Musical Chitty Chitty Bang Bang Movie Review Example | Topics and Well Written Essays - 750 words

Musical Chitty Chitty Bang Bang - Movie Review Example It's hard not to wince when Michael Ball, chubby and cheerful as inventor Caractacus Potts, puts his twins to bed with "a gentle breeze from Hushabye Mountain softly blows over Lullaby Bay" or when those kids fete Emma Williams's demure Truly with "when you're near us it's so delicious, you're the answer to our wishes", or when everybody is yearning for "someone to care for, someone to be near to, someone to do for, muddle through for". It's a very exciting an adventure, and it's a combination of a lot of tunes, the title track which is "our fine four-fendered friend" is extremely catchy, the other tones and songs in the musical are quite gloomy. Some of them are very long and drags in a few of the romantic scenes. The instruments used for the music was the piano and vocal with guitar chord symbols. This bright and bouncy tune from the film, Chitty Chitty Bang Bang offers all instruments an opportunity to play the melody. Violins I and II and Viola begin this familiar tune in unison with the Celli an octave lower. With the pick up to 29 - 36, the Basses and Celli are featured with the melody. This arrangement also has ample eighth and quarter note bowing variations (https://www.primamusic.com/InstrSearchResults3). Two musical numbers which are quite different f... This arrangement also has ample eighth and quarter note bowing variations (https://www.primamusic.com/InstrSearchResults3).Two musical numbers which are quite different from the rest when it comes to the utilization of musical instruments one of them is "Toot Sweets" because there are a huge number of flutes used in the song; and the theme of "Me Ol' Bamboo" is given a special touch by the xylophone. The song also includes Potts doing a Morris dance amid a troupe. ConclusionAll in all the entire musical Chitty Chitty Bang Bang gives a new meaning to musicals as there are a multitude of instruments being used . Each song is unique in its own way, and carries wizard of oz kind of touch. Thus it can be said that the music and instruments used in this musical is what made it a hit. Work Cited https://www.primamusic.com/InstrSearchResults3 retrieved on December 11

Farenheit 451 Essay Example for Free

Farenheit 451 Essay While Clarisse and Mildred are both very different people, they work together to help Montag see the truth behind his unhappiness in the society. Clarisse believes in sitting and taking time to watch the world go by. She takes time to see the world and all of its beauty. On the other hand, Mildred lives a fast life letting the world pass her by. She always has a purpose for doing something. For example, she doesn’t just go for walks or looks at things for fun. Clarisse and Mildred are both opposite but, help show Montag the truth about the society. Clarisse is a non-conformist who helps show Montag true happiness in life. Clarisse does not conform to the society. She doesn’t believe in the fast life they live. Clarisse pays attention to little things and has a personal interest in Montag. Clarisse symbolizes the hope for the future of society. Finally, Clarisse’s life centers on the little things that make life worthwhile. For example, she says I rarely watch the parlor walls or go to races or fun parks. So I’ve lots of time for crazy thoughts† (Bradbury 9). The quote shows how she is different from the people in the society. She would rather go walking around looking at the beauty of nature than participate in the mind-numbing and barbaric rituals the society participates in. Next, Clarisse also plays a role in the development of Montag. In the beginning Montag meets Clarisse walking home from work. She asks him many questions that make him think about his life. In the end she asks him if he is happy. At first he blows off the question stating of course he is happy but the more he thinks about it he realizes his unhappiness in the society and in his marriage. Clarisse helps jump start his transgression and helps him find his true fate. Mildred is a conformist whose cold and lifeless ways show Montag the truth behind his unhappiness. Mildred is a very important character and plays a major role in the story. First, Mildred symbolizes how the rest of the society acts. Even though Montag and Mildred are married they have a special bond that most married couples share. Mildred is very cold to Montag and does not open up. For example, Montag says â€Å"He felt his way towards his open, separate, and therefore cold bed† (Bradbury 12). The quote means that even though Montag and Mildred are married they have no meaningful connection to each other. Mildred does not open up to Montag to share personal feelings or let him open up to her. Mildred acts this way because she does not like to think. For example, when Mildred goes to bed she has to listen to music so her mind is occupied. If she’s not occupied then she might actually find out how unhappy she is. Mildred helps show Montag how unhappy he really is. Whenever Montag would try and talk to Mildred she would always ignore him and dodge the questions. She would make him feel like their relationship was built on lies and that they really did not love each other. Finally, neither of them could remember where they meet. One of the most important things in a relationship and Mildred nor Montag could remember it. This Furthers Montag’s reasoning that he is not happy. Mildred’s distant ways help show Montag how unhappy he really is. Clarisse and Mildred are both opposite but, help show Montag the truth about the society. Clarisse likes to talk to people and have conversations with them. Also, she takes time to see the world and all of its beauty. On the other hand, all Mildred does is watch the parlor walls. If she does do something it is for a reason not just for fun. While Clarisse and Mildred are both very different people, they work together to help Montag see the truth behind his unhappiness in the society.

