical education does foster growth in childrens physical, cognitive, social and emotional development, this research will only focus on the social and emotional development through music. Music is part of the curriculum and it is indeed a great way to expose children through musical activities that include songs, musical games and rhythmic activities as the teaching tool to enhance childrens social skills. Singing simple songs enable children to absorb social values better than when they are being taught. If songs touch on values and principles, children will begin to incorporate them into their social development. Music activities also allows children to sing, dance and use certain gestures for certain parts of the song and these will also allow them to release social and emotional problems. Children are constantly experiencing new emotions and situations as they grow and each new experience contributes to their social development. As stated by Forsyth ,1977 ; Madsen Alley, 1979 ; Sim,1986 ; Standley Hughes,1996 ( cited in Forsyth ,1977 ) researchers have documented the effective use of music to enhance childrens social skills especially when interventions and instructions involve the use of participatory activities. The question the researcher intends to find an answer for is derived from the above explanation on How does active participation in music and movement impact on childrens social and emotional skills According to the Collins dictionary, arts such as dance, music and drama that are performed live in front of an audience is referred to as performing arts. Performing as mentioned by Wright (2003 p.107) includes the physical or bodily competence and interpretation providing a foundation for childrens learning using a range of movement techniques. Performing will involve the participant being observed by caregivers, peers and teachers in the classroom context. Role of Music and Movement in the development of social emotional skills Bruner (1968) (cited in Isenberg Jalongo, 1997) states that as children grow, they go through three learning stages The enactive stage This is an action based stage where children develop the ability to use objects in the environment to perform physical tasks using their motor skills for example , children playing a musical instrument and moving to the beat. The iconic stage the visual imagery stage where children are able to imagine events and actions through visual memory. This stage takes place when children role play at the dramatic corner or during a drama performance as they take on imaginative roles that they have seen The symbolic stage- children are able to use ideas, symbols and language to understand and define concepts. For example, children working as a group in planning for a drama performance, children will need to use their creative ideas to plan, identify the characters, symbol image for each character and the language to dictate the drama. Bruner (1962) (cited in Isenberg Jalongo, 1997) adds that each of these stages suggests developmentally appropriate musical experience for children. Isenberg Jalongo, 1997 adds that Bruners enactive stage relates to Piagets (1952) sensorimotor stage and Eriksons (1950) trust building stage where physical activity and music are intertwined. Thus musical activities stimulate childrens senses, cognitive development and also build social relationships. Bruner and Piaget believed that children used their senses to learn and explore their environment while Erikson stressed that children needed maximum comfort to trust themselves and the others in order for them to explore and learn in the environment. All these stages are inter-related to enhance childrens total development. Music, according to Gardner, 1973 ( cited in Isenberg Jalongo, 1997) contributes to the childs physical, intellectual, emotional, social , cultural and aesthetics development. As stated by McAllester, 1991 (cited in Isenberg Jalongo, 1997 p. 131) music encourages participation, sharing and cooperation. Through musical activities such as singing and games, children learn to subordinate their individual wishes to the goals of the group which is the essence of cooperation. Music is an effective program for children to adapt to social skills in a fun and enjoyable way. Leonhard, 1983 (cited in Lau, n.d.) regards music as a social art which has the capacity to unite social groups and enable each individual to feel as part of the group. While Spodek, Saracho and Lee, 1983 (cited in Lau, n.d. ) further emphasized that music has the ability to draw the shy and withdrawn child to come closer with their peers thus supporting social relationships. A shy child who does not interact with her peers verbally, will be able to engage in a music and movement activity where she physically gets closer to her peers during the activity especially when it involves pairing with partners or in a group. Catron Allen, (2003) stated that young children must learn to cooperate with peers and act in a socially responsible manner so that they would develop a cooperation spirit through participating in a variety of small group activities. Social and Emotional Development in Children Social and emotional development according to Cohen and other experts as (cited in Social Emotional Development domain Child Development, 2009) includes the ability of a child to express and manage his emotions as well as his ability to build positive relationships with