Of mice and men Film Essay Example for Free

Of mice and men Film Essay Of mice and men is a very touching film of hopes dreams and friendship. Adapted from the novel by John Steinbeck. The film is about two friends, Lennie and George, with a dream of great times with their own land and house. But there is a another story intertwined with theirs, about what people think of women. The two stories together will hold you in an array of emotions from joy to sorrow, and pride to guilt. This film if full of brilliant acting and meaningful uses of light and props. Of the two stories we will look at the one about women. We open the film with a man sitting in the shadows. Little light is coming in through the slits in the wood he is leaning on. He looks depressed and upset and bows his head as if hes trying to recall his memories of what went wrong to lead to this depression. And then we are suddenly in a field with early evening light filling a beautiful landscape, the main focus of our attention is of the woman running across the picture, shes white with brown hair wearing a torn red dress. As she runs we can see shes trying to run away form something or somebody, shes crying and the only sound we hear is her distressed breathing like she wants to cry but is holding the tears back. She looks like she has been attacked, although the dress is torn we only see a petty coat and not any flesh so this suggests that it might not have been sexual. But we cant really say for sure. The red dress represents passion so this says it could be sexual. We the see the two main characters running so we now think that they are connected to this. We never see this woman again in the whole of the story. The next woman we find is first only known as Curlys wife. She first comes into the story when she enters the bunkhouse where Lennie and George have only just arrived and are unpacking. Shes wearing a flowery dress which could be seen as innocent as it is cool colours and doesnt reveal much of her figure. Her hair is also in a very feminine style again to show innocence. Im looking for curly she says, almost as if she needs an excuse for being there. But also at the same time using it in an almost flirty sort of way trying to see how the new boys will react. He was in here a minute ago, but he left George replies cutting off that conversation. He hasnt stopped staring at her since she entered but not in a flattering way. We know he is a cautious person and he is almost looking at her trying to spot any type of threat. Especially as when Curly was in here he wasnt particularly nice. So his wife, even if she isnt like him in character, can still get him into trouble. Well I guess I better look some place else she says turning to face the door, only not to leave, just so the light shines on her from outside, showing off her figure. We now know that this girl is just one big flirt and George can see that. He wants her to leave as its the only thing that can happen to stop this tension, he cant leave with Lennie as they have no excuse to. Eventually after some more flirty lines she leaves. Through this scene we have been introduced to the only other woman in the film and we know shes a flirt and danger even if her image suggest otherwise at times. The camera reinforces this along with what she does. It starts with full body shots at the beginning of the scene and as she gets more flirtatious the shots concentrate on her upper body, then just her face, the attention is on her a lot of the time. The next scene with Curlys wife is in a barn as George takes a mule in. As he calls out for the stable buck she answers instead and comes half way over to some bags of hay. Shes in another flowery dress, again trying to portray innocence be we know that she is anything but innocent. This time she is also holding a book, possibly a story or maybe a diary, either suggest that maybe she isnt as much of the tart as we first thought and that she enjoys reading. Once again she tries to start a conversation, but George is still cautious of her and ignores her, concentrating on the mule. So to try to entice him she starts to once again flirt, as she sits on the bags of hay she leans back a little defining her chest. Her dress has ridden up revealing quite a bit of her leg, she pats the seat next to her trying to get him to come over. But still he just ignores her so she shouts. come over here and talk to me! he gets up and walks over to her. She calms down now she has her way. So she flirts to get her way most of the time but what we really want to know is if she really after a conversation or whether she only wants a cheap thrill like she has implied. All we have seen of her is her flirting and even now as hes come over to talk she is leaning against a pole like a lap dancer, asking about whether he has a sweetheart back home. We can almost certainly say that she is only after one thing. But then some thing happens that maybe changes our perspective of her. Her husband comes in. He ask whats going on and she says nothing I wasnt talking to you. he replies get back in the house. you dont own me curly. She says he now comes close to her and says in a way that seems like he might hit her I said go. And so she does. In this brief 2 minute talk we can see her relationship with her husband isnt a good one but he had just caught her with another man so maybe he can justify his anger. In this scene we have seen that Curlys wife is as we thought very flirty but that her relationship with her husband might cause this. She next walks into shot again in a flowery dress with a book as Lennie and George are hard at work in a field. In the scene before this Lennie and Curly have a fight. Lennie ends up with a bruised and scratched face and Curly gets a broken hand. Hi. she says, this is given a glance but they dont reply or give any recognition. sure is