Classroom Reflection - 702 Words

As stated in Everston Emmer â€Å"teachers who have good rapport with their students get better cooperation and have a more positive classroom climate† (2017, pp 12). As in life, building strong relationships allows all parties to interact with meaning and learn from each other. When teaching there are two parties that are very different that you are trying to work along and ensure that each has the knowledge and support they need to feel comfortable with you as a teacher and a mentor to their children. Each teacher has different strengths that allow them to connect with their students and engage in learning. Some of my strengths that would be brought to the classroom, and why I feel I would do best with a younger population are my openness,†¦show more content†¦This mastery of the lesson is going to come differently to every student, so it is important to work beyond the first lesson, and teach in different ways to ensure the mastery. Lastly, self-management, or ho w a teacher projects them self to the classroom is one of the most important ways to create and maintain positive relationships. As stated in Everston Emmer â€Å"facework is more than establishing and maintaining public identity; it also includes actions or communications that are sensitive to the â€Å"face† that others exhibit† (2017, pp 18) As a teacher what the children see of you who is they project you to be, so maintaining a consistent demeanor and relationship is paramount. Describe three strategies you can use to help build positive and supportive relationships with families. Provide specific examples and citations to support your choices. Communication with families is one of the most important and under taught aspects of teaching. The family is who the child will go home to and work on their school, or tell their family what they have learned during the day. Parents can provide vital feedback to how you are coming across to the students and what additional help or guidance they need. One way to get this feedback from teachers is either a monthly or weekly letter to parents asking for feedback, or a survey they can fill out anonymously. As stated in Wong Wong â€Å"the teacher must be a decision maker, able to translate the research andShow MoreRelatedReflection On The Classroom Observation1469 Words   |  6 PagesClassroom Observations Introduction I chose to observe Mrs. Tijerina for my classroom observation. There are many reasons why I decided to observe Mrs. Tijerina. I elected to observe Mrs. Tijerina so I could see another teacher’s perspective on teaching Spanish, as she and Mrs. Fiechter are the only Spanish teachers in the school. Furthermore, I never had Mrs. Tijerina for Spanish 2, as the teacher I had left Adams Central. Additionally within the hour I was observing, there were many sophomoreRead MoreReflection On Classroom Management1181 Words   |  5 PagesThis assignment asks for â€Å"one particular memorable classroom or school situation when you were a student that if you had been the teacher, you would have handled differently. As the teacher in that setting, how would you have brought resolution to the conflict?† I decided to approach this assignment with some liberties of a self-reflection of my own personal classroom management as a substitute teacher this previous Tuesday, October 31, 20 17, in singular 9th grade Algebra class in which authorityRead MoreA Reflection On Classroom Management1704 Words   |  7 Pagesmale students and 36% female students. No inclusion students or aides were present in these classes. I. Classroom Management Classroom management is defined as the â€Å"techniques used to maintain a healthy living environment, relatively free of behavior problems† (Woolfolk). Classroom management is a combination of four areas: seatwork, organization, withitness and assignments. Seatwork in classroom management involves making sure that the work given to students will keep them interested and on taskRead MoreClassroom Reflection1144 Words   |  5 Pagescame in and immediately stated that â€Å"Science is not about beliefs, but about accepting the theories and laws that have supporting evidence.† She waited a few moments, and once again, repeated the same phrase; when she finished, she said â€Å"In this classroom, we will not question anyone’s faith or beliefs; we will, however, will focus on gathering evidence and understanding the underlying principles of the theory of evolution.† Throughout the semester, as I encountered ideas that were inconsistent andRead MoreClassroom R eflection1500 Words   |  6 Pagesas to how to become a better educator in a classroom setting. Through the data I collected I was able to connect Borich’s Seven Variables of learning to the students. By being in the clinical setting for nearly two months, I have been exposed to new ways of thinking when it comes to structuring a classroom and instructing a classroom. Within this reflection you will find out how I would better plan an effective lesson for the pupils in my future classroom. You will also discover what I will do aboutRead MoreClassroom Reflection1017 Words   |  5 Pagesconcepts that will stick with me for years. I learned that there are many ways in which to facilitate peer learning that doesn’t just mean talking to people from a PowerPoint. There are fun and new ways that we can present and engage learning within a classroom. I also learned that facilitating peer learning means a lot more than just listening to what the students must say or just talking at