others. They shared the same view as Howard Gardners theory of multiple intelligence on intrapersonal and interpersonal processes and presented a strong relationship between knowing of ones feelings and the feelings of others. Gardner believed that if both these abilities are well developed in young children, it will strengthen their sense of self and the relationship with others (Cited in Dowling, 2005 p.61). On the other hand, Nowicki Duke, 1989 (cited in Dowling, 2005) supported Gardner, as they found that children who are sensitive to others and aware of their own feelings appeared to achieve better in school than those with similar intellectual ability but less emotional ability. Social Skills and Social Competence Social skills can be defined as the ability to implement developmentally appropriate social behaviours that enhanced ones interpersonal relationship without causing harm to anyone (Schneider, 1993 p.19). It is necessary for children to respect one another and to build healthy social skills to develop positive relationship with people around them. As stated in Jean Piagets theory, social development takes place through interaction between the child and the environment and that the developing child constructs his own knowledge. An example of this is when a child is engaged in the learning centre, he is learning through exploration using his senses as well as interacting with the materials in the environment. On the other hand, Vygotsky viewed socialisation as two fold firstly, cognition as related to social engagement and secondly language as a tool for communication within the social context (cited in Berk, 2000). When children are engaged in dramatic play both language and social relationship is enhanced. As such, social skills play a vital role in helping children cope with the many complexities and demands of the world. According to Jalongo (2006), social competence is defined as a set of abilities, behaviours and responses directed towards other individuals that serve to foster positive human relationships. Katz and McClellen (1997) suggested that components of social skills include social understanding and interaction skills. It is important for the child to portray good behaviour and effective communication with others to engage in healthy relationship. Role of Performing Arts in the Development of Social Emotional Skills Pinciotti (1993) mentioned that children learn from their experiences when they are engaged in social activities. Cornett (1999) further supports the need for teachers to integrate creative drama in the classroom as she states that drama being a part of everyday life, prepares an individual to connect to real life situations. Cornett (1999) adds that when children are participating in the drama, they are able to look at problems from different points of view, respect diverse thinking and realise that there are many ways to settle one problem. She further states that through drama, children learn to exchange feelings and emotions with each other. This enhances their personality development. Cornett (1999) also states that personal development takes place when children control their body and words as they express ideas and feelings during the drama activities. She also indicated that positive self image and confidence are developed through the problem solving situations. Cornett (1999) reiterates that children engaging in situational confrontations during their role play, also become aware of the different emotions people feel for example happiness, sadness .anger, fear. She adds that the children learn that these feelings can be dealt in a positive way and they also learn to accept different temperaments portrayed by their peers thus developing a tolerance towards them. Isbell Raines (2007), agree that social skills can be developed in drama as children working in group overcome difficulties through problem solving skills. They experience working with peers as they negotiate plans to stage the drama. During interactions, children learn to negotiate with each other, work cooperatively and develop respect for each other. As mentioned earlier, Bruner (1968) stated that children use ideas, symbols and language Children are able to use ideas, symbols and language to understand and define concepts when they are in the symbolic stage, thus musical re-enactment of story songs would be an appropriate musical activity for young children. Teachers role in enhancing social skills development According to Raikes, 1996 (cited in Preusse, 2008) secure attachment bonds between the child and caregiver creates a sense of trust that supports the child for exploration of the world and builds a strong base for future development. As such, it is rather important for teachers to build strong relationship with children under their care. On the other hand , Berk, 2002 ( cited in Preusse , 2008 ) mentioned that preschool children are independent, cooperative as they gain their language skills , self awareness and to think in another persons point of view. All these will enable children to have better social interaction with their peers. It is the teachers role to facilitate and provide the opportunities and activities to enhance childrens social skills. Teacher parent partnership is another important factor in enhancing childrens social skills as stated by Webster- Stratton (2006 p. 6) family involvement has positive effects on childrens academic achievement, social