The Chocolate War Essays - The Chocolate War,

The Chocolate War The Chocolate War The Chocolate War is a book written by Robert Cormier. It is about a teenaged boy named Jerry and his life as an individual at an all boys catholic school called Trinity. Every year the school sells chocolates to raise money. Every student is meant to sell fifty boxes, and they all do, except for Jerry. Jerry was forced not to sell the chocolates for 10 days by the Vigils, a school gang. At first that's what he planned to do, but as the 10 days went on, Jerry started to feel control over his life and decided to continue not to sell. By doing so, Jerry disobeyed the Vigils and made them look like a bunch of fools. Jerry is a fourteen year old freshman at Trinity. He is 5?9' and 145 pounds. He plays football for the school team. His mother just recently died of cancer and he lives alone with his father. While dealing with his mothers death, Jerry felt that he had absolutely no power or control over his life, that is until he stood up to the Vigils by refusing to sell chocolates. Archie is a part of the Vigils. He plays the role of the assignor. For this job he has to select students and give them assignments. In this case, He assigned Jerry the duty of not selling chocolates for 10 days. Archie is a very powerful and manipulative person and he can turn someone against another in the blink of an eye; Just like when Jerry prolonged his assignment. In the following paragraphs, it will be showed how Archie turned Jerry from a hero, to an outcast and finally, to a victim. Jerry became a hero to all in Trinity. A hero by definition being a man or boy admired for his bravery, great deeds or noble qualities. In this case they looked up to him for his bravery to stand up to Brother Leon and refuse to sell the chocolates, something they all had wanted to do, but never had the guts. For example, in roll call on the first day of the chocolate sales Brother Leon went through each boys name and they were to answer yes or no. Yes meaning they would sell the chocolates and no meaning they wouldn't. Every single boy said yes, except for Jerry, he said no. Brother Leon didn't just let him be, he put pressure on him, tried to make him feel badly about not selling, tried to make him feel guilty. It didn't work though, Jerry stood his ground and stuck be his original answer, NO. At first Jerry's motif not to sell the chocolates was just the assignment given to him by the Vigils, but soon after, that changed. Jerry started to feel control over his life, he started to feel like an individual for once. He also had become recognized by the school as a rebel, and as a leader. For example, Jerry was on the bus and this person he's never talked to before sat down beside him and said, -?Hey, Renault, you got guts, know that ?Boy, you really let Leon that bastard have it. Beautiful.? People he'd never talked to were looking up to him, he couldn't back down after ten days, nor did he want to, so he continued not to sell chocolates, even after his assignment was finished. Jerry's fame didn't last long after he disobeyed the Vigils, due to Archie's ways, Jerry soon became an outcast. An Outcast by definition being a person or animal cast out from home and friends, friendless. When Jerry continued his refusal, he made a mockery of the Vigils, something no one else has ever done. He also unknowingly set the Vigils up for some trouble. The Vigils had made a deal with Brother Leon to support the chocolate sales, and with Jerry standing up for himself like that, things couldn't go on for the better. Other people were bound to follow in his footsteps and that wouldn't be a good thing. Archie had to come up with something quick, so he decided to take charge put Jerry on the spot. The Vigils somehow made chocolate selling the