them. Facilitating peer learning encompasses everything from having to help give ideas to peers that they mightRead MoreClassroom Reflection1256 Words   |  6 PagesMy experience was informational. I was able to see how my students are inside the classroom environment with my teacher how they are in art. I was also able to observe another classroom and see how they differ from my class. All of these are completely different spaces where the children act differently. Comparing these different environments provided a unique insight into how these children act differently depending on who is around. Having been with these children a lot now, I have the abilityRead MoreClassroom Reflection739 Words   |  3 Pages Although my principal observed my classroom instruction as mandated, she never visited my classroom again. When she retired at the end of my sixth-year teaching, my principal had not formally evaluated in years. Mercy’s current principal arrived in the fall of 2012, and she made plans to visit classrooms regularly. I was initially nervous, but I felt hopeful at the same time. She frequently performed informal walk-throughs, and she conducted formal classroom observations that year. UnfortunatelyRead MoreClassroom Reflection809 Words   |  4 Pageshelpful with engagement in the classroom. The Industrial Tic Tac Toe caught my eyes because I am actually using it to complete this assignment and it gives me complete autonomy over my work, which is the point. When trying to engage students, I learned from the guidelines, is that you should give your students autonomy and when you give them choices, theyre more willing to engage. Using the Tic Tac Toe assignment is a good way for engagement. When I have my classroom of 6th graders, I want to useRead MoreClassroom Reflection1018 Words   |  5 Pagesthat were taking place in the classroom. Before the class started, however, she introduced me to the class for the sake of making the children comfortable with my presence around them. The time that I spent in the classroom was enough for me to make a right amount of critical observations. I managed to get a lesson plan from her, which contained the learning outcomes that she aimed to achieve by the end of the lesson. Through observing what was happening in the classroom and how she conducted her class

The Pragmatic Education Philosophy Free Essays

Pragmatism emerged from the writings of John Dewey who believed that experimentation was the best approach for educating young minds. For example, pragmatists feel that field trips, educational excursions etc are more effective in teaching students about the world instead of audio-visual aids. Pragmatism includes such as thoughts as futurism, and educational humanism and Reconstructionism. We will write a custom essay sample on The Pragmatic Education Philosophy or any similar topic only for you Order Now Pragmatic education philosophy doesn’t assign a traditional role to the teachers who are only seen as guides and not exactly more knowledgeable beings. George R. Knight in his book on education philosophies explained that pragmatism focuses on real life experiences as the main source of knowledge and education. They gives the example of field trips as he says that for a child to learn about dairy products, its better to take him to a barn and let him experience the whole thing himself instead of showing him a movie on the subject. (p. 75) Idealism is an important philosophy that gained greater influence over education in the 20th century and was not so popular prior to that. It has been present in the educational field for a long time emphasizing the reality of ideas, thoughts, and mind over material and matter. William E. Hocking who is a modern thinker in this area maintained that due to emphasis on ideas; this philosophy should have been called â€Å"idea-ism† instead of idealism. This is because idealism is more concerned with intrinsic values such as honesty, truth, courage etc while idealism in the case of education stresses the importance of ideas, thoughts and mind precisely. Educationists working on idealistic philosophies would concentrate more on the development of ideas instead of more physical things believing that this would lead to action automatically. Students are taught that they create or produce what they think and they are told to strive for perfection. Realism is more or less a reaction to idealism. This philosophy maintains that material and physical world exists independent of ideas and thoughts. Whether we think about a mountain or not, it does exist. It will exist even if we don’t think about it or have never had an idea of what a mountain is like. Realist educationists would want students to learn through their senses of smell, feel, and taste since they believe in the existence of the natural world. They also maintain that the best way is to learn through experiencing the physical world. Nature plays an important role here as educationist would prefer to teach through observation of natural order. The teachers with realistic bend of mind would want students to development judgment and ethics by experiencing and observing the world. Behavior psychology is also one of the important branches of study for realist educationists. Existentialism philosophy focuses on emotions more than the intellect. The person, his values, beliefs, ideals, and identity are of greater importance than his intellectual capacity and for this reason it views education in slightly negative light. This is because they feel that a