hot out here to day. She trys again to get conversation going. But again they dont care and keep on working. So she trys again. I said it sure is hot out here. why dont you go back to your house we dont want no trouble. Says George in a way that says I know I cant force you but I dont want you here. This is of course because of what Curly did. She is taken aback by this, she is used to being ignored but not told to leave by anyone other than her husband. I just want some one to talk to. She says. you got a husband, go talk to him George replies. yeah I got a husband. She says almost in a disappointed way. She then asks how Curly got his hand broken. To which George lies and says he got his hand caught in a machine. But this doesnt fool her so seeking an answer she asks Lennie who she knows wont have the mental capacity to make up a lie. how did you get those scratches on your face? she asks. Lennie looks to George and then looks away saying, he got it caught in a machine. He answers. is that so? She says with a look that is trying to work out how Lennie thinks. Almost as if she is concerned for him. She then quietly leaves. In this scene we begin to see that she isnt stupid she can work things out. Also that she doesnt like Curly and being married to him. The possibility that all she wants is some one to talk to is again present. In her penultimate scene we change our whole opinion of Curlys wife. Its set at night as Lennie and George are returning to the bunk house. Most of the other men are still in town spending their money in a whore house on girls and drink. Just as they are about to enter the bunk house Curlys wife comes out of the shadows looking upset and as if she has been crying. is curly back yet? she asks. no. says George knowing that Curly could very well be with another woman right now. She then says how Curly broke her records and we finally see a frail side of her caused by the fact her husband is now out possibly with another woman, he doesnt even talk to his wife, he doesnt even leave her with some measly records to listen to. We are shoved into feeling sorry for this poor girl and guilty that we thought she was just after a cheap thrill, when all she really wanted was someone to talk too. We get to see the womans frail side in this scene and we finally see her true motivation for the way she is, we see that she is very hurt and is just good at putting a brave face on things. In her last scene Curlys wife walks into a barn where Lennie has just accidentally killed a puppy. As she comes over he hides away and says how she would get him in trouble. whats wrong with me? she shouts at him as he rejects her company. Lennie doesnt see her as a sex object and so he doesnt see any danger in her although he is slightly attracted to her. So he opens up a little to her and in turn she opens up and finally we see her shed this mask that only shows her body and the fact that she is just a woman and should be treated as just some object. But now Lennie is sitting there talking to her as an equal and this is the sort of interaction with other people that she has tried to get through out the whole film. We find out as she opens up that she wanted to be an actress and she had plans to go to the theatre or Broadway and be an actress. Lennie is going on about tending the rabbits and not really listening but still Curlys wife doesnt care and talks about her dreams still. Eventually they do start listening to each other, and they find a common like for soft things. She lets him feel her hair, and then we see her open up in another way. Usually Curly is only interested in one thing, quick sex to satisfy him with no feelings involved, but here with Lennie she is being appreciated with close touch. She likes the fact he is being gentle and soft only after the simple pleasure of being able to stroke her hair. But he is a child in a strong mans body and he doesnt let go of her hair when she asks him to stop as he gets a little rough, and she screams, he grabs her and gags her, he only wants her to stop shouting but as he lays her back down we see that he has broken her neck. She lies silently in a pool of light on the hay as Lennie runs in fear. For a brief second we saw this beautiful woman blossom and show her true self and now she is gone. Though this film we see a progressing way in how men picture women. In the bunk house scene all we see is a flirty woman, and we are focused on her body. In the second scene we get another showing of this but at the end we see her giving in to her husband and maybe a suggestion of how he treats her. Next we see her being ignored by the boys, they consider her trouble even thought its not directly her fault, also we see a bit of her intelligence and that she isnt that stupid. Then finally we see her frailty and that she is not just a pair of breasts on legs, she has feeling as well as a mind and emotions. We can conclude that because of the way men see her, causes her to flirt as its the only way to get any attention. Because she doesnt get the conversation and interaction from Curly she turns else where and flirting is the only way to get that interaction she wants. In the last scene we see her mind, her dreams, opinions and thoughts. we see the side of her that has been ignored by every one just because shes a woman. Through the whole film we dont even get to know her name. But with Lennie these barriers are broken as he doesnt understand them and so she can open up and talk to this person. Even though he might not be listening he isnt blocking her out because she a woman and she gets the interaction that she wants and that she has been searching for. Then finally she dies and we are left with a memory of a woman that showed her mind to us and how she was no longer just a body to be looked at by men. But for a brief moment considered as an individual person.

