The Catcher in the Rye Overview

'The Catcher in the Rye' Overview The Catcher in the Rye, by J.D. Salinger, is one of the most well-known coming-of-age novels in American literature. Through the first-person narrative of teenager Holden Caulfield, the novel explores modern alienation and the loss of innocence. Fast Facts: The Catcher in the Rye Author: J.D. SalingerPublisher: Little, Brown and CompanyYear Published: 1951Genre: FictionType of Work: NovelOriginal Language: EnglishThemes: Alienation, innocence, deathCharacters: Holden Caulfield, Phoebe Caulfield, Ackley, Stradlater, Allie CaulfieldFun Fact: J.D. Salinger wrote a prequel (The Ocean Full of Bowling Balls) that tells the story of Holdens brothers death. Salinger donated the story to Princeton University on the condition it not be published until 50 years after his death- the year 2060. Plot Summary The novel begins with the narrator, Holden Caulfield, describing his experience as a student at Pencey Prep. He has been expelled after failing most of his classes. His roommate, Stradlater, wants Holden to write an essay for him so that he can go on a date. Holden writes the essay about his late brother Allies baseball glove. (Allie died of leukemia years prior.) Stradlater does not like the essay, and refuses to tell Holden whether he and his date had sex. Upset, Holden leaves campus and travels to New York City. He rents a room in a cheap hotel. He makes arrangements with the elevator operator to have a prostitute named Sunny visit his room, but when she arrives, he becomes uncomfortable and tells her that he just wants to talk to her. Sunny and her pimp, Maurice, demand more money and Holden gets punched in the stomach. The next day, Holden gets drunk and sneaks into his family’s apartment. He talks to his younger sister, Phoebe, whom he loves and regards as innocent. He tells Phoebe that he has a fantasy of being the catcher in the rye who catches children when they fall off a cliff while playing. When his parents come home, Holden leaves and travels to his former teacher Mr. Antolinis house, where he falls asleep. When he wakes up, Mr. Antolini is patting his head; Holden becomes disturbed and leaves. The next day, Holden takes Phoebe to the zoo and watches as she rides the carousel: his first true experience of happiness in the story. The story ends with Holden stating that he got sick and will be starting at a new school in the fall. Major Characters Holden Caulfield. Holden is sixteen years old. Intelligent, emotional, and desperately lonely, Holden is the epitome of an unreliable narrator. He is obsessed with death, especially the death of younger brother Allie. Holden strives to present himself as a cynical, smart, and worldly person. Ackley. Ackley is a student at Pencey Prep. Holden claims to despise him, but there are hints that Holden views Ackley as a version of himself. Stradlater. Stradlater is Holden’s roommate at Pencey. Confident, handsome, athletic, and popular, Stradlater is everything Holden wishes he could be. Phoebe Caulfield. Phoebe is Holden’s younger sister. She is one of the few people that Holden holds in high regard. Holden views Phoebe as smart, kind, and innocent- almost an ideal human being. Allie Caulfield. Allie is Holdens late younger brother, who died of leukemia before the start of the narrative. Major Themes Innocence vs. Phoniness. Phony is Holden’s insult of choice. He uses the word to describe most of the people and places he encounters. To Holden, the word implies artifice, a lack of authenticity, and pretension. To Holden, phoniness is a symptom of adulthood; by contrast, he views the innocence of children as a sign of true goodness. Alienation. Holden is isolated and alienated throughout the entire novel. His adventures are consistently focused on making some sort of human connection. Holden uses alienation to protect himself from mockery and rejection, but his loneliness drives him to keep trying to connect. Death. Death is the thread that runs through the story. For Holden, death is abstract; what Holden fears about death is the change that it brings. Holden continuously wishes for things to remain unchanged, and to be able to go back to better times- a time when Allie was alive. Literary Style Salinger employs naturalistic, slang-infused language to believably replicate the voice of a teenage boy, and injects the narration with filler words to lend it the same rhythm as the spoken word; the resulting effect is the sense that Holden is telling you this story. Holden is also an unreliable narrator, telling the reader that he is the most terrific liar you ever saw. As a result, the reader can’t necessarily trust Holden’s descriptions. About the Author J.D. Salinger was born in 1919 in Manhattan, New York. He burst onto the literary stage with the publication of his famous short story, A Perfect Day for Bananafish in 1948. Just three years later he published The Catcher in the Rye and solidified his reputation as one of the greatest authors of the 20th century. Superstardom did not agree with Salinger, and he became a recluse, publishing his last story in 1965 and giving his last interview in 1980. He died in 2010 at the age of 91.