student learning through traditional educational means would become nothing more than a pawn in capitalist world. To become a whole and healthy human being who has a unique personality and thinking capacity, it is important to allow the students to explore the world on their own. â€Å"Existentialism is not a philosophy but a label for several widely different revolts against traditional philosophy. Most of the living â€Å"existentialists† have repudiated this label, and a bewildered outsider might well conclude that the only thing they have in common is a marked aversion for each other. (Kaufmann: 75) The teacher in this case would be seen as a facilitator instead of an authoritarian figure. Existentialism supports the idea of allowing students all possible answers to a question instead of handing them down one answer as the only and final solution. Existentialism has something in common with pragmatism as both advocate a curriculum based on individual needs instead of fixed theories and ideas. How to cite The Pragmatic Education Philosophy, Papers

Marriage and Symbolic Interactionism free essay sample

Mid Term Research Paper Marriage and Symbolic Interactionism Marriage continues to be a popular institution in the United States. Although looking at the statistics in regard to marriage today you can see how commitment to marriage is faltering. Due to over half of all marriages ending in divorce, the institution of marriage and what it represents is continually coming into question. In researching different theories in Sociology, the central idea of symbolic interactionism, and how we attach meanings to symbols, is the key to understanding how we view the world and communicate with each other. This theory was researched by sociologist Herbert Blumer. In this theory human beings respond to things based on the meanings that those things carry for them. The interpretation of what the meanings are is part of our historical social interaction. Marriage and the symbols they use to represent that commitment are lost in today’s society. We will write a custom essay sample on Marriage and Symbolic Interactionism or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Part of the reason that people don’t hold marriage to such high regard as they once did, is the symbolic interactionism that represents the sanctity and commitment of marriage has changed When we look at what the symbolic imagery of marriage and divorce carries in today’s society we can see how the translation of different symbols carry different meanings now than what they carried 100 years ago. 100 years ago getting divorced was viewed as immoral, people actually held themselves accountable based on how others in society viewed them. Marriage has become more how you feel all the time, instead of how the commitment to the marriage itself is paramount. The changes over the past 100 years in the symbolic interactionism of marriage can be directly connected to the rise in divorce rates in today’s society. The differing viewpoints on symbols of marriage, divorce, and commitment have altered our collective thoughts in our modern society on the symbolism of marriage. Symbolic interactionism provides a framework for analyzing how people define and act in relations to marriage. How people perceive or process information pertinent to marriage is relevant to marital functioning. Modern, contemporary society’s mindset on marriage has shifted considerably over the years. Some research has noted the increase in early sexual experiences, greater acceptance of cohabitation and the increase in narcissistic tendencies, are complicating and muddying the ideals of what marriage means to people today. Research done on this subject resulted in several studies that found that spouses who did not believe that marriage would last forever, were less likely to commit to the relationship financially and were more likely to have extramarital affairs. Social meanings of marriage have been studied endlessly to come to an understanding of what shared ideals American mainstream culture has. Steven L Nock, PhD. , (1950-2008), Professor of Sociology at the University of Virginia, was a recognized expert on the role of marriage in society. Nock suggested that there were seven dimensions of marriage: 1. People enter marriage voluntarily 2. People must reach a level of maturity to marriage 3. Marriage is heterosexual 4. The husband is the head of the family 5. Marriage is monogamous 6. Parenthood is part of marriage 7. There are often distinct gender roles associated with married couples These ideas are an interpretation of what society views as concepts of marriage. One of the things I found to be interesting in the above list was the absence of the word love. People have sweet; romantic notions about what marriage and love is and the reality may be something a lot more abrupt and less like a fairytale. Obviously, not everyone is going to believe in all of these selected concepts. Multiple research projects and studies have been one to try and define what marriage means to people in our society today and how focusing on peoples marital expectations can demonstrate what the meaning of marriage has for people today. I think one of the differences of today’s society viewpoint of marriage and the one from a hundred years ago is the meaning of love. Today we are more focused on our wants and needs as emotional beings. We look to our partners to fulfill our intim acy needs. Once those feelings change we are given the option of leaving the marriage.