competence and school quality. On the other hand, Brand Fernie, 1983 (cited in Isenberg Jalongo 1997, p.145) stated that teachers fulfil their musical roles and responsibilities when they function as motivators, planners, co participants and observers. As a motivator, the teacher uses an object or a story to introduce the music activity to interests and motivate childrens participation. For example, to sing old Macdonald had a farm a teacher would prepare headgears of farm animals and have children pretend to be animals and involve them to make the animal sounds when they are called. A teacher planner looks into preparation of the music activity identifying the purpose, providing a variety of activities like playing instruments, moving to music and has materials that are required prepared before the lesson and ensures that children are spaced and seated comfortably for the musical activity. An observer looks out for childrens behaviour during their participation in order for her to plan activities according to childrens needs and development as well as evaluate the positive or negative responses of the activity. Teachers attitude and belief plays an important role in providing these opportunities for children to enhance their social emotional skills. Further, teachers also need to be trained in order to carry out the various arts activities. They must have the knowledge to observe children and to identify and plan according to childrens needs in order to enhance their social emotional development. Conclusion Prosocial behaviour is part and parcel of happening in an individuals life context. Building a strong foundation in social emotional skills during the early childhood years is crucial to a childs social emotional behaviour to achieve better in school and succeed in later life. Music and drama are one of the strategies that can help develop good social and emotional skills .As researchers strongly believe that musical activities and drama have enabled children better exposure and experience in developing cooperation, acceptance, tolerance, confidence, positive relationship and social interaction all of which are foundation skills of social emotional development in children. Finally, as Gardner believed when intrapersonal and interpersonal processes are well developed in children it will enable them to build strong and positive relationship with people around them as well as enhances their self confidence. As my findings have shown the role of the teacher as a facilitator of childrens social and emotional development of is important as it enhances the growth of prosocial skills through music education, this research will seek to employ teacher planned activities to collect the data needed to form a conclusion that music education does foster childrens social and emotional growth.

All Quiet On The Western Front :: essays research papers

All Quiet on the Western Front 1. In the movie “All Quiet on the Western Front';, the German soldiers were sent into the battlefield thinking that they were going to win. The inexperienced boys were persuaded in to fighting and dying for the victory of their country. This brought on a profound sense of disillusionment with the values of Western Civilization.   Ã‚  Ã‚  Ã‚  Ã‚  In the German soldier’s view they were looking to win the war and take over territory. Such as in Napoleon’s time, in which his values was to imperialize weaker countries. The Germans and Napoleon both possessed selfish movies instead of looking through the victim’s perspectives but rather looking to satisfy and protect their own desires and needs. This disillusioned the soldiers into fighting proudly for their homeland but never turning back to consider the possible downfalls in going into the western front. By the time the battle of the Somme ended, the German death toll in defense was 164,055, which was a disaster for the country.   Ã‚  Ã‚  Ã‚  Ã‚  During the Renaissance, European countries chose to break out of the Dark ages and reform and to modernize society. The values in reconstruction produced a sense of disillusionment with the actions that took place on the Western Front. The soldiers on the front were devastated during the first bombardment and all the mental and physical conditions of the soldiers deteriorated from that point on. The values of the Renaissance were the opposite of those that arose on the battlefield.   Ã‚  Ã‚  Ã‚  Ã‚  The fantasy of solving their own national problems disabled Germans in viewing other countries war aims. Over confidence destroyed the troops. 2.   Ã‚  Ã‚  Ã‚  Ã‚  In the movie “All Quiet on the Western Front';, young inexperienced German soldiers eagerly enter World War I, but their enthusiasm “wears thin'; as they experience the horrors of the war. Slowly, they start to adapt to the cynicism of the veterans.   Ã‚  Ã‚  Ã‚  Ã‚  The innocent boys started turning into men when they broke into pieces under the first bombardment in the trenches. The soldiers start to be beaten down, both emotionally and physically. They experienced near starvation, attacks by rats in the trenches, long stretches of boredom, seeing death of friends, and separation from family and friends. War makes a man inhuman. War change people. It makes people numb to violence in society and slowly adapt to cynicism. After 3 years of mental and physical battle, the troops, like the veterans, who have lived under these situations even longer, become misanthropic.

