Jim Morrison And Order & Chaos :: essays research papers fc

Jim Morrison’s life is full of twists and turns. Yet, despite this he still managed to keep control of himself to create well-organized works of music as well as his poems. His social life started out to be the safe variable and when he was on stage he let loose giving crazy shows for the audience. As his life went on his two lives began to blend into one big blunder where you could only see tiny specs of so-called order. As well as Jim’s life , the time he lived in behaved the same way. Order in the country was there, but its people and its government showed moments of chaos and even rejection of the government itself. Major things were happening and people were reacting in sometimes extreme ways. The sixties were jam packed with events showing disorder. In this way we can relate it to one who lived the time. Jim Morrison’s life was full of diversity, order and chaos, just like the times he lived in, the sixties.   Ã‚  Ã‚  Ã‚  Ã‚  Jim’s life began as a story of order and chaos. His father was a career militarist, which brought the order of the military. This job brought a lot of moving and relocation which through Jim’s childhood out of sync. Jim started his life in Clearwater, Florida. Then he moved to Washington D.C., and then on to Albuquerque, New Mexico. Jim’s family kept moving and moving Jim never had time to make any true friends in any one place (Jones 31). To deal with this Jim acted like; one could say the class clown, so he would be liked. This backfired and kids learned to watch themselves around him. With no true friends Jim found that he had no problem manipulating the ones around him. He was his own individual; he just looked out for himself. Morrison received high marks throughout school even though he didn’t put too much effort into the books and spent a lot of time drunk (34). His parents then enrolled him in St. Petersburg Junior College in Fl orida, but Jim transferred to Florida State University only to drop out and move to UCLA to study film. At the end of the year Jim turned in his film, but he received bad reactions to it and he dropped out of school (Manzarek 60). This made Jim a lot more eligible to be drafted so he moved to Venice just south of Santa Monica.

‘Disraeli did infinitely more for the working classes than Gladstone.’ Do you agree?