The Precise Essays - Politics Of France, European People

The Precise Q: If you had to identify the most significant causes of the Revolution, what would they be? A:First and foremost, it would be most important to analyse the political situation of France before the Revolution. The long reign of Louis the XIV (1643-1715) marked absolute monarchy at its peak in France. When Louis XIII died the next in line to take the throne was only 5 years old, Louis XIV. His mother ruled for him along side the new Chief Minister, Mazarin, who had been trained by Richelieu. Mazarin was easily hated because of his overbearing attempts to raise taxes. In the 1640's a group of courageous nobles backed by peasants led a series of revolts against the crown. The revolts alarmed the young king into believing that only a country with absolute monarchy could prevent civil war. Louis believed that his power came from God and no one should question it since he had the ?divine right.? After Mazarin's death in 1661, Louis XIV ruled as an absolute monarchy. "L'etat c'est moi" in French, meaning "I am the state", was Louis' description of his power, which shows just how insane France was becoming. Louis worked hard to build up France's glorious monarchy while his people suffered from oppression. Because of his reign's splendor, he was called the "Sun King." Louis spent fortunes on lavish palaces and opulent city buildings. The most magnificent was Versailles, near Paris, where the royal family resided. Louis ordered many officials to live with him. Those who were against him spent their time pampering King Louis XIV in hopes that he would give them pensions or higher positions in his court. In 1665 Louis the XIV named Jean Baptiste Colbert as his minister of finance to strengthen France's economy. Colbert improved taxation, supported shipbuilding and the navy, and helped industry. These times did not last very long, though. Louis' luxurious lifestyle and France's frequent wars drained the treasury. France, unlike England, had no law that could halt the amount of money that the king could spend. Another reason for the decline was Louis' religious intolerance. Louis was worried that the "Huguenots" would cause rebellion, so he forced them to convert to Catholicism. When that did not work he reverted to persecution. Many of the Huguenots fled to Protestant countries and North America. After the end of the Thirty Years War Louis wanted to expand French lands to the north and east to give France a border that was easier to defend. To make this wish a reality Louis reorganised the French army. Other European states, afraid of what his actions would be, formed alliances to resist him. Between 1667 and 1714 France went to war 4 times. The most destructive of these was the "War of the Spanish Succession". The war went poorly for France, but the war ended before France suffered great losses, which resulted in more oppression of the French people. The Peace of Utrecht, made up of several treaties, restored the balance in Europe. By the end of Louis the XIV's reign, the treasury was almost empty. Wars and careless spending had left France in debt. These troubles were made worse by the wars during the reign of Louis XV. Financial problems helped weaken the monarchy and bring on the French Revolution in 1789. Another significant reason of conflict was the incredibly stupid Three Estates system. In France, preceding the Revolution, the citizens of the country were split up into three groups or estates. The first estate was divided into two groups: the lower clergy and the higher clergy. The higher clergy came from wealthy families and the lower clergy consisted of parish priests. In the second estate were the nobles. They held the highest offices in government and paid little or no taxes. The third estate, which was the largest, consisted of peasants, city workers, and the middle class. The people in the third estate were the merchants, bankers, lawyers, doctors, & government workers. Of the three estates, the first, second, and third, the first two of these groups had all the political power, though they were a mere two percent of the total population. They also had control over the majority of the land. To add to this the nobles, the second estate, forced the peasants of the third estate to do labor and give goods to them, at no charge. This abuse of power against the lower class gave the peasants a reason to despise their "superiors." And to top

WetBack essays