Working partnerships Essays

Working partnerships Essays Working partnerships Essay Working partnerships Essay Communication with groups of and individual students includes using both verbal and nons of which are using simple language, Megaton sign language, symbols and pictures like Widget (symbol software), accessible timetables, touch cues and gestures, electronic methods like Interactive Whiteboard (BIB), Pads, switches and Big Macks (recordable switches). Communication using these methods is intended to be accessible, empowering and enabling and is personalized according to individuals and small groups dependent on ability and understanding. With parents and career we communicate daily via student communication books, which describe activities participated in and any other relevant information required, for example general overview of students well-being, eating and drinking, confirmation of medical needs fulfilled, seizures and recovery, upcoming events or changes to timetable, requests for information or practical needs (money for trip etc). This is supported by only including necessary information to be shared between class teams and parent/career, attempting to maintain confidentiality. Other methods of communication include a regular newsletter, arena/career coffee mornings, termed reports, letters home and annual reviews. Parents/career will also be contacted via phone for emergencies or situations requiring immediate attention or solutions. All staff employed and volunteering at the organization participate in regular communication starting with the main notice board which is updated daily to inform of timetable and staff changes, activities to consider, visitors, absences or late arrivals and anything else identified to be shared. The board is accessible to all, conveniently situated, and staff are aware of the necessity to check throughout the day. Other methods include memos, team meetings, whole staff meetings, appraisals, one to one informal, email. Students on placement at the organization follow the same communication route as employed staff, they will also have an appointed mentor to meet regularly with and will be expected to maintain confidentiality and adhere to the organizations guidelines. Communication with other partners like social services, SALT etc is via efficient methods like email, which is protected by password and initials or first names only used rather than full names to maintain student confidentiality. Student records on site are shared when necessary with only relevant people. Other communication takes place during onsite visits and annual reviews, as well as letters and phone calls are also opportunities for communication. Any verbal exchanges of information are recorded and filed and then supported by the inclusion of student passports, support files etc. Other forms of communication utilized at the organization include the website and social media which support by being efficient, accessible, regularly updated and follow guidelines for confidentiality.

Conundrums, Puzzles, and Quizzes

Conundrums, Puzzles, and Quizzes Conundrums, Puzzles, and Quizzes Conundrums, Puzzles, and Quizzes By Mark Nichol What do the three nouns in this post’s title have in common? Yes, they all refer to questions or problems to be answered or solved, but there’s a more interesting commonality: Their very existence is a conundrum, puzzle, or quiz, because they have no etymological paper trail, and no one is quite certain how they came to be. That’s true of a surprising number of words, including flabbergast and flummox, both of which describe the feeling one has when one is puzzled. Many of these terms inhabit a linguistic ghetto reserved for words used informally or humorously; they often started out as slang, as in the case of dogie, a cowboy’s term for a calf, or the verb peter, meaning â€Å"become tired† (as in the phrase â€Å"petered out†), which originated with miners during the mid-nineteenth-century gold rush in western North America. Other slang words with no known origin include fuddy-duddy (meaning â€Å"a conservative or old-fashioned person†), humbug (â€Å"nonsense† or â€Å"someone or something deceptive†), and persnickety (â€Å"obsessed with trivial details†); that last word is a variation of the now-obsolete form pernickety, but the etymological origin of that latter word is unknown. More respectable orphan words include dingy (â€Å"dirty† or â€Å"shabby†), plod (â€Å"proceed slowly and heavily†), and stubborn (â€Å"difficult,† or â€Å"resistant to change or direction†). Many other words are once removed from unknown origin; for example, huge, pivot, and trifle are three of many words borrowed into English from French even though the parentage of those words is unknown. We may not know where these and other words come from, but most orphan words share a common quality: They tend to be vivid and vigorous words writers are encouraged to employ to produce energetic and evocative writing. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Regarding Re:Expanded and ExtendedMood vs. Tense

Insurance in the GCC Research Paper Example | Topics and Well Written Essays - 2250 words