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When I chose to attend any university I knew I wanted to live in a good Christian environment where the word of God was believed and practiced through the classroom. My entire family had gone to major public universities, but I knew that I needed a good sound environment without all the distractions one would see at a public institution. Now that I’m here, I know it is going to take hard work on my part to accomplish my degree in whatever field I choose. In order to survive here at a higher learning institution, I will need sacrifice some social, physical, and emotional things will be hinging on whether I succeed or not.   Ã‚  Ã‚  Ã‚  Ã‚  First off, there will be many social sacrifices that will arise at times. People will come to my door, doing there best to distract me while I’m doing homework. I will need to think over the situation, and either leave the room or ask them to leave. However, this will not be easy. To maintain an â€Å"edge† I will have to find times when not many people are around and get my work done at those times, instead of waiting till the last minute to do my work.   Ã‚  Ã‚  Ã‚  Ã‚  I will also have to make some physical sacrifices. There will be times when I am up till at least 1 or 2 in the morning, and have to get up for an Eight am class. I will just have to adjust to the fast paced schedule here at college. One thing I could do to solve a late night study session is to do the homework right when I get out of class.   Ã‚  Ã‚  Ã‚  Ã‚  The last sacrifice I plan to overcome will be emotional stress. Stress is one thing that many people today have troubles with, including myself. At school, stress can and will build up. At a Christian institution, they will expect me to keep on spiritual issues such as daily devotion and prayer. Finding times to do this will only enhance my personal relationship with Christ.

From the Nature of the Education System Depicted by the Organizational Structure, Critically Discuss Problems That Can Result from Such a Structure and Suggest Solutions.

