Gone With the Wind an Example of the Topic Literature Essays by

Gone With the Wind I chose to watch the movie, Gone With the Wind, a 1939 release, which originally had been a Pulitzer Prize winning novel by Margaret Mitchell. The film was produced by David Selznick, Directed by Victor Flemming and released by MGM. It starred Clark Gable and Vivien Leigh as Rhett Butler and Scarlett OHara, with Leslie Howard as Ashley Wilkes and Hattie McDaniel as Mammy and a superb supporting cast including Olivia de Havilland and Butterfly McQueen. It is a drama set in the antebellum and post-bellum American Southland and divided into halves. It deals with the prewar era and the events of the Civil War in part one and then depicts the events after the war ended in part two. Need essay sample on "Gone With the Wind" topic? We will write a custom essay sample specifically for you Proceed The movies premier was held on December 15, 1939 at the Loews Grand Theater in Atlanta, Georgia. For three days prior to the event limousines and celebrities descended on Atlanta. Stars arrived and were filmed doing charity work to ingratiate themselves with a gullible public (tags.library.upenn 2005). The promotion of this move, along with the accompanying hype and ballyhoo began before the filming, when Selznic, ever the showman, launched a nationwide search for the right woman to play the irrepressible Scarlett OHara, who had become legendary in the eye of the public by way of Mitchells hugely successful novel. While the role of Rhett Butler was cast relatively quickly, with the plum going to Clark Gable, the role of Scarlett was not cast until after shooting had begun, so the legend goes. Rumors circulated that the American actress, Paulette Goddard, had been called back time after time to retest, giving the public the idea that she was not only the front runner, but likely had been cast and the official announcement was being withheld to heighten the suspense. The story goes that Selznicks brother brought the English actress, Vivien Leigh, to the set the night they burnt the back lot of old sets to create the films stupendous footage of the burning of Atlanta, and introduced her to his brother as Scarlett OHara. Leigh has confirmed the story in interviews (Leigh, V. nd). One of the movie's most enduring myths is that Leigh was a last minute discovery after filming had already started (the "burning of Atlanta" scene). The truth is that Selznick masterminded a free publicity campaign of Who will play Scarlett? by keeping Leighs participation a secret till the last minute. Among Selznicks many memos is the one dated as early as 1937 that had Leigh secured in the role (LeninImports.com nd). The American public was stunned with the announcement that an English woman was to be cast in the role of the decade, if not the century. Scarlet was to become an American institution. She is a southern belle. It did not seem possible that anyone but an Ame rican actress could do her justice. In defense of Miss Leigh, she took the role of Scarlett OHara and made it her own. Clark Gable, on the other hand, seems to have not wanted the coveted role and is said to have considered asking Margaret Mitchell to remove him from consideration. Perhaps in hindsight, he doth protest too much. He has said in interviews that he found he had won the role by reading of it in the newspaper. Olivia de Havilland has said that Hollywood insiders tried to dissuade her from the role, saying that the movie was doomed to be a box office failure (Annas Tribute to Gone With the Wind nd). David Selznick, a showman on the scale of the great P.T. Barnum, promoted the film, considered one of the most important American movies ever produced. Such hype and promotion are not seen today. It was only possible under a now defunct star-system. Works Cited Annas Tribute no date Gone With the Wind Retrieved 10-9-2007 from:http://scarlett745836.tripod.com/scarlett745836/id21.html Gable, C. no date Interview: Rhett Retrieved 10-9-2007 from: http://scarlett745836.tripod.com/scarlett745836/id16.html Leigh, Vivien no date Interview: Scarlet LeninImports.com no date Gone With the Wind: Victor Flemming 1939

