Catcher In The Rye - Character Analysis Of Holden Essays

Catcher in the Rye - Character Analysis of Holden Ever since its publication in 1951, J.D. Salinger's The Catcher in the Rye has served as a firestorm for controversy and debate. Critics have argued the moral issues raised by the book and the context in which it is presented. Some have argued that Salinger's tale of the human condition is fascinating and enlightening, yet incredibly depressing. The psychological battles of the novel's main character, Holden Caulfield, serve as the basis for critical argument. Caulfield's self-destruction over a period of days forces one to contemplate society's attitude toward the human condition. Salinger's portrayal of Holden, which includes incidents of depression, nervous breakdown, impulsive spending, sexual exploration, vulgarity, and other erratic behavior, have all attributed to the controversial nature of the novel. Yet the novel is not without its sharp advocates, who argue that it is a critical look at the problems facing American youth during the 1950's. When developing a comprehensive o pinion of the novel, it is important to consider the praises and criticisms of The Catcher in the Rye.When studying a piece of literature, it is meaningful to note the historical background of the piece and the time at which it was written. Two J.D. Salinger short stories, "I'm Crazy" and "Slight Rebellion off Madison," were published in periodicals during the 1940's, and introduced Holden Caulfield, the main character of The Catcher in the Rye. Both short stories were revised for later inclusion in Salinger's novel. The Catcher in the Rye was written in a literary style similar to prose, which was enhanced by the teenage slang of the 1950's. It is a widespread belief that much of Holden Caulfield's candid outlook on life reflects issues relevant to the youth of today, and thus the novel continues to be used as an educational resource in high schools throughout the nation (Davis 317-18).The first step in reviewing criticism of The Catcher in the Rye is to study the author himself. B efore his novel, J.D. Salinger was of basic non-literary status, having written for years without notice from critics or the general public. The Catcher in the Rye was his first step onto the literary playing field. This initial status left Salinger, as a serious writer, almost unique as a sort of free agent, not bound to one or more schools of critics, like many of his contemporaries were. This ability to write freely, his status as a nobody in the literary world, was Salinger's greatest asset. Rather than to scope inside Salinger's mind and create a grea tness for him, we are content instead to note him for what he is: "a beautifully deft, professional performer who gives us a chance to catch quick, half-amused, half-frightened glimpses of ourselves and our contemporaries, as he confronts us with his brilliant mirror images" (Stevenson 217).Much of Salinger's reputation, which he acquired after publication of The Catcher in the Rye, is derived from thoughtful and sympathetic insig hts into both adolescence and adulthood, his use of symbolism, and his idiomatic style, which helped to re-introduce the common idiom to American literature. While the young protagonists of Salinger's stories (such as Holden Caulfield) have made him a longtime favorite of high school and university audiences, establishing Salinger as "the spokesman for the goals and values for a generation of youth during the 1950's" (qtd. in Davis 317), The Catcher in the Rye has been banned continually from schools, libraries, and bookstores due to its profanity, sexual subject matter, and rejection of some traditional American ideals. Robert Coles reflected general critical opinion of the author when he called Salinger "an original and gifted writer, a marvelous entertainer, a man free of the slogans and clich?s the rest of us fall prey to" (qtd. in Davis 317).Obviously, the bulk of praise and criticism regarding any novel or piece of literature will come from published critical reviews. When a n ovel or any piece of literature is published in the United States, critics from newspapers, magazines, and various other sources flock to interpret the book and critique its style. The same was true for Salinger's novel. Noted book reviewers from across America critiqued The Catcher in the Rye, bestowing both praise and

divorce essays

divorce essays When a boat is sinking, all the passengers are given life preservers. When a marriage comes to an end, a similar state of emergency exists, but no one hands you a life preserver. You and your children are on your own, thrashing about, trying hard to survive. Many parents in this situation feel like helpless, frightened children themselves, wishing someone or something would save them. Imagine, then, how devastated and powerless children feel. A separation and divorce is a shocking experience for them, for their very existence depends on their parents. They sustain tremendous losses and experience great pain, during, and after divorce. This crisis and tragedy of divorce is that this time, when parents are usually least able to help or even think about helping, is when children need their help most of all (Bienfeld,1). The effects of divorce on children can be devastating. To children, divorce does not mean the second chance that it so often means to one or both parents. To children it is the loss of their family - the entity that provides them with support, stability, security, and continuity in an often unpredictable world (Bienenfeld, 92). Children assume that their family is a given and that their parents are permanent. Studies uniformly find that divorce is a jolt to most children. Even youngsters that have lived in tense, conflict-ridden home for many years seldom think of divorce as a remedy for unhappiness; the remedy would be for parents to stop fighting (92). When suddenly divorce becomes reality, the assumptions children have accepted as givens and the structure they have relied on crumble, they feel not only vulnerable but powerless to have any influence on a situation the profoundly impacts their lives. During a divorce children's feelings become extremely confused. Many children feel intensely rejected, perceiving that the parent is leaving them as well as the spouse. Int...