From the nature of the education system depicted by the organizational structure, critically discuss problems that can result from such a structure and suggest solutions. Introduction: Zimbabwe as a nation believes in education for all. Systems are in place to ensure everyone has access to education. This paper will examine the structure of the Zimbabwean education system, highlighting problems which may arise because of its nature, and attempt to give solutions. Two terms, education system and organizational structure, are defined. Definition of terms Education system: According to Wikipedia, ‘’Education in its broadest sense is any act or experience that has a formative effect on the mind, character, or physical ability of an individual and in its technical sense education is the process by which society deliberately transmits its accumulated knowledge, values, and skills from one generation to another through institutions’’. Wikipedia also defines a system as integrated an ‘integrated whole' which has a structure, behaviour, interconnectivity of various parts which ‘’ have functional as well as structural relationships between each other’’. The term system may also refer to a set of rules that governs behavior or structure. Education system therefore refers to the structure and behaviour as well as functionality of the entity through which children acquire knowledge, values and skills through a formalized set-up. Organizational structure: Structure is, according to wikipedia, a fundamental and sometimes intangible notion covering the recognition, observation, nature, and stability of patterns and relationships of entities. A structure defines what a system is made of. It is a configuration of items. It is a collection of inter-related components or services. The structure may be a hierarchy (a cascade of one-to-many relationships) or a network featuring many-to-many relationships. Organisational structure therefore refers to the nature, patterns and relationships within an entity or social arrangement. Nature of the Zimbabwean education system: Structure: The Zimbabwean education system is a bureaucratic system, which has a hierarchical governing structure which goes from the top to the bottom. The hierarchy begins at the head office where the Permanent Secretary and his team of directors are housed. The Permanent Secretary, is the senior civil servant, and reports to the Minister, who is a politician and is in charge of policy making. The directors are in charge of the various elements within the system, such as quality control, administration, curriculum and human resources. Below the national, is the provincial level, whose hierarchy is headed by the Provincial Education Director (PED). He has two deputies, one in charge of Quality Assurance and the other of Professional Administration. There are several provincial level education officers below them. The provincial office also houses other professionals in finance and other departments who report to the PED. At the district level, the District Education Officer (DEO) heads a team of Education Officers (EO)s who supervise education activities within the district. At school level, the head is in charge of the school, and is deputized by the deputy head. Teachers fall below him but they too have seniority levels. This body at school level is responsible for the direct teaching of the child. Other ancillary staff falls below the professionals at school level but report to the head or whoever is assigned, by the head, in the finance office. Having completed primary education, which includes early childhood elementary education, children graduate automatically into secondary school, where they are required to complete four years of schooling leading to an Ordinary Level pass. If successful at this level, they can proceed to high school where they attain Advanced Level passes and proceed to university, or choose to go to other colleges and tertiary institutions. Problems of the Organisational structure, and possible solutions: One major problem which may occur because of the bureaucratic nature of the education system is delay in the decision making process. The hierarchical structure poses the major problem associated with bureaucracy. This means that if a problem occurs at the school level or even at district level, answers have to be sought from the top, which may take time. A practical example is when partners want to carry out programmes in districts and have to wait long as education personnel seek authorization from headquarters. This can be solved however by allowing officials at lower levels to make appropriate decisions or designing mechanisms through which decisions can be expedited. The Minister, being the person in charge of policy, may choose to act without much consultation with others below him or with stakeholders. Sometimes hasty decisions are made, and these impact negatively on the ministry. When school fees were announced during the first term 2009, not much consultation was done, resulting in exorbitant fees being charged per term. The majority of parents could not afford to pay the fees for first term, which was pegged at US$150 for urban primary schools. A teacher, or any other civil servant, whose child went to these urban schools could therefore not pay. Ministers must be accountable to their constituencies, and encouraged through workshops and trainings to involve their stakeholders in policy formulation exercises. The popularity of the minister is enhanced through consultation. The problem of non-consultative policies has also occurred with policies such as that of