Tough Guy Case Study: Managing Organizational Conflict Essay -- Tough

Introduction: The Tough guy case study focuses on Chip Mazey, a newly appointed Vice President of the Hudson Smith Gordon. Though many of the employees that worked with Chip Mazey had a problem with his attitude around the workplace, none was bold enough to confront him. The employees faced many challenges as none of them has the power to change. They all considered it â€Å"tricky business†. The employees were hesitant to report Mazey’s attitude mainly because they thought he would deny the allegations or reporting it to the seniors would result in a tense situation within the workplace. As such, they all chose to bear with his sharp, unprovoked, and unrelenting lashings. Defining the Problem: Chip Mazey, man who has been with the organization, has done wonders to the organization with his sheer intelligence and working style, known to have shown productive results. Yet he also had bagged the ill reputation of being a ruthless and reprove in nature. Mazey though has been part of the organization for a longtime, developed poor interpersonal and managerial skills. Hardly appreciates of their work, never gave credit or appreciated for good work and also had disgusting behavior of selling other’s ideas as his. His mantra for controlling and influencing his subordinates was to put them under pressure and float fear among them. Almost every employee have a disconcerting experiences with VP. In fact Mazey doesn’t share all the details that are required to complete the task, created panic in the minds of the employees by showcasing the meetings which were not planned and used to assign the tasks which were no necessity. He constantly took means of threatening, demand ing, intimidating which clearly shows that he was dominant in nature and... ...ngo. Manuel Mendonca. Ethical Dimensions of Leadership. ISBM 0-8039-5787-4. SAGE Publications, India. Lussier, R.N., & Achua, C.F., (2010). Leadership, Theory, Application, & Skill Development. (4th ed). Mason, OH: South-Western Cengage Learning. Allen Nan, S. (2008). Conflict resolution in a network society. International Negotiation, 13(1), 111-131. doi:10.1163/138234008X297995 Brubaker, D., & Verdonk, T. (1999). Conflict transformation training in another culture: A case study from Angola. Mediation Quarterly, 16(3), 303-319. Tost, L., Gino, F., & Larrick, R.P (2013). When power makes others speechless: The negative Impact of Leader power on team performance. Academy Of Management Journal, 56(5), 1465-1486. doi:10.5465/amj.2011.0180 Yemen, G., Clawson, J., & Bigelow, E.T. (2007). Tough Guy. University of Virginia, Darden Business Publishing.

