The Man in the Iron Mask Movie Review Example | Topics and Well Written Essays - 750 words

The Man in the Iron Mask - Movie Review Example Both the book and the film have many points of similarity but there are also various scenes in the movie which are completely in contrast to how they are presented in the book. One of the differences between the book and the film is the heavy fictionalization of the characters in the film as compared to the book. However, in the book, the characters are presented as real people, not fictional characters. Even if they are fictional, their lives are based on real life therefore the reader feels like he is experiencing something that might actually have happened. In the film however, one cannot really feel what the characters are supposed to be feeling because they are all over-fictionalized. Another inconsistent with Duma’s books pertains to the death of d’Artagnan. In the Book Vicomte de Bragelonne, d’Artagnan dies some ten years later after the events presented in The Man in the Iron Mask. His death was actually caused by wounds he suffered while at battle in Maa stricht. In the movie however, d’Artagnan dies as he tries to stop King Louis from Killing Philippe. The film also implies that d’Artagnan had been the father of King Louis and Philippe through his association with Anne of Austria. Duma’s work does not indicate anywhere that D’Artagnan and Anne had any relations whatsoever. ... es made in the movie are also necessary as they help the viewer to understand more of King Louis’ character and his role in the conspiracy against his own twin brother. The changes have therefore enabled the audience to relate to the chatcater sand story line much easier. Leonardo DiCaprio plays as The Man in the iron Mask, Philippe and King Louis, the man’s twin bother. The role of the Captain of the Musketeers, d’Artagnan is played by Ganriel Byrne. John Malkovich, Gerard Depardieu and Jeremy irons star as the three Musketeers: Athos, Porthos and Aramis respectively. When Dumas was writing the story, he wanted to reflect a situation that was real then. That is, he wanted to present a situation that was relevant during his own time. The historical aspect of the book is therefore critical to the understanding of the events that occur in the story. The movie does not really dwell much into the historical aspect of its story line. It seems that the main aim of the producers is to use the characters to stir up emotions that the audience can identify with. For the sake of the audience, the producer does well in changing some aspects of the film. At this point in time, most people already know the history if 17th century France during which time the book was written. Therefore the changes did nothing to change how people perceive that history, however, the changes did have an impact in the way people related to the film. A new ending gave a new meaning to the whole story. D’Artagnan comes out as the tragic hero at the end of the movie, while in the book, it is not so clear what his role was. It is thorugh the changes made by the producers that the audience gets to know who really is behind the iron mask and his relation to the King and d’Artagnan. The various