Contribution of the EYFS to young children’s development and learning

Introduction Early Year Foundation Stage (EYFS) setting is an important surrounding for young children’s development. Positive relationships are built at this stage, where children learn through respectful and caring interactions. Practitioners are also able to give priorities to main person, and respectfully react to children and their parents’ respective opinions. The enabling environment at EYFS provides children with the needed time, space and materials to express themselves through plays, investigations and explorations of new ideas (Wood and Attfield, 2005). The practitioner is able to observe, organise and plan the flow of activities. Significantly, it is at this stage where a practitioner is able to identify the difference among children in terms of unique capabilities. In essence, developmental rates for children differ, with varied interests mostly influenced by the different socio-cultural and family backgrounds. Positive interactions Young children often rely on adult ed ucators to stimulate and sustain their learning (Broadhead, Howard and Wood, 2010). One of the key goals of the EYFS is to create the ideal condition for learning to take place. EYFS also allows children to know the practitioners, thus enhancing trust and rely upon the adults for support. Studies show that â€Å"young children have their own ideas about what they wish and want to do† (Broadhead, 2010, p.29). Given freewill to choose what they want, they would passionately pursue their chosen career over those preferred by family members. Bringing children together in the EYFS programmes also provide them with the opportunity to share individual knowledge with each other. Through group plays, individual child is able to initiate their destiny, take the lead, make choices, and develop individual thinking capacity as well as new ideas. They are also keen to draw sense from things in their surroundings. The positive interaction is also observed in the manner in which children ada pt play as a form of learning. Play is recognised as an important aspect of well-being and development of children. United Nations Convention on the Rights of the Children (1989) states that play should be a fundamental commitment within the EYFS. Although the relationship between play and learning is not straightforward, research evidence suggests that different types of play â€Å"help children to learn and to become confident learners in their future lives† (Wood and Attfield, 2005, p.113). Other researches also indicate that children’s learning is enhanced when they interact with skilled adult in certain ways, thus promoting their good progress (Miller and Almon, 2009). The benefits of playful approaches to learning can never be overstated in the effective development of young children. EYFS settings are made with certain guidelines that focus on both short term and long term success. The best outcomes of children’s learning is often found in places where le arners are exposed to a myriad activities, including initiatives spearheaded by children themselves and supported by skillful adults. The interaction between young children and skilled adults at EYFS has the ability to increase adult support. Studies have indicated that too little adult interaction and support can limit a child’s learning process (Miller and Almon, 2009). Similarly, play with adults although can be rich and be full of purpose, may be full of chaos and repetitive to an extent that it limits learning and exploration among the young children. The interaction is a critical aspect that will ensure the young children get professional support even as they grow and learn. Opportunity to listen to children EYFS allows practitioners to listen to young children and understand what they should be taught. At the same time, practitioners are able to set new challenges within the context that the young children can recognise. When the children are brought together through EYFS, the practitioners are able to acknowledge individual child’s ability and be fully aware of what they can learn, thus allow them to plan and provide for every stage in the learning process (Broadhead, Howard and Wood, 2010). When relationship has been developed between young children and adult practitioners, the latter knows the right thing to engage them during play, through the use of sounds, gesture, movements or objects (QCA, 2005). The practitioner is able to judge the extent of their engagement with the children during play, and when they are ready for the introduction of new skills. Practitioners, as skillful adults, use the EYFS to support and enhance young children’s learning by selecting from po ol of strategies available and matching them according to the specific needs of the children. In the EYFS setting, decisions such as what to give children and what best ways to help them learn are made several times each day. A skillful practitioner is able to learn the children’s needs through listening to them in an EYFS setting, where they can also learn the nature of play and playfulness each child possess. Increase effective teaching Children often cherish moments when they are in control and periods when they acquire the feelings that they are autonomous in their daily learning. Neuroscience studies have shown that children are well motivated and intelligent learners who explore everything around them (Lancaster and Broadbent, 