Both men, who served as Prime Ministers, reformed many institutions with many of them effecting the working class like education (bringing up the working class), trade union (helping the working class fight for work wrights), public health (living conditions affecting the working class) and licensing (the way many working class people passed the time), along with the electoral institution (workers being able to vote on the matters which the work upon, such as factory conditions and education).Many historians, such as William Kuhn, argue that William Gladstone, the Liberal Prime Minister, passed many other reforms as well to help the working class, including the Ballot Act of 1872. However, some historians, such as Monypenny and Buckle, say that Benjamin Disraeli, the Conservative Prime Minister, did more to help the working class, including passing the Second Great Reform Act of 1867. The issue of trade union reforms was heavily involved in both Prime Minister's term of offices, to w hich Disraeli seemed to do more for, even though Gladstone provided the building blocks for the reforms.Gladstone was the first PM to recognise the rights of trade unions to exist. His legislation of 1871, the Trade Union Act, gave the unions legal protection and the freedom to exist and collect subs. On first reading, then, it would seem that Gladstone truly understood the concerns of working men and collective security against unscrupulous employers. However, the Act did not allow Unions to go on strike, due to a clause which ‘failed to define intimidation clearly', which even a bad look could send someone to jail, which irritated the Radicals.It was a half-hearted measure that alarmed the Whig-conservative elements and frustrated the hopes of working men, as the interpretation was lost in courts. Many saw it as a pointless decision, and it took Disraeli in 1875 to allow unions the right to strike. Disraeli’s legislation differed from Gladstone’s in that he was much more practical in his social reforms. Gladstone’s reforms required cooperation from the working classes; it places demands on them to respond.Disraeli’s approach was to provide non-controversial legislation that was beneficial to all in society, including letting the Employers and Workmen Act have a clause that accepted that breaches of conduct such as pay and working hours by employers and workmen to be treated as offences under civil law, with even Alexander MacDonald, a trade unionist and a Liberal MP, saying that â€Å"the Conservatives have done more for the working classes in six years than the Liberals had in sixty.†This shows that in trade union reform, Disraeli did more for the working class due to effectively allowing peaceful picketing. Another issue that Disraeli and Gladstone both put reforms into was public health to which it seemed Gladstone did more to help the working class. Gladstone, in 1872, passed the Public Health Act, which establish ed the Urban & Rural Sanitary Authorities for public health in the local areas. This all came from a Commission in 1871 saying that the sanitary laws should be made uniform.Even though these were abolished in a Local Government Act in 1894, the 1872 Act led the way for Urban and Rural District Councils that still run to do run to this day. On Disraeli's attempt, he passed the Public Health Act of 1875, due to the actions of George Sclater-Booth, a Conservative MP for Health. The Act brought together all the previous legislation under a newly established system of power and checks for issues such as sewage/draining and public toilets.This was seen as a massive success due to the fact that there was no public health measures for the next 60 years after the passage of the act. However, with the fact that it he paved the way for local government control that still exists today to help the working class, Gladstone did more to help the working class than Disraeli did in the public health reform. The issue of licensing snuck into both Prime Ministers' time. In both cases, it didn't do any good for the ruling party.For Gladstone's, the 1872 Licensing Act gave JPs the right to grant licenses to publicans, to fix operating hours and check for the adulteration of the alcohol. Gladstone introduced the act due to the commonness of widespread drunkenness in 19th Century Britain. However, it didn't do any good for the Liberals, due to that moderateness of the act which disappointed two Liberal pressure groups of the party (mostly single issue MPs), who thought the act was ‘too lenient'. There is also historical view from Lowe that the Act affected â€Å"a positive permanent shift of the publicans and brewers of the Tory Party.†Lowe then observes that the Licensing Act was major cause of the Liberal defeat in 1874. The same reform ideas went into Disraeli's second term with the Intoxicating Liquoring Act, which again, curtailed opening hours and in the end, pleas ed nobody. Even though both attempts failed to sort out the problem of licensing, Gladstone lost a lot of working class support due to the licensing Act, as there were a number of near riots to enforce closing hours, and as Lowe writes, many brewers went to theTories after the 1872 Act, so Disraeli seemed not to harm the working class as much as Gladstone did to his own party and the working class. An issue the two honourable Prime Ministers shared in working on education, to which Disraeli seemed to do more for the working class. Gladstone's work on the Forster’s Education Act established the principle of universal elementary education. The state was taking on board the responsibility and the costs of educating all children up to a certain age.This had a link with meritocracy because Gladstone wanted the working classes to be aspiring: education would encourage workers to be more reflective and focus on moral and ethical progress, furthering one of Gladstone's aims. This was not necessarily appreciated by the working man and woman. Gladstone’s high-minded ideals were very far removed from the daily experiences of the ordinary family who were trying to scrape together a living. Ensuring that children had to receive schooling meant that there was less money coming into the family household.Disraeli’s Education Act 1876, clarified Forster’s Act, by placing a duty on parents to ensure that their children received elementary instruction in reading, writing and arithmetic; created school attendance committees, which could compel attendance, for districts where there were no school boards; and the poor law guardians were given permission to help with the payment of school fees, giving a way of working class families a chance to get a child in education and made employment of children under 10 illegal, incentivising parents to send their kids off to school.This shows that in education neither Gladstone or Disraeli had any significant under standing of the plight of working class lives especially in a pre-welfare age. However, since Disraeli was able to further the work done by Gladstone, I believe that Disraeli managed to help the working class more, due to that managed to help the working class children get into school. One final comparison between the two figureheads of Gladstone and Disraeli that we can make is the reforms electorally.Gladstone passed the Ballot Act of 1872, which made voting in elections happen by secret ballot and that candidates shouldn't be nominated at the hustings. The Act enhanced the right of the voters to cast their votes without intimidation, which pleased many working class people, as they didn't have to vote to their landlord's wishes. Disraeli however, did pass the Second Great Reform Act, which extended the right to vote still further down the class ladder, adding  just short of a million voters, including many working men, and doubling the electorate to almost two million voters in England and Wales alone.Even though both prime ministers were successful in helping the working class secure their say in government, I believe that Gladstone did more to help the working class, with the upper class getting less voting power with their single ballot and that landlords couldn't compel their tenants to vote the way that they wanted to. There was a reason for the differences in why Gladstone and Disraeli did different things.Gladstone, from his strict religious beliefs, thought that by helping the working class, they would become more moral. In this case, Gladstone's reforms in Licensing were due to the immorality of the large problematic situation he found in drinking houses. As a committed Anglican Christian, he believed that the church, which was the official state religion of the UK at the time, had a important role of defending ‘God's' plan to help people and deter them from sin, and by helping the people, he would be seen as helping ‘God's' creation. Disraeli, on the other hand, perused reforms, which many were compromises on behalf of the elite. One of the main aims of Disraeli was to maintain the traditional aristocratic constitution of the country, and this was seen in many of his reforms, such as the education reforms, which was designed to uphold the ascendancy of squire and parson in rural England. The reforms weren't really meant to help the poor, they were there to help settle a possible class conflict of ideas and interests. There are many historical opinions about who did more to help the working class.There are some, such as Lee, who claim that there was no real worked out legislation programme, more of a typical 19th Century politician â€Å"paying off electoral debt†. For Gladstone, Matthew describes his pattern of reforming as the ‘reforms on the inefficient administrations of the UK,' showing that he reformed to keep government expenditure low and wanted to liberate people from outdated restrictions, like he did with trade union reforms, which were giving trade unions legal protection.In conclusion, I believe that with these categories, I agree that Disraeli did do more, but the word â€Å"infinitely† is too far for my understanding. Even though the reforms were to protect the interest of the aristocrats and gave more the working class, Gladstone gave the building blocks for many of the reforms, such as giving trade unions the legal protection that they wanted and setting the way for local councils with the public health reforms.