Creating Respectful Classroom Environments Essay

The article starts with notion that children are taught to respect others for position and age. Children are taught to respect elders and teachers, etc. This type of respect does not teach the true meaning of respect- appreciation of ideas, traditions, rituals and cultures of others. The authors suggest that children today are not taught enough of values and are bringing a wide range of behaviors to the classroom. It is important to create a respectful environment in the class and to teach children how to truly respect others. Literature is reviewed to define respect and what are desirable behaviors and moral values to be taught in schools and to point out the role teachers must play. The rest of the article discusses requirements for creating a respectful environment, especially the teacher’s role. Before the teacher can create this environment and teach these values, he must examine his own beliefs and values. He must then know and understand a lot about other cultures and backgrounds. The variables that constitute a respectful environment are then discussed. These include a) the emotional climate in the classroom where the students feel emotionally safe and valued, and b) respect for every person especially by interrupting degrading comments. Teachers must first be good models of respectful behavior and secondly teach the children how to respect each other and the materials and equipment. The article then provides a detailed and useful checklist to determine whether or not a classroom climate is respectful. Respect as a value once learned must be carried from year to year. The article presents suggestions for deepening the teaching of respect to increase the likelihood that it will be permanent. The suggestions include teaching cooperative learning, showing examples of co-operation and respect among teachers and administrators, involving parents and the community in the process and including multicultural education and diversity training in teacher preparation. This article was rich and informative. The explanation of respect and teaching respect was clear and helpful. The distinction of teaching children respect for age and position and its limitations was enlightening. I learned that teaching respect includes â€Å"appreciation of ideas, traditions, rituals and cultures of others†, and also â€Å"exploration of the viewpoints of others that might lead to the genuine tolerance of peoples of diverse cultures†. The major learning from this article is about how to create the respectful environment in the classroom. The importance of self-reflection as a teacher and of being a strong model of respectful behavior, especially to other teachers and administration was noted. The respectful classroom inventory, divided into three categories- the teacher, the students and the classroom, is a very helpful way to check regularly to make sure that appropriate practices are in place everyday. The suggestions to involve parents and community in the process also provide new information. And finally, and perhaps most importantly, what should be included in teacher preparation- multicultural education, diversity experiences and strategies in inclusive teaching to convey respect, fairness and high expectations, was not something previously learned or thought about. This article stimulates interest in creating a respectful classroom environment. It is hoped that appropriate behaviors are usually modeled and children are treated with respect. However this article motivates me to use cooperative learning groups to teach the children how to work together and respect for each other. These small groups can be set with children of various backgrounds and abilities to work on activities together. As they work together I will accomplish at least two things- help them to learn how to share and respect each other, and learn from my modeling as I interact with the groups. Reference Miller, R. and Pedro, J. (2006) Creating Respectful Classroom Environments. Early Childhood Education Journal, Vol. 33, No. 5. pp. 293-299