WetBack essays Through my life I have usually been on the receiving end of racist comments, such as wetback fieldworker etc. In seventh grade I had to go to a public school because of moving reasons and that is where the comments started. I can honestly say that it was the worst experience of my life. There were only two Mexican in my class; I was one of them. The other student was also Mexican, but the catch was that he was a well know soccer player. I also played soccer, but I was not the all-pro player. Since he was so good and so well know no one ever said a word to him. The first day at school everyone was nice to me. The first couple days were great, Everyone was friendly and willing to accept me. Going into my second week of school I met a girl Amy, she was beautiful. I was sitting at the lunch table one day and she walked by and I commented on how hot she was. One kid who I thought who was my friend said, Since you are new here, I will let that go. I respond, What do you mean? Chad said, l like Amy also, and whoever I liked no one tries stepping in, do you understand? Whatever dude I said. Chad said, Now listen, I like you and its is better off that way. So naturally I did what I wanted to do, I asked Amy for her number. That weekend Amy and I went out on a date. I sure did have a good time. That following Monday, Chad heard about it that date and got very upset. Just after second period I heard someone yell out HEY WETBACK, YOU ARE GOING TO DIE I sort of had an idea that said it, but I just ignored it and kept walking. A second later someone pushed me to the floor. I turned and Chad was standing there. Chad said I warned you, you cotton piker. I naturally backed off because it was not worth fighting about. From that point on everyone considered me the Wimp who can no ...

Best Summary and Analysis The Great Gatsby, Chapter 5

Best Summary and Analysis The Great Gatsby, Chapter 5 SAT / ACT Prep Online Guides and Tips Because The Great Gatsbyis nine chapters long, getting to Chapter 5 means that we’ve arrived in the exact middle of the story. Thus, it makes sense that this chapter takes a single event - Daisy and Gatsby’s perfectly romantic reunion - and uses it to both tie together everything that has been set up so far, and also to create such a delicate balance of safety and happiness that it’s clear that everything will soon crumble. But before the bubble of love pops, enjoy the world’s most magical, most carefully planned â€Å"accidental† date. Quick Note on Our Citations Our citation format in this guide is (chapter.paragraph). We're using this system since there are many editions of Gatsby, so using page numbers would only work for students with our copy of the book. To find a quotation we cite via chapter and paragraph in your book, you can either eyeball it (Paragraph 1-50: beginning of chapter; 50-100: middle of chapter; 100-on: end of chapter), or use the search function if you're using an online or eReader version of the text. The Great Gatsby: Chapter 5Summary Nick comes home to find all the lights on in Gatsby’s mansion. Gatsby wants to hang out, but clearly only because he wants to know what Nick has decided about asking Daisy for tea.Nick is happy to do it, and they plan for a day after Gatsby has had a chance to get Nick’s lawn cut. Gatsby then makes a totally out of place proposal to do some bond business with Nick (whose job is selling bonds, and who doesn’t seem particularly good at it or invested in it). Nick is uncomfortable about the quid pro quo (that’s Latin for â€Å"something for something† - in other words, a transaction) feeling of the deal and declines. The next day, Nick invites Daisy to tea, and cautions her not to bring Tom. Gatsby sends someone to mow the lawn, orders a huge number of flowers, isn’t thrilled with Nick’s sad tea and cakes selection, and worries that the day will be ruined because it’s raining. He then freaks out at the last second that Daisy isn’t coming, but just then she pulls up in her car. Gatsby and Daisy meet in Nick’s living room in the most awkward, strained, and tense scene imaginable. It’s unclear whether either one is happy to see the other. They are unable to speak two words. When Nick tries to leave them alone, Gatsby panics and tries to leave also. Nick calms him down, and then stands outside in the rain for an hour to give Gatsby and Daisy some privacy.When he returns, the two are totally different – no longer embarrassed, much calmer, and Gatsby is actually glowing. Gatsby suddenly brags that it only took him three years to earn the money to buy his mansion. Nick calls him out on this since earlier Gatsby had said he had inherited his wealth. Gatsby quickly says that the