Mental Models About a Persons World Essay Example for Free

Mental Models About a Persons World Essay INTRODUCTION: Meeting a person for the first time, can either be a positive or negative experience and the way someone interacts with this person can also show both positive and negative behaviours. So the question is, how can mental models about a persons world, both aid them and also limit their perceptions when meeting a person for the first time. Through exploring how and why these perceptions can be assisted and limited, we can start to question the reasoning behind our mental models. MENTAL MODELS Throughout the years, academic literature has defined a mental model in many ways, however the best way to understand what a mental model is, is the deeply imbedded ways of thinking or even certain images, that trigger assumptions and generalisations, ultimately affecting the way a person responds too or behaves in the world, be it towards a person or a life situation (Senge 2006). A good example of a mental model is, the generalization that only rich people live in the eastern suburbs of Sydney. This generalisation may be true in some cases, but in other cases, other people may live there because they have lived their all their lives, and so, we can see this particular generalisation or mental model has not be thought through. Not questioning mental models, can often lead to false generalisations, this situation can also arise when meeting a person for the first time. When meeting a person for the first time, our mental models can help us both understand and ultimately get along with the person or they can limit our perceptions, meaning we make assumptions or generalisations that eventually alter our perceptions about this person or how we act towards them. Very often, we see that we are not consciously aware of our mental models and the affects that they can have on our behaviour (Chermack 2003), this in turn, restricts our perceptions. Mental models are often vague, incomplete and imprecisely expressed (Karp 2005) however, once believed, mental models are extremely difficult to change (Chermack 2003). This is highly due to the  fact that people are unaware of their own mental models, and the only way for a person to change their mental model, is for them to acknowledge that they have one to start with. Mental models can be useful as they can help us to process information and make decisions quickly (Unknown 1997) and they can also be imperative foundations for building knowledge about the world we live in (Karp 2005). For instance, when an individual has a mental model that all take away food is bad for their health and wellbeing, when given the option of either having take away food or a healthy meal at home, the individuals mental model will therefore lead them to quickly decide to eat a healthy meal at home. However, very strong mental models can hinder active thinking and the acceptance of new ideas (Unknown 1997), and often arise problems when they are tacit, meaning that they are below the level of awareness (Senge 1992). Using the example of the Detroit auto maker, not recognising that they had the mental model that all that customers cared about was styling, believing that all people care about is styling, evidently shows us that their mental model had become tacit. This mental model continued to be unexamined, and because this mental model remained unexamined, the model remained unchanged, and thus as the world changed the gap grew between the mental model of this Detroit automaker and the world (Senge 1992). Clearly, mental models can perform as filters that screen incoming information that come to us, limiting our ways of thinking and also our perceptions (Unknown 1997). An individuals mental model represents their view on the world, it also provides them with the context in which they view and interpret new material and also new people in which they meet for the first time (Kim 1993). It not only helps us to make sense of what is going on around us, but it can also restrict our understanding of a certain situation. For example, when someone has been labeled as not a nice person, with never questioning the validity of it, people create a mental model that, that person is not nice, and so when they do or say something nice it goes unnoticed, and therefore, the behaviour does not fit with the mental model people have towards this  certain individual. These untested assumptions or mental models can eventually cause conflict and misunderstandings between people. Developing skills in reflection and inquiry can aid us in realising our mental models and also with dealing with others. When we use skills of reflection we slow down our ways of thinking and acknowledge how our mental models are formed and how they affect our behaviour. Where as skills of inquiry, is concerned with how we operate in face-to-face situations with others, especially when we are dealing with complex and conflictual issues (Senge 2006). Together with the tools and methods used to develop these skills these constitute the core of the discipline of mental models, which consists of; the distinctions between espoused theories and theories-in-use, recognising leaps of abstraction, exposing the left-hand column and balancing inquiry and advocacy (Senge 2006). When an individual says that they value or desire something, that is known as espoused theory, however, what they actually say or do, is known as theories-in-use (Bocham 2010). Acknowledging the gaps between what we say and what we do, can be seen as an effective reflective skill in becoming more aware of our mental models. Someone may profess their view (espoused theory) that people generally are trustworthy, but their actions (theories-in-use) show differently, as they never lend out money and keep their possessions to themselves (Senge 2006). As evident in the example above, there is a gap between the individuals espoused theory and their theory-in-use. By recognising the gap between espoused theory and the theory-in-use, learning can occur, as we as individuals question whether or not we really value our espoused theory (Senge 2006). When we meet a person for the first time, we can quickly jump into generalisations as we never think to question them. For example, when we meet a person and they say that they are a doctor, we automatically assume that they are smart, as it is a generalization that all doctors are smart we never seem to question this mental model. These are known as leaps of abstraction. Leaps of abstraction occur when we move from direct observations to generalisations without questioning them, this ultimately  impedes learning because it becomes axiomatic, as what was once an assumption is now treated as a fact (Senge 2006). Therefore, this becomes another limitation, in which mental models can have on our perceptions when we meet people for the first time. However, these leaps of abstraction can easily be identified when people ask what their generalisation is based-on and whether or not the generalisation is inaccurate or misleading (Senge 2006) Senge (2006) identifies the left-hand column as a powerful technique whereby individuals begin to see how their mental models operate in differing situations. This exercise can show individuals that they indeed have mental models and show them how those models play an active part in sometimes negative interactions with people, not only do these people become aware of their mental models, but they begin to acknowledge why dealing with these assumptions is imperative (Senge 2006). In order for good communication between individuals to arise, people need to recognise that in order for the communication process to be effective, mental models must be managed properly, this is done by balancing advocacy and inquiry (Peggy Bronn 2003). Advocacy is the process of communicating an individuals ways of thinking and reasoning in a manner that makes it clear for others (Peggy Bronn 2003). When there is advocacy without inquiry, it only leads to more advocacy, and therefore leads to two individuals stating their ways of reasoning and thinking, they both are keen to here the others views, but do not inquire into what they are saying because they believe that what they are saying is ultimately the best way of thinking. A way to tackle this, is through the process of inquiry. Inquiry engages two individuals into the communication process in a joint learning process (Peggy Bronn 2003). Here the objective is to understand the reasoning and thinking of the other individual, this can be done by asking them questions in order for them to determine the origin for their conclusions and statements (Peggy Bronn 2003). Individuals can do this by asking questions such as; What is it that leads you to that position? and can you illustrate your point for me? (Senge 2006). Thus, it is evident  that grasping the skill of balancing advocacy and inquiry, is highly advantageous in interacting with other individuals, especially those you meet for the first time. CONCLUSION: Therefore, it is imperative and highly advantageous for us to question our mental models in everyday situations, such as meeting people for the first time, as it will deter us from automatically making assumptions and making generalisations. Through acknowledging leaps of abstraction, using the left-hand column technique and also personally mastering the skill of balancing advocacy and inquiry, we can learn to question these mental models, and thus questioning whether or not they really do hold their value in our world. Thus, when we meet a person for the first time, before we make assumptions and generalisations, we may need to recognise our imbedded mental models and learn to question them, therefore aiding the process of communication to be a positive experience. REFERENCE LIST: Bochman, DJ Kroth, M. 2010, Immunity to transformational learning and change, _The Learning Organization,_ vol. 17, no. 4, pp. 328-342. Chermack, TJ 2003, Mental models in decision making and implications for human resource development, _Advances in Developing Human Resources,_ vol. 5, no. 4, pp. 408-422. Karp, T 2005, Unpacking the Mysteries of Change: Mental Modelling, _Journal of Change Management,_ vol. 5, no. 1, pp. 87-96. Kim, DH 1993, The Link Between Individual and Organizational Learning, _Sloan management review,_ vol. 35, no. 1, pp. 37-37. Peggy, SB Bronn, C 2003, A reflective stakeholder approach: Co-orientation as a basis for communication learning, _Journal of Communication Management,_ vol. 7, no. 4, pp. 291-303. Senge, P 2006, Mental Models, _The fifth discipline: the art and practice of learning organizations,_ rev. edn, Doubleday, New York, pp. 163-190. Senge, PM 1992, Mental Models, _Planning Review,_ vol. 20, no. 2, pp. 4-4. Unknown 1997, What are Mental Models?, _Sloan management review,_ vol. 38, no. 3, p. 13.