Communication in Emergency Management

AbstractEmergency is an event or situation that occurs unpredictably causing damage to man and society. Management of emergencies is not as easy as event management. In emergency management, one has to be quicker, more knowledgeable and more resourceful in dealing with and solving emergency cases.In the same way that event management requires communication among its key persons (organizer, speakers, etc.), emergency management needs more of this element in order to carry out emergency plans well, for an effective damage prevention. The key players in managing well an emergency, namely the doctor, fire chief and police chief, must talk to one another not only to effectively do their part in the emergency management process, but also to be able to minimize as much as possible the damage done or threatening to be done. Emergency Management 101Dealing with emergencies is not a joke. It is a serious and urgent situation requiring immediate action so that no further harm can be made. Emerg ency defined is an urgent situation or occurrence threatening grave damage to man and society (P&I Services, 2006). Although emergencies are unpredictable, they can be dealt with proper knowledge and understanding both in handling the particular emergency and preventing further harm.Emergency management in its simplest sense is the process of managing emergencies or urgent situations. Managing an emergency includes assessment or assistance to affected party/ies, prevention of further damage, preparation for â€Å"after-shock’s†, responding to the situation swiftly and calmly, and recovering from such emergency situations (P&I Services, 2006).Emergency Management PlayersThe key players in the emergency management process are the hospital, fire department, and police department. The heads of these three institutions all contribute their part in the effective management of an emergency situation, and all their contributions greatly affect the success or failure of an emer gency management.Hospitals are health institutions that cater to the physical or biological welfare of people. Their role in emergency management is to ensure the health condition of affected parties. They are very important in a sense that their concern, which is human health, is of great importance to an individual, and in emergencies, threatening this part of human welfare is the first concern of an individual (Canton, 2006).The fire department on the other hand prevents the spreading of fire, the start of one, and minimizes the effects of fire to the people. Fire is a natural need of man to cook food for him, keep him warm, etc. But too much fire can threaten his welfare. The fire department, in the emergency management process, mobilizes fire situation if there is one, and prevents such fire from starting in order to minimize the harm already done.And of course, the police department plays a vital role in the documentation of emergencies. The first thing they do in an emergency situation is to mobilize the vicinity involved in the emergency, organizing the people within the vicinity to maximize the help and assistance they can contribute in the proper and effective management of the disaster at hand.These key players need to work together because even though they work differently, all their actions affect not just one another, but the whole emergency situation itself as well. Effective communication is the key to a productive and optimized management of emergencies.Emergency Management ProcessThe flow of an emergency management is as follows:First is the occurrence of the emergency. Emergencies take the form of major fire or explosion, flood, earthquake, storm or cyclone or twister, dangerous or threatening person/s (stalker/s, kidnapper/s, etc.), civil disorder, gas leak, chemical spill, and others. The initial response emergency management key players is to stay calm. As key players, their mind is in ensuring the welfare of people, particularly others n ot themselves, and not on things (Deakin University, 2006).With an emergency management coordinator around, s/he surveys the scene, before assigning tasks and assignments to his/her key players. S/he will weigh the graveness of each victim’s predicament then prioritize those who need help most at the most immediate time, and only then would s/he delegate the task at hand (Deakin University, 2006).Once the key players see the damage, they do their roles and organize themselves to cater to the needs of people. They start do what should be done to stop or minimize the effect of the crisis and to prevent further harm. The emergency management team would have to do their tasks on the spot since the emergency they are about to accomplish require their immediate attention (Deakin University, 2006).After having briefly dealt with the emergencies, victims are then evacuated to some place near and can accommodate to their needs more attentively.And of course, as emergency coordinator, s/he will gather his/her team and evaluate the work they have just done.Communication During Emergency ManagementThe key players work together, and so they could consider themselves a team. One