Insurance in the GCC - Research Paper Example Although economic growth in this region is very high, the insurance sector has fallen behind drastically. According to him, the opportunities for different local and international insurance company are very high, which will be accounted for increased competition, and also a challenging business environment (Ashcroft, 2013). There is also an expectation that the region’s insurance sector will also mature structurally in way of going forwards. Apart from this, in line with positive regulatory developments, there are constant efforts by some of the key insurance players towards achieving greater operational scale and functional efficiency. These companies want to take the first mover advantage. There are huge amount of opportunity in the GCC Insurance sector with the bigger organizations in the insurance market getting more and larger in terms of operational volume as well as the penetration in different parts of the world, and in that way leading to the marginalization of smalle r companies. The GCC Insurance Industry Outlook: With the untapped open market in place many leading insurance sectors are now looking forward for setting up their business unit in GCC. The opportunity of untapped market is huge and therefore every organization is looking for taking the â€Å"first mover advantage†. According to the report published by Alpen Capital (2013), the projective growth rate of the insurance industry in the Gulf region is 18.1% (CAGR) between the time periods of 2012-2017. According to their estimation the market value of the insurance industry in the gulf region will reach up to us $ 37.5 billion. Out of this, the life insurance segment will contribute US $ 2.4 billion and non life will account for US $ 35.1 billion. The growth in the non life part is more due to strong impetus of construction and infrastructure industries. An enormous portion of oil revenues in the GCC countries is being moved to the development of the non-oil segment in order to s upport the economic diversification of the sector. As a result, there is strong momentum in the construction sector. This momentum will help the region’s non-life insurance segment. Moreover, higher infiltrations of medical insurance and constant growth in the new vehicle sales are also likely to help the growth in the motor insurance sector which in turn will aid the segment’s growth. The rate of insurance penetration in GCC is also likely to go up from 1.1% in 2012 to 2% by the end of 2017. The industry growth rate is comfortably exceeds the pace of GDP expansion in this sector, Non-life insurance growth in the line of increasing infrastructure development and more vehicle sales, is likely to surge from 0.9% to 1.9% during the period, and will be the key behind the growth of this sector in the GCC region. UAE (United Arab Emirates) and Saudi Arabia are the two largest insurance market at present in GCC; the trend is such that there is every possibility that Saudi Ara bia may overtake the United Arab Emirates (UAE) as the largest insurance market in GCC with coming years. (Alpen Capital, 2013). Key Growth factor of Insurance Industry

Laundered Clothes Essay Example | Topics and Well Written Essays - 1000 words

Laundered Clothes - Essay Example Sometimes I feel that, even doing this is quite a chore! Well can you imagine how it must have been a hundred-and-fifty years' back, when there were no washing machines, no detergent powder (only cakes of soap) and no electric irons Well, let's cut back to 1858 Monday used to be weekly washing day. The washing process being a long one, it was necessary to allot a full day to it. Most homes tried to keep enough linen to keep them going through the week. (Old and Interesting) The coloured and the whites are separated the previous night, and the whites are soaked in water to loosen the dirt. On washing day, the clothes-both coloured and whites-are sorted out again. Those which are really dirty, oily or sweat-stained, including those whites which have been soaked the previous night, are soaked again in a large tub of a solution of soda bicarbonate (washing soda) and water. (WiseGEEK). Hot water was used if the clothes/ household linen were really dirty. Soda bi-carb was available in a powder form (it is a white powder) from the local grocery store. Alternately, some housewives boiled the clothes in a large metal pot, in water containing soda-bicarb. The pot was stirred with a long stick, and a large fork used to be used to handle the boiled clothes. Next, the clothes were individually washed with cakes of lye soap, by being beaten onto a serrated washboard, by hand, or sometimes a flat wooden bat was used to beat the clothes. (Old and Interesting) Homes which didn't have a washboard, just used a flat, wooden board or a hard, flat stone. Collars, cuffs and hems (dresses were long then) needed special attention to get dirt out; likewise delicate clothes with lace had to be handled gently. After this, the clothes were rinsed out in clean water. Several rinses had to be done in tubs of water kept alongside in a row, till the water ran clean from the clothes. Then the whites had to be 'whitened'. For this, washing blue (made of indigo) (Old and Interesting) was used. Washing blue was bought from the corner store, in little blue chunks. A chunk was tied in a linen cloth and dipped into a clean bucket of water. The water turned blue from this. To this was added starch and mixed well. Whites dipped into this came out starched and sparkling. As more and more clothes were dipped into the starch-blue solution, the solution itself had to be strengthened by adding more starch and blue. Care had to be taken to mix the starch well into the water so that the solution was not lumpy. Starch was not always available in the market, a hundred years back. It could be prepared at home by cooking corn flour in water, which yielded a sticky, viscous liquid, which was added to the water to p repare the starch water. The coloured clothes received the same starching as the whites did, except that the starch solution did not contain the blue. Personal linen (underwear) did not need starching, of course. After the starching, the clothes were wrung out (if too heavily wrung, they would lose all starch) and hung out on clothes-lines to dry. Wooden clothes-pegs were used to ensure that the clothes did not fly off the lines. While hanging them out, care had to be taken to see that they were sufficiently 'spread out', for one layer of wet starched cloth could get stuck to another. White clothes could be hung out in the sun, but not the coloureds, at least not in strong sunshine. Warm weather helped in drying out the clothes