Management Assignment Example | Topics and Well Written Essays - 2000 words - 1

Management - Assignment Example Indirect export is one of the five market entry strategies that can be implied by businesses while implementing global strategies. In the indirect export strategy, there is a minimum amount of risk involved. On the other hand, the level of control of the market is also the least in this strategy. The market control is less due to the reason that products are being transferred abroad by other intermediaries (Levesque, 2004). In this strategy, the organisation does not get involved in any type of marketing. No type of marketing or any other activity is conducted in the strategy of indirect exporting. The sales in such a strategy are conducted as sales in a domestic market. Indirect exporting has the ability to invest in new markets and to do this they do not require any expertise or high amounts of investments. The strategy of indirect exporting is a common strategy initiated by organisations as a market entry strategy. If organisations become successful with the results of this strategy then they plan towards further agreements with the organisations of the host country (Terpstra and Sarathy, 2001). Indirect exporting is conducted via sales organisations that are domestically located. Domestic sales organisation is considered to be an easy method of managing sales in foreign markets. In this strategy, products can be bought and sold in the domestic market and it can be resold in the foreign market. The firm that is exporting the products needs to be in touch with the marketing activities of the foreign market so that they are able to increase the sales of their products at a constant note (Raff, Ryan, and Stahler, 2009). International trading companies is another form of indirect exporting. This type of indirect exporting is conducted by initiating local offices across the globe. Examples of international trading companies can be Mitsubishi Company of Japan. The international trading

Poverty and Pollution Case Study Assignment Example | Topics and Well Written Essays - 1500 words

Poverty and Pollution Case Study - Assignment Example Of course, the implications come with some benefits of economic prosperity at the expense of citizens’ health and expenditure in their future. It is the price they get to pay for the benefits of harmful investment in their countries. This document discuses human right to a clean and safe environment, justifies the moral obligations of developed countries towards third world countries for their incurred costs, and finally, recommends civil liability and taxations as pollution standards that are fair for global enforcement. Keywords: Pollution, Environmental Degradation, Third World Countries, First World Countries, Economy and Development, Pollution Control, Industrialization, Investment, Cities, Production, Costs, Price, Business, Regulations Pollution can be categorized differently depending on its cause and impact in the societies. It has become a key sensitive area not only at the national level, but at a global governance level, with too many policies being enforced from t he industrialized nations to the third world countries. Effectively, environmental law is a measure expected to preserve the environmental pure conditions by preventing further degradation. However, its application is being taken seriously in industrialized nations unlike in developing nations, who still feel that they need the opportunity to grow, before they apply the law effectively at a pace the industrialized nations have set in their nations. Air and water pollution have taken the lead in bringing serious mass destruction.