could not completely accomplish a task if not for the help of another team mate. Their work is seen as a team, not as an individual, and so it is important that they communicate well with one another.The basic way to get them to talk to one another is to give them a reason to do so. Say, ask one of your key players to ask another key player about something. This strategy works when they have just met, and your team is not yet, of course, in the middle of a crisis.People are confident and comfortable in talking with another individual once they know something about them, even just their name. And so, as an emergency management coordinator, it would not hurt to hold an activity on the first meeting. Not only would they know who they work with, but also it gives them the chance to get comfortabl e working as a team, and trust one another as team mates.Many childhood activities do work in order to get the people communicating with one another. People may lack the initiative and confidence to speak to another because of indifference. Games do sound childlike, but then grown-ups find these as guilty pleasures. Name games and getting-to-know-you games are great starts for individuality-introduction activities.It would also greatly help if you, yourself as coordinator, do the talking first. Ask them about their interests, what they do other than the job they have, their history and the like. People talk when they know someone listens. Show that as coordinator, you want to listen, you are interested in your key player, and that you encourage others as well to listen and be interested.The art of talking does not only consist of saying everything about anything, rather saying things that concern your team that are of interest to them. Share your stories, to get them to share theirs , but then do not go overboard. Once they start, let them just handle the flow of the discussion.Another way of having them conversing with one another is setting up bonding sessions. Short, bonding, group activities allow individuals to be loose for a while and be ordinary human beings mindless of their work. Let them have such at the most convenient time, i.e. after a successful emergency management that didn’t take much of their energy that would also serve as a victory celebration. The opportunities are endless.Organizing the Emergency Management GroupOrganizing an emergency management group is not easy. It is a serious matter dealing with serious situations. Such group involves people—normal, social individuals. Thus, communication cannot possibly be taken away from such group. Communication not only strengthens the ties among the members of the group, but also allows them to work more efficiently.ReferencesCanton, L. G. (2006). Emergency management: concepts and strategies for effective programs. New York: Pantheon.Deakin University. (2006 May, 1). Deakin University: emergency management plan. Retrieved December 12, 2007 from http://www.deakin.edu.au/emergency/policies/procedures/Emergency%20Management%20Plan%202006%20Aug.pdfP&I Services. (2006 March, 7). Glossary. Retrieved December 12, 2007, from http://www.emergencymanagement.org.uk/faq/glossaryandacronyms/tabid/2090/Default.aspx

Comparison of Huck Finn and Tom Sawyer essays

Comparison of Huck Finn and Tom Sawyer essays Adventures of Huckleberry Finn, by Mark Twain, is often considered to be the sequel of another Twain work, The Adventures of Tom Sawyer. Both tell the tale of young boys living in the small town of St. Petersburg on the Mississippi River. Huck appears in The Adventures of Tom Sawyer, which was written first, and Tom appears in Adventures of Huckleberry Finn. These boys are good friends and have many adventures together in both novels. There are indubitably many things that Tom and Huck have in common, but they also, like all people, have their differences. How do these characters differ from one another, and more importantly who does Twain want us to prefer? Tom and Huck have a relationship built on mutual respect. They both respect the other to the point of envy. Tom wants to be like Huck and Huck wants to be like Tom. We learn about how much Tom wants to be like Huck by reading The Adventures of Tom Sawyer. We are told that Tom loves Hucks carefree ways and the fact that he does not have to answer to anyone. In the Adventures of Huckleberry Finn, Huck tells us: If I had Tom Sawyers head, I wouldnt trade if off to be a duke, nor mate of a steamboat, nor clown in a circus, nor nothing I can think of (91). Huck greatly respects Toms intelligenceTom seemingly has a plan for every situation and reads many booksand feels that it far surpasses his own. Tom Sawyer is a very meticulous person. Before doing anything, Tom always makes a plan, looking at all his options. He truly embodies the motto he writes on Jims coat of arms; Maggiore fretta, minore alto ... means, the more haste, the less speed (332). Huck, on the other hand is not a meticulous person. On the back cover we read a quote from The Adventures of Tom Sawyer which tells us: Huck waited for no particulars. He sprung away and sped down the hill as fast as his legs could carry him. He never ma...