Gender, Management and Leadership The WritePass Journal

Gender, Management and Leadership Introduction Gender, Management and Leadership ). Her dominating behaviour helps Anne Wintour make sure that all business processes are controlled and monitored. However, Seperich and McCalley (2006) argue that the â€Å"fear of the boss† among employees may result in obstruction for creativity emergence, which is an integral part of business process in the fashion editing industry. Anne Wintour’s leadership style is driven by her willingness to bypass gender lines. This implies that she is willing to decrease the significance of sexism in the context of management and leadership (Daily Mail, 2011). Conclusion This paper was written to demonstrate differences in the leadership styles between the male and female CEOs. Anne Wintour of Vogue USA and Larry Page of Google Corporation were discussed and analysed. As a result of the case study analysis, it has been concluded that authoritative and democratic types of leadership work well in the context of organizational performance. This is mainly due to the fact that both companies have maintained a stable financial growth, and have acquired an international brand reputation. As a result, even though the authoritative leadership style of Anne Wintour might be considered as an obstacle to the productivity of the company; whereas Larry Page’s introvert character has also negatively affected Google’s performance, the vision of these leaders drive the success of the related organizations. Further research would be required to determine whether authoritative or democratic leadership styles are more suitable to particular genders. Also, the limitation in this analysis is that CEOs from different industries and with different leadership styles have been chosen. This may have led to analysis bias. References Abiodoun R. (2010). Leadership Behavior Impact on Employees Loyalty, Engagement and Organizational Performance. Author House: USA Bloomberg. (2012). Ambassador Anna Wintour Would Make the U.S. Look Good. Available: bloomberg.com/news/2012-12-04/ambassador-anna-wintour-would-make-the-u-s-look-good.html (Accessed on 6/2/2013) CNN Money. (2011). What would Larry Page do? Leadership lessons from Googles doyen. Available: http://management.fortune.cnn.com/2011/04/18/what-would-larry-page-do-leadership-lessons-from-googles-doyen/ (Accessed on 6/2/2013) Daily Mail. (2011). Anna Wintour claims she is not intimidating Vogue interns may beg to differ. Available: dailymail.co.uk/femail/article-2030249/Anna-Wintour-claims-intimidating-Vogue-interns-beg-differ.html#axzz2KDbDbfUR (Accessed on 6/2/2013) Everett A., (2011). Benefits and Challenges of Fun in the Workplace. Library Leadership and Management, 25, 1, 1-10 Google Official Website. (2013). Available: www.google.com (Accessed on 6/2/2013) Lewin, K., Lippit, R. and White, R. (1939). Patterns of aggressive behavior in experimentally created social climates. Journal of Social Psychology, 10, 271-301 Manning G., Curtis K. (2003). The Art of Leadership. McGraw Hill: USA Manlow V. (2009). Designing Clothes: Culture and Organization of the Fashion Industry. Transaction Publishers: USA Northouse, P. G. (2010). Leadership, theory and practice. (5th ed.). Thousand Oaks, CA: Sage Publications, Inc. Seperich G., McCalley R. (2006). Managing Power And People. M.E. Sharpe: USA Vogue Official Website. (2013). Available: www.vogue.com (Accessed on 6/2/2013)

Competitive use of technology Essay Example | Topics and Well Written Essays - 3500 words

Competitive use of technology - Essay Example For attaining these purpose organizations across the globe are bringing innovations by effectively using new technology and enhancing the role of information system (IS) and information technology (IT) (Stair, and Reynolds, 2009). Furthermore these information system and information technologies are being used as a weapon to gain competitive advantage over the rivals (Avlonitis, and Karayanni, 2000). Conventionally businesses used to practice and use IT and IS systems specifically for data processing but things got change as various innovations came forward. With the advent and rapid growth of internet and global economy, the role of IT and IS showed ameliorations, as the concept of economic growth and expansion of businesses around the globe is very much related to effective use of technology with reference to successfully implanting and using IT and IS systems intelligently (Ward, & Peppard, 2002). At present businesses that are effectively using information technology and other co mpetitive technologies are amongst the global leaders in their respective domains. As these businesses have garnered understanding that competitive use of technology is going to create win-win situation for the