inheritance was lost in the financial panic of 1914 and that he’s been in several businesses since then. Daisy then exclaims that she loves Gatsby’s giant mansion (she can see it out of Nick’s window). They go over to Gatsby’s, and he shows them around the now empty house, never taking his eyes off Daisy and her reaction to his things. Gatsby is completely overwhelmed by Daisy’s presence. He is overcome with feelings that he can’t even put into words. Gatsby opens a cabinet and starts pulling out piles of shirts and throwing them onto a table. Every kind of shirt color and pattern imaginable stack higher and higher on this table until Daisy puts her head into the shirts and starts to cry about their beauty. It starts raining again, and Gatsby shows Daisy that her house is directly across the bay from his. Nick sees a photograph of Dan Cody, who Gatsby says used to be his best friend until he died. Gatsby shows Daisy a bunch of newspaper clippings about her that he’s been collecting (she would have been featured in the gossip pages that described fancy parties and rich people’s society). Hegets a phone call about Detroit but hangs up quickly. This is the first time that he hasn’t excused himself to take acall in the novel. Nick tries to leave again, but is again roped into staying.Gatsby asks Ewing Klipspringer, a guest who apparently is just always at the house, to play the piano for them. He plays a comical love song. Nick finally says goodbye and leaves.As he does, he sees Daisy whisper in Gatsby’s ear, and imagines that her siren-like voice holds him in thrall. Daisy’s constant shirt-inspired weeping has now gotten her banned from Brooks Brothers. Key Chapter 5 Quotes "You're selling bonds, aren't you, old sport?"..."Well, this would interest you. It wouldn't take up much of your time and you might pick up a nice bit of money. It happens to be a rather confidential sort of thing." I realize now that under different circumstances that conversation might have been one of the crises of my life. But, because the offer was obviously and tactlessly for a service to be rendered, I had no choice except to cut him off there. (5.22-25) Nick recognizes that what he quickly dismissed in the moment could easily have been the moral quandary that altered his whole future. It seems that Nick thinks this was his chance to enter the world of crime – if we assume that what Gatsby was proposing is some kind of insider trading or similarly illegal speculative activity – and be thus trapped on the East Coast rather than retreating to the Midwest. It’s striking that Nick recognizes that his ultimate weakness – the thing that can actually tempt him – is money. In this way, he is different from Gatsby, whose temptation is love, and Tom, whose temptation is sex – and of course, he is also different because he resists the temptation rather than going all-in. Although Nick’s refusal could be spun as a sign of his honesty, it instead underscores how much he adheres to rules of politeness. After all, he only rejects the idea because he feels he â€Å"had no choice† about the proposal because it was â€Å"tactless.† Who knows what shenanigans Nick would have been on board with if only Gatsby were a little smoother in his approach? He had passed visibly through two states and was entering upon a third. After his embarrassment and his unreasoning joy he was consumed with wonder at her presence. He had been full of the idea so long, dreamed it right through to the end, waited with his teeth set, so to speak, at an inconceivable pitch of intensity. Now, in the reaction, he was running down like an overwound clock. (5.4) On the one hand, the depth of Gatsby’s feelings for Daisy is romantic. He’s living the hyperbole of every love sonnet and torch song ever written. After all, this is the first time we see Gatsby lose control of himself and his extremely careful self-presentation. But on the other hand, does he actually know anything about Daisy as a human being? Notice that it’s â€Å"the idea† that he’s consumed with, not so much the reality. The word â€Å"wonder† makes it sound like he’s having a religious experience in Daisy’s presence. The pedestal that he has put her on is so incredibly high there’s nothing for her to do but prove disappointing. Daisy put her arm through his abruptly but he seemed absorbed in what he had just said. Possibly it had occurred to him that the colossal significance of that light had now vanished forever. Compared to the great distance that had separated him from Daisy it had seemed very near to her, almost touching her. It had seemed as close as a star to the moon. Now it was again a green light on a dock. His count of enchanted objects had diminished by one. (5.121) Almost immediately when he’s finally got her, Daisy starts to fade from an ideal object of desire into a real life human being. It doesn’t even matter how potentially wonderful a person she may be – she could never live up to the idea of an â€Å"enchanted object† since she is neither magical nor a thing. There is also a question here of â€Å"what’s next?