Can We Stop School Violence? Essay -- Mass School Shootings Essays

Violence in American schools is escalating faster than a speeding bullet. Society demands that schools be safe for our children, yet recent events indicate we need to escalate our efforts to prevent violence in schools at the same time address violence in the larger community. Crises involving sudden violence in schools are traumatic in large measure because they are unexpected. The shrapnel from bullets fired on school grounds have a way of touching the life's of many. In the wake of such a crisis, members of the school community are asked-and ask themselves-what could have been done to prevent it. Coordinated school efforts can help. But the solution does not just rest in the schools. Together we must develop solutions that are community-wide and coordinated, that include schools, families, courts, law enforcement, community agencies, representatives of the faith community, business, and the broader community. Wilmer Cody, Kentucky Commissioner of Education (Dwyer et. al.) To make our schools safer, everyone can and must pitch in-- teachers, parents, students, policy makers, law enforcement officers, business managers, faith leaders, civic leaders, youth workers, and other concerned community residents. Everyone who cares about children cares about ending violence. It is time to break the silence that too often characterizes even the most well-meaning school communities. Research and expert-based information is available for school communities to use in developing and strengthening programs that can prevent crises. School safety is everyone's job. Each of us can do something to help solve the problem. It's a problem we all must work together to solve. The Department of Education and the Department of Justice warns... ... Ph.D., Parachini A., Hernandez F., Ph.D., Cody M., Ph.D., Davis D. "From Words to Weapons, the Violence Surrounding our Schools." American Civil Liberties Union of Southern California. 22 April 2001 <http://www.aclu-sc.org/school.html> Dwyer, K., Osher, D., and Warger, C. (1998). "Early warning, timely response: A guide to safe schools." Washington, DC: U.S. Department of Education. 22 April 2001 <http://www.cecp.air.org/guide/guidetext.htm> Kaufman P., Chen X., Choy S.P., Chandler K.A., Chapman C.D., Rand M.R., and Ringel C. NCES 99-251/NCJ-1 72215 "1999 Annual Report on School Safety." Washington, DC: 1998 U.S. Departments of Education and Justice. 21 April 2001 <http://www.ed.gov/offices/oese/sdfs/news.html> National Crime Prevention Council. Washington, DC "Stopping School Violence."Â   20 April 2001 http://www.ncpc.org/2schvio.htm