Meaning of Socratess Claim Essay Example | Topics and Well Written Essays - 1500 words

Meaning of Socratess Claim - Essay Example The essay "Meaning of Socrates’s Claim" analyzes Socrates's statement, â€Å"the unexamined life is not worth living† which is a clear representation of the deeply principled arguments that are rooted in philosophical life. In order for one to fully comprehend one’s self, relative to the world, it is pertinent that self-examination and self-questioning of one’s life and its foundations. In the case that one chooses not to examine one’s life, they relinquish critical thinking and remain ignorant to their own though process, behaviors, and emotions (Rudebusch). This creates a situation where individuals become merely a passive receiver of experience as opposed to an engage and active exegetist of experience. At the individual level, one has to fundamentally question the very foundations' values that one has inherited from society so as to critically analyze the validity of the basis or foundations of these norms and cultures (Strauss). This requires the deconstructing all the values that one holds, stripping them down to the source, purpose, advantages and disadvantages of the given value. Depending on the conclusion of these results, the value, norm and/or culture can either be discarded, modified or upheld as it was initially. When one lives an unexamined life at the social level, they have no one to observe the individual’s evolutionary process. This is the isolation of man that is damaging to experience. This is because man is naturally tuned to socialize and interact with members of his/her own species.

The reason why celebrities famous 1 Essay Example | Topics and Well Written Essays - 250 words

The reason why celebrities famous 1 - Essay Example Previously, fame was only achieved by those from royal families like Prince Charles. Research also point out that, talent and heroism was also a way of achieving the top visibility. Captain Sully Sullenberger is one of the famous heroes admired globally for landing a plane safely on the river. Celebrities also become famous by regularly appearing in public. Talent and skills are to the main aspects that drive their fame to such people. Study reveals that such approach is known as attributed celebrity. Some of the people who have become famous using such approach are Paris Hilton. She has neither talent nor skills, but she is famous. They use social media, magazines and TV shows to spread any information about their life and so they become famous. Others who have been on the public eye earlier engage on activities that make them increase their visibility. David Beckham is a well-known celebrity who has increased his fame by participating on programs that make them more famous. However, some have tried to take shortcut or do something extraordinary to become famous. Study talks about a 6-year-old boy who was thought to have floated on air balloon. Later he was found inside the garage, the authorities realized it was makeup case to make the family famous. In conclusion, fame or attention is that entire human race is trying to achieve at all cost. In addition, the study reveals that previous aspects such as talent and skills are not the only ways of achieving fame. People have devised other ways such as gossiping on social