2003). Thus, when children are brought together in an EYFS, the teaching becomes more effective because the practitioners are able to build the right conditions for learning. Adults are also able to manage the pace of activities and ensure they le arn through stimulating opportunities. When balance between spontaneous plays is established, the practitioner is able to evaluate the children’s choices and achievements and provide a guiding principle of learning to increase effectiveness. It is established that â€Å"too much directed activity often deprives children of the opportunity to engage actively when learning† (Broadhead et al., 2010). EYFS practitioner can increase effective teaching by arranging time, space and activities within the daily routine programme to reflect the overall combination which significantly support wellbeing of children. A combination of child-initiated plays and adult-led playful activities allows professionals to choose the right approach that will not only enhance the developmental stage of the children but also provide individual and group support as a form of effective teaching (Miller and Almon, 2009). For example, a particular day can be set to allow free play between children w ithout any adult’s involvement. This approach provides children with the needed space, independence and relaxation. At the other end of the scale are days when short sessions are carefully planned and structured with activities that are useful when teaching specific skills. At the EYFS setting, skillful practitioners are able to impact young children positively by teaching them how to build positive identities through collaboration. Young children are also able to develop caring relationships with other people, manage and take risks, experience success, develop resilience, cope with failures, and develop ‘can-do’ attitude that is critical in the modern world’s increasing competitive environment. The high-quality provisions at EYFS are essential for children in their attempts to develop positive dispositions, which is the foundation for long-term learning success. Unique Child’s opportunity to learn Children often have different development rates, varied interests, different cultural backgrounds and unique families that define their early life experience (Rogers and Evans, 2008). EYFS themes allow them to explore these abilities, and design what fits each child according to their background. At the EYFS setting, practitioners are able to plan and structure activities that can be essential in the teaching of specific skills. This stage of teaching can benefit children with recognised special educational needs. Young children are also able to build their vocabulary and demonstrate to them how to use specific tools and equipments. Neuroscience studies show that human brains develop and function in an exploratory setting (Tovey, 2007), which is essentially offered at EYFS. The freedom to combine resources at the EYFS in many varied ways is important because of the flexibility of the cognitive development process. Unique children are able â€Å"to build pathways for thinking and lea rning, and to make connections across areas of experience in the process† (Miller and Almon, 2009). Theories of learning and development agree with the perspectives developed in brain research that learning is both individual and social, and that young children, particularly the ones with unique abilities, are not passive learners (Miller and Almon, 2009). These children drive their learning and development through selective choices on what they like, individual interests they make in these activities, the knowledge they acquire, and their motivation to do things with competence. Broadhead, Howard, and Wood (2010) observe that choices and interests of unique children are the driving forces that build knowledge, skills and understanding. For example, the children are constantly learning about themselves as well as their socio-cultural worlds when they play with other children and skillful adults Conclusion Young children learn in several ways as they grow up. First, it is recognised that children learn through play, both amongst themselves and with adults. It’s through play that children are able to explore, investigate and develop ideas. Young children also learn at the presence of other people, which allows them to develop emotional security and social skills. Through EYFS, children are able to meet these needs by being active and talking to themselves. They are also shown how to do things and how to meet physical and mental challenges, thus helping them develop lifelong learning habit. References Broadhead, P., Howard, J. and Wood E. (2010). Play and Learning in Early Childhood settings Theory and Practice, Sage, London. Lancaster, Y.P. and Broadbent, V. (2003). Listening to Young Children, Open University Press, Maidenhead. Miller, E. and Almon, J. (2009). Crisis in the Kindergarten: Why Children Need to Play in School, College Part, MD, Alliance for Children. QCA (2005). Continuing the Learning Journey: INSET Package, QCA, London (ref. QCA/05/1590). Rogers, S. and Evans, J. (2008). Inside Role-Play in Early Childhood: Education, Researching Young Children’s Perspectives. Routledge: London. Tovey, H. (2007). Playing Outdoor: Spaces and Places, Risk and Challenge. Open University Press: Maidenhead. Wood, E. and Attfield, J. (2005). Play, Learning and the Early Children Curriculum. Paul Chapman: London.