† for Gatsby. If you have only one goal in life, and you end up reaching that goal, what is your life’s purpose now? Is Gatsby more in love with the idea of love than with the actual human being he obsesses over? The Great GatsbyChapter 5 Analysis Now let's consider how this chapter plays into the book as a whole. Overarching Themes Love, Desire, and Relationships. After an earlier chapter of Tom and Myrtle together, we get a chapter of Daisy and Gatsby together. At first glance, the pairs are diametric opposites. Tom and Myrtle are crass and vulgar, constantly chattering about nothing, driven by materialism and physical desire, without a drop of love or romance between them. On the other hand, Gatsby and Daisy are modest and embarrassed, almost speechless, overwhelmed by feelings, and have a physical comfort with each other that Tom doesn’t inspire either in Daisy or in Myrtle (both of whom he physically hurts in varying degrees). Gatsby’s love for Daisy has an otherworldly quality that is several times described in either mythic or religious terms. But already the chapter anticipates that elevating the relationship to such heights makes a fall almost inevitable. Morality and Ethics. Nick is tempted by what he later comes to realize is the moral quandary of his life. Twice, Gatsby offers to do some kind of business with him. There are two ethical challenges in this offer. First, Gatsby is suggesting that Nick needs to be paid for services rendered – that asking Daisy to tea and letting Gatsby see her at Nick’s house is a transaction that needs to be reimbursed somehow. This casts an oddly pimp-and-prostitute vibe on what Nick is being asked to do, which would dispel some of the fairytale romance that Gatsby is ostensibly going for. Second, since it comes on the heels of their encounter with Mr. Wolfshiem, Gatsby’s business proposition is most likely illegal (Insider trading? Speculation? Printing fake bonds? There are several possibilities.). It connects Nick to the lawless criminality that in this novel is associated with the new â€Å"Wild East.† Symbolism: Gatsby's Shirts.Gatsby showers Daisy with his array of exquisite shirts in a display that is at the same time self-congratulation and also a submissive plea. On the one hand, this odd moment is like a male bird’s complicated mating dance – the shirts are the peacock’s plumage. These shirts are a visual representation of how far Gatsby has come – he can literally cover Daisy with his riches. But on the hand, the desperate way he shows them off ties into Nick’s observation that â€Å"think he revalued everything in his house according to the measure of response it drew from her well-loved eyes† (5.1). He wants her approval and is putting all of himself out there for her to pronounce judgment on. Motifs: Weather. For the first time, the novel dwells at length on an extremeweather event. The intermittent downpour sometimes limits and sometimes facilitates Daisy and Gatsby’s afternoon together. The rain allows for moments of physical comedy. For example, Gatsby’s plan to â€Å"accidentally† drop by Nick’s house during tea with Daisy falls apart when he makes his appearance soaking wet (meaning that he obviously wasn’t simply trying to visit Nick – who would do that in that kind of weather?). The rain also creates physical and emotional boundaries, allowing Daisy and Gatsby to stay in their private world. Literally, this happens when they can’t tour the mansion’s grounds and have to stay in his house. But more importantly, this happens when the rain creates a mist that hides Daisy’s house across the bay from view. She doesn’t have to think about her marriage or her daughter – she can exist with Gatsby surrounded by magical-sounding â€Å"pink and golden billow of foamy clouds† (5.134). As soon as one magical light experience (the green dock light) goes stale, Gatsby replaces it with another (sunlit rain clouds). Maybe he just needs a lamp. Crucial Character Beats Nick agrees to invite Daisy over for tea and an â€Å"accidental† meeting with Gatsby. He is able to resist the offer to do business with Gatsby. Daisy and Gatsby