A Health Promotion Program Proposal Health And Social Care Essay

A Health Promotion Program Proposal Health And Social Care Essay There are many substance abuse and mental health organizations throughout the country but minimal effort has been expended in targeting Human Immunodeficiency Virus (HIV) prevention programs toward people with mental illness and chemical dependency. The severely mentally disabled population are at a higher risk for HIV infection than the general population (Perehenets, Mamary, Rose, 2006). HIV prevention programs are at a commodity and rarely within this vulnerable population recognized as a sexually active population let alone at risk of HIV infection. In the health promotion program the proposed program will be a prevention case management approach to reducing the incidence of HIV in people with mental illness or dual diagnosis. The program will include a variety of professional health services, psychiatric care, and individually tailored education on HIV, other sexually transmitted diseases, and safer sex, as well as drug/alcohol treatment as needed. Health promotion being the obj ective of this program there will be active progress to reduce HIV infection among mentally ill and substance abusing population. The process will include working individually with each client to facilitate the identification and modifying risky behaviors, while also treating mental illness and substance abuse issues in an active effort to improve wellness (Aids Alert, 2008). In Cleveland, Ohio, there is a limited effort directed toward addressing the issue of HIV/AIDS among people with mental illness and chemical dependency. At the same time, there is a growing phenomenon of HIV transmission through sexual activity among the severely mentally disabled individuals. Mental illness does not increase risk in and of itself, a person with mental illness can, of course, engage in high risk behaviors for HIV infection. Studies of people with Severe Mental Disabilities show that between 4% and 19.4% are HIV positive. In all cases, the seroprevalence rates among people with mental illness are higher than that of the United States population in general (Courns et. al., 1991; Sucks et.al.,1992; Susser, Valencia, and Conover, 1993). It is critical for the severely mentally disabled clients to be provided with adequate education about HIV/AIDS and prevention strategies. The typical severely mentally disabled client suffers from a severe thought disorder exhibiting periods of active mental illness and remission. Active periods may include symptoms such as hallucinations or paranoia. Negative symptoms, which appear during remission, may include anxiety, depression, or impairment in thought (DSM IV). During periods of active illness, a client is less likely to engage in unsafe sex or other high-risk behaviors. During periods of remission, however, a client may resort to sex and/or drug using behaviors in an attempt to self-medicate (Aids Alert, 2007). Ironically, one of the periods of greatest risk is when a client receives effective case management, including medication and counseling. Researching agencies across the United States it was found that rarely did individuals with severe mental illness have any knowledge of the HIV infection or ways to prevent the spread(Aids Alert 2007). Thus it is critical that severely mentally disabled clients be provided adequate education about HIV/AIDS and preventive strategies. The health promotion project will specifically address three priorities: (1) Promoting Healthy Behaviors and Life Styles, (2) Increasing and improving healthcare, (3) Increasing knowledge. Literature Review A total of six articles reviewed for this project all where consistent in the recommendation to reduce HIV among the severely mentally disabled population. To reduce the transmission of HIV among clients in this population, risk prevention and education are essential (Aids Alert, 2008). A challenge among this population is the continuous need for intensive case management because studies showed following education and risk reduction activities are taught after 6 months at risk behaviors returned (Berkman, Pilowsky, Zybert, Herman, Conover, Lemmelli, Cournos, Koepner, Susser. 2007). In review of the literature one of the weakness is that the reality of sustain prevention behaviors where not demonstrated nor did the articles at hand speak about the need for intensive case management once a person with persistent mental illness present being HIV positive or living with AIDS. Clearly the project being proposed would offer continuous individualized, comprehensive, prevention case management approach, coupled with risk-reduction counseling as well as pre and post counseling for testing for HIV. Prevention Case Management ensures that clients have the necessary infrastructure established in their lives to allow them to focus on treatment and healthy living. The case manager links the client to essential services such as healthcare, housing, entitlements, and training. Assisting in daily living skills, such as budgeting and medication compliance, and acts as a liason between medical doctors and psychiatrists working with the client. Once the client has been linked to resources to meet his or her needs and receives psychiatric care to minimize or control symptoms, then the focus on reducing risky behaviors associated with increased risk of HIV infection. There are many substance abuse and mental health organizations throughout the country but minimal effort has been expended in targeting Human Immunodeficiency Virus (HIV) prevention programs toward people with mental illness and chemical dependency. Conceptual Model The High Risk Prevention Program is based in behavioral science theory. The education and prevention group sessions and prevention case management both use a combination of the AIDS Risk Reduction Model (ARRM) and Harm Reduction theory as a framework to guide interventions. For example, the education portion of the group sessions teaches people what behaviors put them at risk for HIV or other sexually transmitted infection. The participants activiely show the knowledge they are gaining through the High risk, Low risk, No risk game, where a behavior is written on a card and given to each person. Participants are then asked to stand under the sign that shows the level of risk the behavior carries. This is based on the ARRM principle that in order to change behavior, one must first label it as risky. The prevention portion of the group teaches participants how to reduce likelihood of infection through safer sex practices. This is based on both the ARRM principle that a person must make a commitment to change (e.g., use condoms for every sexual encounter) as well as the Harm Reduction principle that people are going to do risky things, so they should be given ways to at least reduce the risk. The ARRM states that the last step to changing behavior is to take action to perform the desired changed (Lanier,M. Gates,S., 1999). The High Risk Prevention Program witnesses this principle in prevention case management clients, since they are seen and intervened upon over a long period of time (sometimes years), whereas group session clients are seen only once. It is essential to provide education about the risk of HIV transmission to practitioner, community members, and clients. All of these groups need to understand what HIV is, how it is transmitted, and