uniforms at schools. A former minister announced a few years ago that there would be a universal uniform for all schools. This caused an uproar, and was never implemented, mostly because the modalities had not been thought out or consulted on. The country has a policy that all school children must wear a uniform, though it is the duty of the head to enforce this. There is also a policy which bars schools from exclusion a child on the grounds of non-wearing of uniforms. Such contradictions arise from non-consultation. Encouraging policymakers to have an ear for the public could solve this. Where public opinion is not sought, they can involve key stakeholders, who may be better informed. Headmasters and teachers who are on the ground, are a source of vital information on practicalities of policies. The curriculum is centralised and determined by subject panels of teachers, education officers, and representatives from the teachers' association, universities, churches, and other stakeholder groups. The Curriculum Development Unit within the Ministry of Education and Culture coordinates the subject panels. The primary school curriculum includes mathematics, English, agricultural and environmental science, physical education, social studies, moral and religious education, music, craft and art, and the indigenous languages (Ndebele and Shona). Indigenous tribal languages of the Kalanga, Tonga, Shangaan, Venda, and Nambya are taught during the first three years of elementary education within their communities. A school is not at liberty to determine its own curriculum. There has been a shift in public schools from the Cambridge based curriculum, to a local curriculum whose examinations are administered by ZIMSEC. Subject syllabi are then deduced from this national curriculum. The major flaw in this is that everyone is restricted to the same education standards, regardless of the nature of education which is academia oriented. Only recently, there has been a thrust for technical and vocational education in schools, with importance also being given to introduction of these subjects in primary school. Expanding technical vocational education can improve the quality of graduates produced from the education system. This will ensure employable and relevant people for the Zimbabwean economy which is largely agrarian. In view of recent challenges in the economy, a purely academic curriculum will not help the country. Increased and improved internet use in the education system will also ensure students produced have a wider world view in light of globalisation. The organisational structure within the education system can stifle the grievance process. A teacher is required to report grievances he or she faces through the headmaster (in the event that the headmaster cannot help him or her). The problem lies where the headmaster is the source of the teacher’s problem. It may be a case of misconduct and the same headmaster is required to forward the reports of the teacher to the DEO. This will see the process taking long. A system can be put in place, which ensures that when grievances are targeted at the headmaster, a teacher can follow-up directly with superiors. Counseling or confidence teams can also be set up at school level to cater for reporting of issues and their follow-up. The teacher may also be encouraged to seek the advice of the DEO directly. A ministry hotline can also be established to cater for this. Where partners are interested in contributing to the education sector, there have often been problems associated with the bureaucratic system. Interest is expressed but decisions or authorization takes long in coming. Non governmental organisations (NGOs) usually come with interventions in mind, and donations, whose programmes must be implemented within a specific period. Often, programmes are stalled and the NGO gets to the end of the reporting period without implementing, resulting in failure to liquidate and the funding being returned. A practical example is when one NGO implementing capacity building programmes faced challenges trying to take a senior officer at provincial level within the ministry on an exchange programme to another country . While this system fosters accountability and is ideal for easier monitoring, it can frustrate the efforts of those willing to contribute to the sector where procedures are not explained clearly, or where their efforts are stifled. A change in attitude is needed, where NGOs seize to be seen as enemies of government, as exacerbated by certain political environments. Meetings which clearly explain the operations of NGOs and targets they seek to fulfill also need to be held so as to clarify areas of concern with the ministry. Stakeholder dialogues are important as seen in Manicaland, which now holds them regularly . The education sector is an public organization which is non-profit making. Revenue comes from national treasury. As such, the system is such that remuneration of staff is within public sector standards which stipulate modest payment. Overpayment would result in an uproar by taxpayers. Problems which teachers and other civil servants are currently facing are largely because the sector is not generating profits and therefore cannot afford to pay teachers what they want. Privatization of the sector could contribute to better payment, but this is a phenomenon yet to be explored as even developed countries also have public schooling systems which are in place. The government will have to lobby with external partners to fund education programmes or contribute in the education budget. The structure of the education