Employment in a Technological World Essay -- Unemployment, Competitive

The Bureau of Labor Statistics reports that as of September 2011, a whopping 9.1 percent of the American people are unemployed, meaning 14 million possible workers can't find a suitable job (â€Å"National Employment Monthly Update† par. 1). Many of the jobs that were once available to millions have been made obsolete by the creation of new technology. On the other hand, information and engineering technology have established a vast number of skilled and unskilled jobs in the business sector and many research fields. The balance between creation and destruction is applicable to the effects of technology in today’s society and has been studied since the ancient civilizations. With the arrival of new technology every day, there is a constant oscillation in the number of available jobs in every field. This system of creation and destruction of jobs originating from new technology is the most important effect on employment. Technology, most simply, terminates jobs in numero us professional fields and establishes engineering positions in only a few other fields. Defining unemployment and technology will elevate the understanding of technologies effects on employment. Unemployment is difficult to explain, however the Labor Department says that people are unemployed if they are without employment but are searching for possible jobs, although the jobs they are looking for are not available while other employment opportunities may exist(Mabry and Sharplin 2). Therefore, any person that has been laid off because of technology and is still looking for the same job that they previously had is considered unemployed. Mabry, a professor of finance at Clemson University, and Sharplin, a professor of management at Northeast Louisiana University, state... ...tion of jobs related to technology typically keeps itself in balance. However, this reaction does not occur over night, and there is always a brief period of economical instability. At first the jobs that were filled by unskilled laborers are lost or they are filled by new skilled laborers. Occasionally, some technological advancement completely destroys the need for a job which causes extreme unemployment for that labor field. This is followed by a period of staleness where employment doesn’t work its way buck up, but rather balances out at alternating percents depending on the economy. Afterwords, there is always a sky rocket in employment as competition and applicability of the technology becomes more diverse. This in turn proves that although technology is economically unstable right out of the door, it is a great way to increase jobs over a long period of time.

Hamlet and Particular Attention Essay

1. Think about Hamlet’s relationship with Ophelia. Does he love her? Does he stop loving her? Did he ever love her? What evidence can you find in the play to support your opinion? 2. Consider Rosencrantz and Guildenstern’s role in the play. Why might Shakespeare have created characters like this? Are they there for comic relief, or do they serve a more serious purpose? Why does the news of their deaths come only after the deaths of the royal family in Act V, as if this news were not anticlimactic? Is it acceptable for Hamlet to treat them as he does? Why or why not? 3. Analyze the use of descriptions and images in Hamlet. How does Shakespeare use descriptive language to enhance the visual possibilities of a stage production? How does he use imagery to create a mood of tension, suspense, fear, and despair? 4. Analyze the use of comedy in Hamlet, paying particular attention to the gravediggers, Osric, and Polonius. Does comedy serve merely to relieve the tension of the tragedy, or do the comic scenes serve a more serious thematic purpose as well? 5. Suicide is an important theme in Hamlet. Discuss how the play treats the idea of suicide morally, religiously, and aesthetically, with particular attention to Hamlet’s two important statements about suicide: the â€Å"O, that this too too solid flesh would melt† soliloquy (I.ii.129–158) and the â€Å"To be, or not to be† soliloquy (III.i.56–88). Why does Hamlet believe that, although capable of suicide, most human beings choose to live, despite the cruelty, pain, and injustice of the world?