how to change risky behaviors in order to prevent infection. Without this knowledge, the disease will continue to be misunderstood and it will continue to spread through people with mental illness and/or substance dependence. Group sessions will be provided at local community organizations that provide mental health and substance abuse treatment, thus reaching a larger community. Experience shows that many people with mental illness are reluctant to go to an unfamiliar place and/or are likely to isolate themselves at home. Staff will provide outreach to homeless drop in centers and group homes to assist in reaching marginalized populations. Providing prevention education materials and the tools necessary for clients to practice prevention and risk reduction techniques nurses and other supportive staff will offer clients a variety of safer-sex products, including condoms, female condoms, dental dams, lubricants, and pamphlets about specific sexually transmitted disease or HIV. Free anonymous or confidential OraSure testing will be provided to participants following each session. In addition to education and prevention seminars, it is important to assist clients through learning, understanding, and implementing a risk-reduction life style. Prevention case management is critical in ensuring that clients have the necessary infrastructure established in their lives to allow them to focus on treatment and healthy living. The case manager will link the client to essential services such as healthcare, housing, entitlements and/or job training. The case manager will assist with daily living skills, such as budgeting and medication compliance, and act as the constant between medical do ctors and psychiatrists working with client. Project Goals and Objectives The first goal will be to increase knowledge and awareness around HIV and other sexually transmitted disease and prevention models, such as safer sex practices to clinical staff. The objective will be to provide education session about HIV and other sexually transmitted disease to employees and interns to ensure internal agency staff members are informed with accurate knowledge about high-risk behaviors associated with HIV and STDs. A secondary objective for this goal will be for staff members comfort and capability to talk with clients about sexual behaviors and HIV/STD prevention. The second goal will be to decrease behaviors that put people with mental illness and substance abuse problems at risk for HIV infection through comprehensive case management while supporting clients physical, emotional, social and mental health. The first objective will be to provide prevention case management services to 45 unduplicated clients. The intervention will be providing case management services to 30 clients each month, with overlap from month to month ( the average number of case management encounters will be two per client, per month). The second objective for the goal number two is to provide prevention and education sessions to One hundred and Eighty clients. With mental illness and/or substance use to increase knowledge about high risk behaviors associated with HIV/AIDS, other sexually transmitted disease, and safer sex. The intervention will be for multidisciplinary staff to provide prevention education sessions. Seminars will rotate through the community and will be held throughout the year, with an average of one seminar per month. Free, anonymous HIV testing will be provided through collaboration with an established testing provider. The outcome will be that clients achieve an increase in knowledge and awareness of issues around HIV, other sexually transmitted disease and safer sex, as evidenced in pre post test result analysis. Evaluation Component Evaluation of the projects success has two components. The first component is a pre/post test to assess clients knowledge of HIV, safer sex, and sexually transmitted disease. This evaluates the Education and Prevention component of the Project. Post-test scores that are higher than pre-test scores will show that the Education and Prevention session improved the participants knowledge of HIV, and other sexually transmitted diseases and safer sex. The second evaluation component is a documented review of client goals. This evaluates the Prevention Case Management component of the project. After establishing rapport with the client, the Prevention Case Manager will collaborate with the client to formulate a personal goal about HIV or other sexually transmitted disease risk reduction or safer sex. Typically, the Prevention Case Manager checks in with the client about this goal at each session to evaluate one or more of the following: the clients knowledge about HIV and prevention, his or her attitudes about changing risky behaviors, and skills available to implement a change. There is a formal written review of the clients goals that takes place every ninety days and is kept in the clients record. Progress is determined by both the clients personal assessment of his or her achievements and the Prevention Case Managers clinical opinion. Optimal outcomes in Prevention Case Management evaluation will demonstrate increase in condom use, cessation of injection drug use, or decreased number of sexual partners. Barriers and Challenges The adoption of Evidence Based Interventions can be best implemented under real-world conditions. The agency implementing the change must also have the ability to offer capacity building activities for the adopters of the intervention. Just adding responsibility to staffs all ready full scheduled can be a barrier to the motivation and successful implementation of the interventions. The level of care also needs to be assessed when offering Prevention Case Management when in fact the client is aligned in needed intensive case management simply to manage basic needs and this intervention would not have any significant change in behavior. The severly mentally ill client will present with challenges of psychiatric stability and that does need prioritizing. Successful behavioral change is not a one-time event. Change occurs over time, and with small steps which accumulate to make large differences. Change must be maintained over time and interwined into the culture of the person and their support system. The clinicians must remain flexible and meet their clients where they are moving them to risk free behaviors in their time line, pulling on their strengths. Nurses must expand their efforts to design and implement interventions which support promotion of health and prevention of disease and disability. Preventing and staying healthy is complex, focus is not only on the client but their family, their support system and their beliefs. The nurses approach needs to be comprehensive looking at primary, secondary and teritarty levels of prevention and involve the client and community in the planning. The Aids Risk Reduction Model allows the nurse to understand and predict clients behavior including how they use and adhere to recommended therapy. Health promotion being the objective of this program there will be active progress to reduce HIV infection among mentally ill and substance abusing population. The process will include working individually with each client to facilitate the identification and modifying risky behaviors, while also treating mental illness and substance abuse issues in an active effort to improve wellness (Aids Alert, 2008). .