How does Miller portray Proctor in this extract? Essay

The opening stage directions from this extract immediately show the mood of the play, and the extreme tension that the characters are under, â€Å"It is as though they are stood in a spinning world. It is beyond sorrow, above it.† This shows us that the play has reached the moment of crisis, and that the situation is now totally out of control. The metaphorical language Miller uses here emphasises the tension, and the huge emotion of the moment. The first speech in the extract is a conversation between Proctor and his wife. The speech has a superficial tension to it, as they discuss Elizabeth’s pregnancy, although from this tension we can see that there is an underlying intimacy. Miller achieves this effect by using short sentences and responses such as â€Å"The child?† and â€Å"It grows.† This emphasises the tension between the two although the topic is one of unity showing their intimacy. While Elizabeth is talking to her husband she is desperately trying to hold back the emotion that she is actually feeling. This can be seen as when asked whether she has seen her children she replies, â€Å"I have not. She catches a weakening in herself and downs it.† She is being non-committal towards Proctor in order to retain her nobility and not break down. Here Miller is emphasising Elizabeth’s goodness and dignity, and highlighting the gulf that Proctor sees between their moral standing. He does this as Proctor in this bit of dialogue is seeking Elizabeth’s approval so that he feels she has forgiven him for his adultery, and therefore be free to forgive himself. In response to this statement by Elizabeth Procter says, â€Å"You are a- marvel, Elizabeth.† His short dialogue and pause in mid sentence shows the nervousness he is feeling at trying to come to terms with the â€Å"spinning world† in which he finds himself, and also emphasises the respect that he has for his wife. As Proctor admits that he has been tortured Miller writes â€Å"Pause. She will not let herself be drowned in the sea which threatens her.† The metaphorical imagery he uses here conveys the great emotion that they are both feeling for one another, yet are not able to express due to their history. The lack of adjectives and sparseness of language shows the discomfort they are feeling in the situation. The dialogue finally changes from being sparse and brief when Rebecca’s fate is mentioned. As Proctor asks about her, Elizabeth replies â€Å"Not Rebecca. She is one foot in heaven now; naught may hurt her more.† The detail Miller goes into, the elaboration on Rebecca’s name, and the imagery of â€Å"one foot in Heaven† shows the importance to the audience of Proctor and Elizabeth’s respect for Rebecca. The dialogue then quickly retracts to the sparseness of the earlier piece as Elizabeth simply says, â€Å"Giles is dead.† The numbness of her emotion in this very factual sentence shows us that Death has become normality to her, and that she has to remain emotionally detached to avoid breaking down. Miller uses this to build the tension and emotion of his play to a climax, as Proctor decides what to do. The background for Proctor’s announcement to his wife that he is considering confessing is the sentence by Elizabeth â€Å"Aye he were a fearsome man, Giles Corey.† This image of physical strength contrasts with Proctor’s apparent weakness as he admits that â€Å"I have been thinking I would confess to them, Elizabeth.† Miller uses this to steer the audience into believing that this is a dishonourable path to take, and emphasises the enormity of the decision that he has to face. In reply to this, Elizabeth says, â€Å"I cannot judge you, John.† Elizabeth now has an air of tenderness towards Proctor, which contrasts with her earlier coldness. The stage directions Miller uses for Proctor’s next speech are â€Å"simply- a pure question.† The lack of anger, guilt or implicit judgement here shows that the couple now have a sense of unity, and that past problems are now forgotten. In this moment of great emotion and mental turmoil, Proctor a nd Elizabeth are brought together. Miller again steers the audience to see that Proctor will not confess when he gives the directions â€Å"pauses, then with a flailing of hope†. We are now led to believe that Proctor will be unable to bring himself to confess as he can see that it is morally incorrect behaviour. In the next speech by Proctor where he says, â€Å"I cannot mount the gibbet like a saint. It is fraud. I am not that man. She is silent. My honesty is broke Elizabeth; I am no good man.† Here Miller portrays Proctor as not being afraid of death, but that he does not feel that he is worthy to die alongside the likes of Rebecca as he is a sinful man. He is also slightly seeking justification to live. Throughout this extract it is clear that Miller is judging himself and here he is still under the impression that he is not worthy of greatness, although he is not sure as he is mentally battling with himself to come to some sort of conclusion.