Critical Analysis on De Tocquevilles Democracy in Essays

Critical Analysis on De Tocqueville's Democracy in Essays Critical Analysis on De Tocqueville's Democracy in America subject = HIS 131 U.S. History I title = Critical Analysis on De Tocqueville's "Democracy in America" Alexis De Tocquevilles Democracy in America delves deep into how the American States and the federal government would grow politically and socially under the umbrella of democracy. He sees the United States as a unique entity because of how and why it started as well as its geographical location. De Tocqueville explains that the foundations of the democratic process in America are completely different from anywhere else on the globe. The land was virginal and the colonies had almost complete sovereignty from England from the very beginning because they were separated by an ocean and financial troubles. The people who came to America were the oppressed and unhappy in England and all were trying to find a place where they could start anew and create a political structure that would facilitate an individual freedom unlike anything that they had previously experienced in Europe. De Tocqueville believed that the nature of democracy in the New World rested within the fact that all of the emigrants were basically from the same social strata, resulting in the first new country where there was no preliminary basis for an aristocracy. "Land is the basis of an aristocracyand [in America] when the ground was prepared, its produce was found to be insufficient to enrich a proprietor and a farmer at the same t ime(41)." He saw that even the soil of America was opposed to the structure of an aristocracy. There were also outside influences lending unvoiced support for the creation of this new democracy. Being an ocean apart from its mother country, who at this time did not have the financial reserves to oversee its colonies, let the Americans govern themselves. If they had not had this sovereignty at the beginning America might have become something completely different than it is today, but that was not the case, so these emigrants now had a fertile place to plant their ideas of a country founded upon the many ideas of the Enlightenment. Another large influence was the lack of neighbors. America had no worries of guarding and protecting its borders because there was not anyone there who could pose a threat. They could put all of their energies toward the creation of their democracy. This democratic nation was to have no aristocracy and only one major division between its people: the North and the South. De Tocqueville saw two very different attitudes in these regions. The North and the South had conflicting views as to how they were going to advance themselves in the economic and political arenas. But the introduction of slavery into labor was the major conflict between the two. "Slaverydishonors labor; it introduces idleness into a society, and with idleness, ignorance and pride, luxury and distressThe influence of slavery, united to the English character, explains the manners and the social condition of the Southern States(42)." With the advent of slavery, the South was creating a class system amongst themselves that would not exist in the other regions of the States. The few Southern founders were granted huge amounts of land with which to work, and instead of diving into the land themselves like the northerners did with their smaller pieces of land. They instead bought slaves and would eventually divide the country in a nasty dispute over their handling of affairs. He realized that the majority of the influences over public policy were the men in the North. They created the first public school system that was to be readily accessible to the majority of the people. The enlightened idea that every man should have access to knowledge was given exercise in this new nation, creating a highly learned society, but one that is not very intellectual. Schools teach specialized skills so that American can enter the work force as soon as possible, but gloss over any areas that have no value in work. Whereas in England, the few who do go on towards a higher education are actually being challenged and forced to expand their minds, higher education in America is available to many, but it is more specialized and very basic. This unlimited quantity, limited quality relationship is seem by de Tocqueville as an inherent part of a democratic society. This is because, "there is no classin which the taste for intellectual pleasures is transmitted with hereditary fortune and leisure and [wherein] intellect [is] held in honor(53)." Democracy is a facilitator of a blended society. The masses will be

The Ethical Code Letter Essay Example | Topics and Well Written Essays - 750 words

The Ethical Code Letter - Essay Example However, there are some unethical practices amongst our outside sales personnel which are of great concern to the management of the organization. For example, our outside sales personnel are fond of receiving gifts from our customers. The management feels that this will compromise the efficiency in the manner in which these people are performing their work (Morgan, 27). Another issue is that the organization wants to increase diversity amongst its human resource personnel. This would include hiring personnel of different races, political orientation, sexual orientation, religious affiliation, and ethnic background. To guide the conduct of our employees based on the factors above their is a need of developing a code of ethics. This code of ethics gives an outline on the general standards of ethics that all the employees of the organization are supposed to follow. In as much as this code will not address or outline all the ethical issues that an employee might face during his or her employment, it is the greatest hope from the management that it will guide an employee in making an ethical decision on a day to day basis (Morgan, 33). Dear employees, the organization requires that all its employees comply with the necessary laws, and regulations that govern the state. This is very important for the welfare of the business organization and that of its employees. For example, when an employee of the organization engages in acts of robbery, then this is a clear violation of the law. On this note, the organization won’t have an option, but to dismiss the employee under consideration. The management of the organization knows that at certain occasions, employees might try to steal from it. However, it is important for the employees to follow the principles set up by consequentialism theory (Morgan, 27). Under these principles, the employee under consideration must ask himself or herself what would be the consequences of the actions under consideration when

How Sexuality is Simultaneously a Personal, Social, Structural, Essay

How Sexuality is Simultaneously a Personal, Social, Structural, Historical and Culturally Specific - Essay Example â€Å"Children sent the wrong message about sex† by Ann Whittaker, dated 6 June 2006, published in Western Morning News (Plymouth), this paper seeks to examine how sexuality is simultaneously a personal social, structural, historical and culturally specific. The paper will discuss how society views these young people and attitudes towards their sexuality. The language used when discussing the context of their sexuality along with the role of sex education and the role of family and society will be discussed. Hormonal changes and social attitudes are key drivers of sexuality. For many young people, sex is something that excites them and an area they wish to explore. The sexual behavior of adults to influences children. Today’s teenagers and children are aware that many adults have sex outside marriage and are often not committed to a single partner. They take a cue from such behavior and believe that it is alright to lead a promiscuous life. (BBC) Driven by advertising images, social communication and other inputs on sexual behavior, young minds are keen to experiment with sex. All the articles accept that social values are fast changing. In the contemporary society, it is generally accepted that young people are likely to indulge in sexual activity before marriage and in sex without commitment. However, the writers of these articles seem to view children and teenagers as vulnerable and immature. While they understand that sexual behavior is an issue of personal choice, as a society they express their concern for these young people and the urgent need to take adequate steps to prevent them from indulging in immature and irresponsible sexual behavior that could leave them scarred for life.