Victors Destruction in Mary Shelleys Frankenstein Essay -- Frankenst

Victor's Destruction in Mary Shelley's Frankenstein Mary Shelley, in her book Frankenstein, makes several allusions to the fact that Victor Frankenstein is usurping the role of God in bringing his creature to life. The point of the book seems to be that a human who attempts to usurp the role of God will be heavily punished. Victor Frankenstein is severely punished. He loses everyone he loves before perishing himself in the arctic wastes. But did he really "play God" or did he merely unleash his own id and destroy himself? Allusions to Frankenstein's identification with God are sprinkled liberally throughout the book. From an early age Frankenstein identifies himself with God through his study of metaphysics. "It was the secrets of heaven and earth that I desired to learn (23)," Frankenstein says. From an early age it was the metaphysical secrets of life and death that obsessed Frankenstein. It was this interest that led him to study the alchemists. A choice that he believed brought about his own downfall. Frankenstein fears for his sanity. He exhorts us more than once to "remember that he is not recounting the visions of a madman (37)." Yet he fears so much that he will be thought mad that he doesn't reveal that his creature killed William, even though it means the death of Justine, who was wrongly convicted of the murder. Frankenstein protests his own sanity so strenuously throughout the book that one begins to wonder if he is, in fact sane. The image of Frankenstein as God is reinforced in the dialog between Victor and the creature when they meet on the summit of Montanvert (Chapter 10). The creature says: I am thy creature, and I will be even mild and docile to my natural lord and king if thou wilt also perfo... ...d friend, and the destined mate -- rivals for the affection of his parents and for success. It is significant that Frankenstein, although he knows of the creature's threats, does nothing to protect Elizabeth on their wedding night. In this way he is complicit in her death, and in his own destruction. Frankenstein spends the rest of his life chasing the creature. He seems to want to confront and kill him, but it is not destined to be. In reality Frankenstein ostracizes himself from human society, even traveling to the uninhabitable North Pole. He never catches his creature. Instead he wears himself out, dying more of guilt and exhaustion than anything else. The creature, freed by Victor's death, retreats from the inhabited world searching for the death that he hopes will bring him relief. Works Cited Shelley, Mary, Frankenstein. (Bantam Classics, NY), 1981.