Personal Is Political Essay

Should the state have the power to decide whether or not woman can have an abortion. Abortion is a controversial issue and always induces very emotional reaction. In many countries it is illegal and banned. People try to soothe their remorse and avoid literally speaking that abortion is killing unborn, defenceless human being. Should state interfere with termination of pregnancy or let women decide for themselves? First of all, no one has right to kill another person, it is not restricted only by religion or by law, but by basic human rights to live and these right should be respected. In my opinion as a woman, abortion is crime and it should be banned. Pregnant women, who are emotionally involved in this situation, should not be able to make a rational decision. They are afraid of financial problems, difficulties with birth and upbringing a baby. Moreover, it happens sometimes that they under pressure and try to help men not taking responsibility of the baby. They need support from family, beloved man or psychologist help. Secondly, restriction in law can save many human beings. If mother does not want her child, she has an alternative – can allow adopting her baby by people who have problems with procreation. This solution can make that baby find a new, loving parents, who provide for him appropriate conditions for intellectual and personal development. Adoptions could save money which are spent by government on in vitro fertilization. On the other hand, feminists fight for their right to make decisions about their bodies and unborn child. It should be acceptable in certain situation – when life of mother or child is in danger or when woman was victim of rape or she is mentally disabled. But they do not consider, however, if abortion is safe for women’s health. It can cause problems in conceiving in future and makes women vulnerable to miscarriages. Moreover, one also does not take into account spillover effects, for instance constant feeling of guilt, remorse, shame, depression, insomnia, obsessive thoughts about the baby she might have had. To sum it up, I strongly believe that state should prohibit abortion and leave women with pro-life decision. The proper sexual  education, availability of contraception and awareness that human embryo is not a unnecessary part of female body could help to lower abortion rate in future.

Is Gay Parenting Bad for the Kids?

â€Å"Is Gay Parenting Bad for the Kids? † In the society we live in today, many people believe that being raised by a homosexual or lesbian couple isn’t a good thing for the children. Based on the article â€Å"Is Gay Parenting Bad for the Kids? † it seems to me that Charles C. W. Cooke (the author) and Dr. Mark Regenerus also believe that gay parenting is a bad thing. In the article, Cooke says that gay parenting is a bad thing because, â€Å"the child(ren) will end up different† or â€Å"the children are going to be missing at least one of their biological parents and they might experience some instability.Even though this article is defending the fact that gay parenting is bad for children, there are a few key points that challenge this statement because I believe that homosexual and lesbian couples are just as good as heterosexual couples when it comes to raising children. The first key point is that the article states that, â€Å"two women parents better on average than a woman and man, or at least than a woman and man with a traditional division of family labor. † This statement is basically saying that two women (on average) are better when it comes to staying in a relationship when it comes to raising children.Most heterosexual couples divorce even though they have family together, but lesbian couples continue to work things out in spite of their kids. That is a point that makes a comparison between lesbian and heterosexual couples. The next point is that, â€Å"children raised by homosexual or lesbian parents are as likely as children raised by heterosexual parents to be healthy, successful, and well-adjusted. † This means that no matter what sexual orientation the parents are, the child is not going to become a failure in life. They are still going to go to school, graduate, and become something in life.Just because the parents didn’t graduate doesn’t mean the child won’t graduate. Just because the parent didn’t become something in life doesn’t mean the child won’t. The last reason is that â€Å"marriage between gay partners will enhance the family’s stability and therefore be good for the children. † This also proves that there is nothing wrong with homosexual or lesbian couples being parents. I feel as long as the family is stable, then it shouldn’t matter if the parents are homosexual, lesbian, or heterosexual. In my opinion, I think that it has nothing to do with the children. I think that it is just a stereotypical issue.Many people feel that because in most states gay marriage is not legal (yet) that homosexuals and lesbians shouldn’t be parents. This article challenges and defends whether or not gay parenting is bad for the children. Even though majority of the article is against gay parenting, the challenging points stand out more than any of the other evidence. In conclusion, I do not think that gay parentin g is bad for children. When the children start to understand what is going on, they have their own choices to make on whether to be stable and become something in life or worry about missing a biological parent and becoming unstable.