finally meet! It’s awkward and horrible at first, but after an hour alone together both of them seem very happy. Then, the trio goes to tour Gatsby’s mansion. Gatsby is overwhelmed by Daisy’s presence and is almost manic. He throws piles and piles of his shirts in front of her until she cries at how beautiful they are. Nick keeps trying to leave Gatsby and Daisy alone, but keeps being roped back into their company. Compare this to the way he was trying to get away from Tom and Myrtle in Chapter 2and also forced to stick around. Daisy and Gatsby are left alone together, clearly full of feelings for each other, and in their own little world. What’s Next? Laugh at a drenched, umbrella-less Gatsby in the most recent movie adaptation- it’s one of the few physical comedy bits in the novel, and that movie gets it just right. Explore the chapter’s other key symbol: the green light on Daisy’s dock. Review the chapter’s main motifs: the rainy weather, and the conspicuous lack of alcohol. Move on to the summary of Chapter 6, or revisit the summary of Chapter 4. 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The Bridge on the River Kwai Movie Review Example | Topics and Well Written Essays - 2000 words

The Bridge on the River Kwai - Movie Review Example The story speaks about living in dignity, being civilized and treating others in a human manner regardless of their condition and status in life. However, it also speaks about the realities of the possibilities that the good motives of dignified men, trained and educated to do service to other people, may well be mixed with personal intentions and objectives that is, to satisfy one’s ego and desires by being known throughout the world for ages because of their achievements. Colonel Nicholson presents a confusing character. He was stubborn in demanding his rights and for a viewer, it would be hard to understand why he would allow himself to suffer rather than just obey orders and be treated well. He is also an interesting character who stirs curiosity from the audience. The initial reasoning of the British colonel is highly commendable. He thought about the good of his officers, fighting for their rights. It is highly appreciated for an officer to keep to the rules and regulati ons even in the face of death. In defending his and the rights of his officers, colonel Nicholson endangered his life as well as his officers. Still, wanting to show his men the principles that he clings to, he defied the Japanese commander. When he was punished, caged in a box like an animal, he did not allow his situation to limit or even depreciate his beliefs rather he stood his ground that the British officers will have no part in the manual labor demanded by the Japanese as stated in the international law. This showed cultural issues, with the British showing diplomacy and the Japanese showing barbaric disciplines. In the course of time, when the Japanese commander was pressured by his deadlines, he eventually had to bend his rules against his will to the demands of the British officer if only to save his life from the dangers he faces if he was not able to meet his deadline for the construction of the bridge. Having regained his power and dignity in the presence of the Japane se soldiers, colonel Nicholson solicited the help of the British officers and soldiers to build the bridge they were ordered to do, the best thing that happened in the movie. The colonel had good intentions of showing how diplomatic the British could work with their enemies and let them appreciate the ‘civilized’ living they have, adhering to rules and respecting humanity, giving them the dignity of human beings. Instead of working against their enemies as initially intended, the British prisoners of war worked in their favor. The engineer revealed the mistakes in building the bridge on an unstable area and he collaborated with the other officers to plan to make a good bridge. The ideal of Nicholson were logical he could even convince any viewer with it. Build a bridge of good quality and show the Japanese what British soldiers could do, boost the morale of the soldiers and uphold their dignity and, to top his reasoning, the project would be for the good of the British government, were what the officer said. Building the bridge would be a diplomatic act in favor of the British government, he reasons. But was that really it? When the engineer told Colonel Nicholson that the bridge they were to build is similar to the medieval London Bridge that stood six hundred years of service, he became ecstatic, more driven and ambitious. He probably was