Boston Consulting Group Bcg Matrix Marketing Essay

Boston Consulting Group Bcg Matrix Marketing Essay BCG is a four celled matrix developed by BCG, USA. It is the most renowned corporate portfolio analysis tool. It provides a graphic representation for an organization to examine different businesses in it’s portfolio on the basis of their related market share and industry growth rates. It is a two dimensional analysis on management of SBU’s (Strategic Business Units). In other words, it is a comparative analysis of business potential and the evaluation of environment. According to this matrix, business could be classified as high or low according to their industry growth rate and relative market share. Relative Market Share = SBU Sales this year leading competitors sales this year. Market Growth Rate = Industry sales this year – Industry Sales last year. The analysis requires that both measures be calculated for each SBU. The dimension of business strength, relative market share, will measure comparative advantage indicated by market dominance. The key theory un derlying this is existence of an experience curve and that market share is achieved due to overall cost leadership. BCG matrix has four cells, with the horizontal axis representing relative market share and the vertical axis denoting market growth rate. The mid-point of relative market share is set at 1.0. if all the SBU’s are in same industry, the average growth rate of the industry is used. While, if all the SBU’s are located in different industries, then the mid-point is set at the growth rate for the economy. Resources are allocated to the business units according to their situation on the grid. The four cells of this matrix have been called as stars, cash cows, question marks and dogs. Each of these cells represents a particular type of business. BCG Matrix   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   10 x  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1 x  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  0.1 x Figure: BCG Matrix Stars- Stars represent business units having large market share in a fast growing industry. They may generate cash but because of fast growing market, stars require huge investments to maintain their lead. Net cash flow is usually modest. SBU’s located in this cell are attractive as they are located in a robust industry and these business units are highly competitive in the industry. If successful, a star will become a cash cow when the industry matures. Cash Cows- Cash Cows represents business units having a large market share in a mature, slow growing industry. Cash cows require little investment and generate cash that can be utilized for investment in other business units. These SBU’s are the corporation’s key source of cash, and are specifically the core business. They are the base of an organization. These businesses usually follow stability strategies. When cash cows loose their appeal and move towards deterioration, then a retrenchment policy may be pursued. Question Marks- Question marks represent business units having low relative market share and located in a high growth industry. They require huge amount of cash to maintain or gain market share. They require attention to determine if the venture can be viable. Question marks are generally new goods and services which have a good commercial prospective. There is no specific strategy which can be adopted. If the firm thinks it has dominant market share, then it can adopt expansion strategy, else retrenchment strategy can be adopted. Most businesses start as question marks as the company tries to enter a high growth market in which there is already a market-share. If ignored, then question marks may become dogs, while if huge investment is made, then they have potential of becoming stars.

420 Essay Example | Topics and Well Written Essays - 250 words - 1

420 - Essay Example In an attempt to free itself from future liabilities associated with the dangerous land, the company sold Love canal to the Niagara Falls School Board. The truth about the serious environmental pollution would emerge later in 1970s after an extensive health survey by an investigative newspaper revealed area residents suffering from multiple mysterious diseases including asthma, epilepsy and migraines among others. Moreover, the rate at which miscarriages were happening in the neighborhood was appalling. Also, many children were born with defects was alarming. In 1978, President Jimmy Carter declared the Love canal incident an emergency and instructed the federal government to relocated 239 households. However, before the relocation, there was laxity of the government to act as government officials dismissed reports about the intoxication of the area. Sadly enough, the government left out 700 households in their relocation program despite clear evidence of toxic chemicals getting close to their homes. However, the remaining lot was later relocated in 1981 after activists mounted pressure on President Carter. The Love Canal incident symbolizes massive environmental pollution through reckless disposal of toxic wastes and its toll on human