system in primary school has been said to be ineffective with regards expertise sharing. The structure is such that one primary school teacher is assigned to teach all subjects in a class. In high school, there are various experts specializing in particular subjects. Researchers advocating for the Sharing Teacher Expertise through Subject Specialisation (STESS) programme at primary school are lobbying for the change in system from one teacher all subjects to specialisation as practised in secondary school. In 2002, an education commission sanctioned the piloting of STESS in a few schools in each province, and the system was adopted by others who have also reported the success as seen by better results. Advocates also note that it will then be easier for children to adapt to the situation when they get to secondary school. The system requires teacher support in the form of capacity development so they keep abreast of methodologies in subject delivery. Rennie L. J (1985), explains the effects of in-service training on Science teaching and motivation in the classroom. This will go a long way is rejuvenating teaching methodology and enhance delivery effectiveness. The U. S. Agency for International Development (USAID), in cooperation with the Salvadoran Ministry of Education, has developed a training program aimed at introducing these innovative teaching methods into hundreds of schools around the country http://usinfo. tate. gov. The same can happen in Zimbabwe, if these private players are invited to do so. Conclusion: The Zimbabwean education system is hierarchical and that poses a lot of challenges with regards setting up of policies, grievance procedures, curriculum decisions, and issues of collaboration with partners such as non-governmental organisations. These challenges can be solved if decision making is decentralized, and the policy formulation process is done consultatively with stakeholders. The government can also lobby with partners so they participate by funding education programmes in the country. References: 1. Peace Corps 24 July 2007, ‘’New Teaching Methods Stir Enthusiasm in Salvadoran Classrooms’’ USAID train teachers in interactive teaching styles, 2. Web site: http://usinfo. state. gov), Bureau of International Information Programs, U. S. Department of State. 3. Rennie L. J (1985), ED280867 – The Effect of In-service Training on Teacher Attitudes and Primary School Science Classroom Climates. Research Report Number 12. 4. http://www. wikipedia

Adrienne Clarkson Biography

A well-known CBC broadcaster, Adrienne Clarkson brought a new style to the role of Governor-General of Canada. Originally from Hong Kong, Adrienne Clarkson was the first immigrant and the first Chinese-Canadian to be Governor General. Adrienne Clarkson and her husband philosopher and author John Ralston-Saul kept a high profile, worked hard and traveled extensively to Canadian communities, both large and small, during her six years as Governor General. Reviews were mixed for Adrienne Clarksons tenure as Governor General. Many in the Canadian Forces, of which she was Commander-in-Chief, regarded Adrienne Clarkson fondly for going the extra mile for the troops. At the same time, some Canadians considered her elitist, and there was public criticism of her lavish spending, including taking a delegation on a $5-million circumpolar tour to Finland, Iceland, and Russia in 2003. Governor General of Canada 1999-2005 Birth Born February 10, 1939, in Hong Kong. Adrienne Clarkson came to Canada in 1942 as a refugee during the war and grew up in Ottawa, Ontario. Education BA, English Literature - University of TorontoMA, English Literature - University of TorontoPost-graduate work - La Sorbonne, Paris, France Profession Broadcaster Adrienne Clarkson and the Arts Adrienne Clarkson was a host, writer and producer at CBC Television from 1965 to 1982. Her CBC programs included Take ThirtyAdrienne at LargeFifth EstateAdrienne Clarksons Summer FestivalAdrienne Clarkson PresentsSomething Special Adrienne Clarkson also served as Agent General for Ontario in Paris from 1982 to 1987 and was Chair of the Board of Trustees of the Canadian Museum of Civilization from 1995 to 1999. Adrienne Clarkson as Governor General of Canada Adrienne Clarkson traveled extensively across Canada to meet Canadians where they live. In her first year as Governor General of Canada, she visited 81 communities and traveled 115,000 km (about 71,500 miles). She kept a similar pace for the next five years.One of the themes of Adrienne Clarksons time as Governor General was the North. In 2003, Adrienne Clarkson led a delegation on a three-week tour of Russia, Finland, and Iceland to raise Canadas profile and focus attention on northern foreign policy issues. She also spent time as Governor General in the Canadian north, including visits to the troubled communities of Davis Inlet and Sheshatshiu. Adrienne Clarkson established the Governor Generals Northern Medal to be awarded for achievements contributing to the evolution and reaffirmation of the Canadian North as part of the Canadian national identity.Adrienne Clarkson made a point of visiting Canadian troops in the field, going to Kosovo and Bosnia, spending Christmas on frigates i n the Gulf, and New Year 2005 in Kabul.Adrienne Clarkson was asked by Prime Minister Paul Martin to stay on an extra year to provide stability and experience when Parliament was faced with a minority government.When Adrienne Clarkson left office, it was announced that an Institute for Canadian Citizenship would be created in her honor, with up to $10 million in government backing.