Frankenstein, Blade Runner and the Natural World

Continually throughout history humanity’s connection to the natural world has been probed, celebrated, mocked and forgotten in a haphazard cycle that has been classified as human nature. Through a comparison of Mary Shelley’s 19th Century didactic novel, ‘Frankenstein’ (the Modern Prometheus) and the director’s cut of Ridley Scott’s ‘Blade Runner’, a common conception of man’s place amongst nature is posed as being submissive to her dominance.Though each text shares the same values each represents its core concepts in a manner inimitable to its context, ultimately critiquing the respective society’s, bringing to light the fears that the majority of society refused to acknowledge at the time. These fears centre mainly around three broad concepts; scientific discovery, industrial development and religion, which collectively invite consideration of humanity’s unabridged connection with the natural world and how i t has been altered over time.In the spirit of Enlightenment, a large cultural movement in the pre-19th century world, Shelley conceived Frankenstein and, in effect, his creation. The Enlightenment movement encouraged people to turn away from faith and to start relying more on reason and the answers developments in science were beginning to supply. â€Å"A mummy again endued with animation could not be so hideous as that wretch. † The juxtaposition of the Creatures unnatural image with the romantic values of the sublime and creative genius characterises the monumental shift away from the natural.The death of her protagonist, Victor Frankenstein, represents the expectations the romantic writer has for the enlightenment movement, alluding to the inevitable doom it will bring upon humanity. By creating a juxtaposed image between Frankenstein, who is repeatedly surrounded by pejorative terms such as ‘suffer’, ‘malice’ and ‘bitter’, and his br other Ernest, characterising the latter as ‘full of activity and spirit’, Shelley places Ernest in the role of Romanticism whilst Frankenstein personifies the Enlightenment movement.Their contrasting connections to the natural world and their subsequent lives, permits Shelley to critique her own context and the ideals within it. Her views on Romanticism and Enlightenment are similar to that of Rousseau, a known philosopher who suggested that ‘†¦nothing is so gentle as man in his primitive state, when placed by nature at an equal distance from the stupidity of brutes and the fatal enlightenment of civil man. ’ This suggests that humanity’s connection with nature is essential to ensure harmony within ociety and in effect it’s survival in the world. Reinforcing this theory, Blade Runner, presents an image of this corrupted harmony and its effects on humanity. Ridley Scott’s text reveals that within his time, 178 years after ‘Fra nkenstein’, scientific development still held the same destructive concerns. However, by the use of film rather than text, Scott represents the fears of his society in a much more vivid approach, preventing them from being so easily disregarded.Current technology now allowed scientists to experiment in the world of robotics and areas such as IVF, leading many to question how this would affect humanity’s natural roles within society. This is demonstrated as Scott blurs the lines between what makes a human truly human. He does this by giving the replicants human emotions and unique identities. Pris’ words ‘I think Sebastian, therefore I am’ reinforce this idea while also alluding to the evolving knowledge and skills of the artificial beings, their natural abilities to adapt and progress.These developments in science within the film have dismal consequences, ones which Scott fears for his own world, and the continuous downfall of rain is just one prese ntation of this, symbolic of mother nature grieving over her destruction. As times were changing in both contexts and new sciences were explored people repeatedly questioned their faith, causing many religious debates and conflicts. ‘Frankenstein’ represents common battles of moral and God, going so far as to be known as the Modern Prometheus.The reference to the Promethean myth foreshadows the consequences Frankenstein will undoubtedly have to face. Blinded by his own ambition and dreams of glory and fame he endeavours to take on the role of God by creating life and disrupting natural order. In creating his monster Frankenstein also usurps the natural role of women as child bearers, questioning their place and use within humanity. â€Å"A new species would bless me as its creator and source; many happy and excellent natures would owe their being to me. The juxtaposition of the phrase ‘excellent natures’ with the clearly unnatural give insight into the one -tracked desires of Frankenstein, not pausing to consider the moral issues surrounding his experiments. However, he ironically seems to blame God and fate for the destructive course of his life, telling Walton ‘destiny was too potent, and her immutable laws had decreed my utter and terrible destruction. ’ Faith subsequently had a ambiguous impact on humanity’s connection to nature, representing the ideals of natural order and the consequences of destroying it’s structure.Similarly, the role of God is also obscured in the dark scenes of Blade Runner, stemming from the lack of nature. Religious allusions are rich throughout the text, beginning within the first sequence when syncopated bursts of flames create an image resembling Dante’s hell, suggesting hell on earth. â€Å"A new life awaits you, the chance to begin again in the New World. † After destroying their own world the Tyrell corporations promises of bigger, better things are seen as a missionary act, the answer to humanity’s problems. This earns Tyrell levels of power unequitable on Earth and lead him to believe himself to be a God.The sharp cut lines and magnitude of the Tyrell building reinforces these implications as it looms over the city, placing him above the rest of humanity. However, the triumphant forces of nature come through in the final scenes as Tyrell meets his end, and natural order begins to be rectified with the death of Pris and Batty. The white light illuminating Batty’s form as his body shuts down gives him a godly image, supported by the nail protruding through his hand and the white dove that flies away, a symbol of peace and hope for restoration.This scene reinforces natures purity and the extent of its healing powers in contrast with humanity’s destructive impact on its elements. Mary Shelley and Ridley each created monumental texts with the common concepts of scientific development, industrialisation and religion. Bot h explore how humanity’s connection with the natural world is distorted and overshadowed by the influences of modern advances and opportunities, leading to its exploitation and neglect.