Interpreting Financial Results Essay Example for Free

Interpreting Financial Results Essay Targets mission is for their customer to except the most out of them and to pay less for their products. They plan to achieve this by delivering outstanding values, continuous innovation and exceptional guest experiences. As I have research and interpret Targets Financial Results, I was able to identify some trends they have experiences within the last three years. When it comes to Targets Liquidity Ratio, the pattern shows that from 2011 to 2013 they start up went down and slowly went back up. As for their Efficiency Ratio the trend identifies that from 2011 to 2013 they were still starting high then dropping low and slowly coming back up. Now when it comes to the Leverage Ratio Targets has continuous increase for 2011 to 2013 with just a little decrease in some areas and this also goes for the Profitability Ratio, Market Value Indicator soon. I also had the opportunity to compare the financial results of Target with their benchmarking company Walmart. Once I review Walmarts financial results, I saw some of the same trends target had. I also notice that Walmart has a lot more revenue being generated then what Target does. I have attached a financial ratio sheet which will also confirm and identify the trends of both Target and Walmart.

Inadequate Secondary Education in the United States :: Educational Learning School Essays

Inadequate Secondary Education in the United States ‘Tis education forms the common mind; Just as the twig is bent the tree’s inclined. Pope – Moral Essays Two years ago, I used to work at a photo shop in downtown Philadelphia. Except for me, the only foreigner, there were five Americans working there. Once, we talked about the American life in the beginning of the twentieth century. To support my opinion, I used an example from a short story called â€Å"The Gift of the Magi† by a famous American writer O. Henry. It was a very shocking experience for me to find out that nobody knew who O. Henry was or what he had done for the world literature. Since then, I met a lot of American people with a lack of basic cultural knowledge and, at the same time, with an outstanding professional expertise. Very quickly, I figured out that the root of this problem is in the secondary school education. The American secondary school pays too little attention to producing students with well-rounded education substituting the â€Å"what† with the â€Å"how†. Placing an undue emphasis on the methods of teaching and studying (the â€Å"how†) at the expense of the material being taught and studied (the â€Å"what†) makes the choice of what to teach of secondary importance. A weak and disintegrated curriculum is a source of another problem. Excessive attention to the American culture and inadequate attention to the culture of the rest of the world lead American people to a false confidence in the superiority of the American culture. However, the fact is that American â€Å"high school graduates are ranked low compared to other countries† (Bowsher, 146). Many people may say that I exaggerate the problem, because the United States is one of the most technologically advanced countries in the world and this fact is directly associated with a quality education. As to some lack of cultural education, they say, it can be filled at the higher educational level in college. Thus, these problems cannot be so global. Unfortunately, they are just so global. Evidently, the college education in the United States retains high standards that enable the U.S. to maintain its technology at the cutting edge. But students coming from high schools are often not ready for a more advanced study and must waste their time in noncredit courses (Burstein, par. 1). Alexander Burstein, an Assistant Professor of Mathematics at the Iowa State University, describes his view of this situation: Inadequate Secondary Education in the United States :: Educational Learning School Essays Inadequate Secondary Education in the United States ‘Tis education forms the common mind; Just as the twig is bent the tree’s inclined. Pope – Moral Essays Two years ago, I used to work at a photo shop in downtown Philadelphia. Except for me, the only foreigner, there were five Americans working there. Once, we talked about the American life in the beginning of the twentieth century. To support my opinion, I used an example from a short story called â€Å"The Gift of the Magi† by a famous American writer O. Henry. It was a very shocking experience for me to find out that nobody knew who O. Henry was or what he had done for the world literature. Since then, I met a lot of American people with a lack of basic cultural knowledge and, at the same time, with an outstanding professional expertise. Very quickly, I figured out that the root of this problem is in the secondary school education. The American secondary school pays too little attention to producing students with well-rounded education substituting the â€Å"what† with the â€Å"how†. Placing an undue emphasis on the methods of teaching and studying (the â€Å"how†) at the expense of the material being taught and studied (the â€Å"what†) makes the choice of what to teach of secondary importance. A weak and disintegrated curriculum is a source of another problem. Excessive attention to the American culture and inadequate attention to the culture of the rest of the world lead American people to a false confidence in the superiority of the American culture. However, the fact is that American â€Å"high school graduates are ranked low compared to other countries† (Bowsher, 146). Many people may say that I exaggerate the problem, because the United States is one of the most technologically advanced countries in the world and this fact is directly associated with a quality education. As to some lack of cultural education, they say, it can be filled at the higher educational level in college. Thus, these problems cannot be so global. Unfortunately, they are just so global. Evidently, the college education in the United States retains high standards that enable the U.S. to maintain its technology at the cutting edge. But students coming from high schools are often not ready for a more advanced study and must waste their time in noncredit courses (Burstein, par. 1). Alexander Burstein, an Assistant Professor of Mathematics at the Iowa State University, describes his view of this situation:

Lady Macbeth Is the Real Villain of Macbeth Essay

Shakespeare’s Macbeth explores the notion of villains through its key characters and throughout the play the audience is left wondering who is actually the ‘real’ villain. Lady Macbeth seems to portray certain characteristics of a villain and appears to have evil intentions and Macbeth is also perceived as a villain due to his violent rampage. Nevertheless, both Macbeth and his wife have a conscience and they realize what they’ve done wrong. With this considered, it is ultimately the witches who are the true villains as they continue to encourage Macbeth on his murderous journey and they are soulless as they have a sense of what is right and wrong, however they find pleasure in disrupting the natural order. During the exposition act, Lady Macbeth immediately displays certain characteristics similar to a villain, and she appears to have evil intentions. Since she fears that Macbeth is too full of â€Å"th’ milk of human kindness† to take the steps necessary to make himself king, her attitude becomes very strong and forceful and she states â€Å"unsex me here, and fill me, from the crown to the toe, top-full of direst cruelty! Make thick my blood† which presents her evil intentions as she desperately wants the crown for her husband, and does so in a dark way to emphasize the supernatural world as she would put aside her natural femininity so that she can do the bloody deeds in order to seize the crown. It also seems to be Lady Macbeth that is the â€Å"spur to prick the sides of [Macbeth’s] intent†, as she is adding to his â€Å"vaulting ambition†. Moreover, she belittles her husband, as she believes he needs to be â€Å"more the man†, and portrays herself as a woman who is capable of doing something unthinkable. At the beginning of the play, Macbeth is introduced as a â€Å"brave† and â€Å"worthy gentleman†, as he fought bravely and was loyal to his king. However, the witch’s prophecies affect his ultimate desire to become â€Å"king hereafter†, and he begins to display certain characteristics associated with a tragic hero, thus being a fatal flaw. In Macbeth’s situation, his fatal flaw is his â€Å"vaulting ambition† for power. This is the point in the play when he is viewed as a villainous character, as he sets out on his violent rampage and commits murder, therefore putting the entire kingdom in danger. Furthermore, Macbeth has the opportunity to decline his wife’s temptations, however his hunger for power takes its toll on him and he continues on his murderous journey. As the play progresses, the audience is able to see Macbeth’s and Lady Macbeth’s decline. Another thing that they also notice is that Macbeth and his wife have a conscience; more specifically a guilty conscience. They actually realize what they’ve done wrong, and a terrible amount of guilt washes over them. Lady Macbeth’s guilty conscience was evident when she began getting flooded with nightmares and she would sleep walk as well as always talk about the stained blood on her hands, and how she is trying to wash it off. This idea of blood refers to guilt. â€Å"Out, damned spot! † shows that she is struggling to remove the guilt from her hind. She also emphasizes that it’s impossible to remove the blood as she states â€Å"all the perfumes of Arabia will not sweeten this little hand†. Towards the end of the play, Macbeth realizes the evil he has committed and he is portrayed as a victim to his own ambitious and greedy actions. Due to this realization, Macbeth is viewed as a tragic hero, and at the end of the play the audience notice his emptiness – â€Å"I have lived long enough: my way of life is fallen into the sear, the yellow leaf, and that which should accompany old age as honour, love, obedience, troops of friends.. †. Seeing as Lady Macbeth or Macbeth weren’t the ‘real’ villains of the play, it makes way to present that the witches were the real villains. The witches were the ones who ultimately manipulated and tricked Macbeth to kill King Duncan, Banquo, the Guards and many other people. Everything the witches do eventually lead to Macbeth’s downfall and therefore they are responsible for his demise. They continue to encourage Macbeth on his murderous journey and are displayed as soulless characters, as they have a sense of what is right and wrong, however they choose to find pleasure in disrupting the natural order as they believe that â€Å"fair is foul and foul is fair†. Therefore, Lady Macbeth isn’t the real villain of the play. Although she has evil intentions and holds villainous characteristics, she has a conscience and becomes extremely guilty of her actions. The audience is left wondering who the ‘real’ villain is, and some may think it’s Macbeth, however Macbeth is a tragic hero as he realizes the crime he has committed, yet he still fights until his very last moment. The witches are certainly the real villains of this play as play upon the motives of Macbeth, therefore being responsible for his downfall, and they enjoy disrupting the natural order. With this said, it is quite evident that Lady Macbeth is not the real villain of the play.