The Atlantic World in the Early Modern Period Essay Example for Free

The Atlantic World in the Early Modern Period Essay Atlantic slave trade is a trade that involved the sale of African people to the colonies of the new world which took place in and around the Atlantic Ocean. The Atlantic slave trade was also referred to transatlantic slave trade and begun in the sixteenth century to the nineteenth century. Most slaves were acquired through coastal trading with the Africans, nevertheless others were incarcerated by European slave traders through raiding and kidnapping. Out of many stories that have been written about the Atlantic slave trade, most of them talk mainly about the economic benefits that the trade rendered to Europe and North America and the injustices that the slaves received while in America, even though little attention has been given to the devastative effect of the damage that was done to the Africans. From this point, it is arguable that the Atlantic slave trade enriched and developed Europe and impoverished and under developed Africa. The slave trade involved commercial trading system which involved forced recruitment of African workers and their transportation to Europe. The Atlantic slave trade unlike other slave trades was capital intensive and competitive among several European countries. The participants of this trade included both the Africans and the Europeans who were both influenced by the trade The question on whether the Atlantic slave trade enriched and developed Europe and impoverished and under developed Africa can be answered under three categories of discussions that is; the social cost in Africa of forced migration, the Atlantic slave trade and the rise and expansion of the western world and the enduring legacies of the world of slaves. The costs and the benefits of the Atlantic slave trade differentiate between the private, social costs and the benefits. From the Atlantic slave trade it can be said that the people who raided and took captives from Africans and the African leaders who were involved in the buying and the selling of slaves all gained privately. It is not clear on what quantity of gains were got by the slave raiders and traders of the slave trade or the amount of losses suffered by the Africans, though it is argued from human rationality that the slave traders and raiders would not have continued with the captive business for several years if they were not getting some private gains. Due to Atlantic slave trade, there was loss of labor in Africa because most working group were taken as slaves and under population because most people were taken as slaves and others even died in the process of slave raiding. These reasons meant that Africa, unlike Europe would not have sufficient labor force that would drive the real wages and work towards making possible industrial profits. This therefore leads to the say that Europe underdeveloped Africa through Atlantic slave trade. Several arguments have been put across claiming that the Atlantic slave trade, exported to the European continent part of the African’s comparative advantage in the production of commodities for the dynamic world market. This as a result is said to have hindered the growth and development of goods production for international, markets by the African continent. Further argument has been made that the African societies have been under structured and underdeveloped as a result of the Atlantic trade. In trying to relate the wealth of the European continent and that of Africa, it can be noted that through the Atlantic trade, Europe underdeveloped Africa when a comparison between the enrichment of Europe and impoverishment of Africa through the removal of labor power in the process of slave trading is made. The slave trade was followed by the entry of the Europeans into the interior part of the coastal region. This as a result facilitated the expansion of the slave trade at the interior parts of the coastal regions. The slave comprised an element of an economic cycle which consists of three parts. The Atlantic slave trade involved four centuries that is; from the sixteenth century to the nineteenth century, four continents and several people. According to the Africans and African – American scholars the slave trade would rather be called a great disaster since it involved a lot of suffering on the part of the Africans who were sold as slaves and especially those who were taken through raids and kidnapping. The suffering on the Africans was not however only felt by those who were taken as slaves but also the families of those who were taken as slaves and Africa as a whole. This is because in the process of raiding to get the slaves so many people were killed and several others injured rendering thousands of children orphans. In addition lots of property was destroyed during the raids leaving most Africans homeless and without any food. Furthermore many families lost their loved ones either by being kidnapped as slaves, being sold as slaves or being killed through the raids. Economically, Africans lost a lot, first from the destruction of property during the raids and secondly, most of the African men who were taken as slaves were the strong energetic men who could have worked in the African farms and industries to improve the economy of Africa. Other than the deaths that occurred in Africa during the acquisition of slaves, several other deaths occurred among the African captives both inside and outside America. These deaths occurred during the transportation of the Africans to the new continent, during their storage and at the preliminary landing in the new continent or so it is said. The total number of deaths that occurred is claimed to remain unknown up to this moment though the number was approximated to be between sixteen to twenty million. The Trans Atlantic slave trade was associated with cruelty and inhumanity when dealing with the African slaves which reduced the slaves to just mere commodities other than human beings. For the slaves who survived the middle passage were provided with very little amount of food, shelter and clothing and were expected to do a lot of work. The African slaves however were not enslaved for life, the slaves were paid salaries and from that they were able to acquire wealth. In addition to the salary and acquisition of wealth, the African slaves could buy their freedom and be given social promotion which was not good enough compared to the lives they could have led in their homes with their families. Looking at the economists like David Ricardo and Adam Smith they believe that the Atlantic trade impoverished Africa and advocating trade and competition are the source of maximum welfare gains to humanity. Since the occurrence of the Atlantic slave trade Africa has always been left behind with the Africans stagnating in the continent prevalent with disorders, AIDS, and negative growth rate. The Atlantic slave trade indeed contributed to the development of Europe. However according to some scholars the Atlantic trade brought mutual benefit to both Europe and Africa, for instance a comment made at the university of Bender Arena on the history of slavery and the development of America and Europe pointed out that â€Å"Africa subsidized America with all the labor provided, America subsidized Europe and therefore Africa was the mother of all subsidies. For the Europeans the Atlantic slave trade was a source of development as they believed that labor was removed from where it was totally unproductive to where it was tremendously productive. They claim that this gave an opportunity for the world output to grow far beyond what it would have been if the slaves could have been kept within the African continent. According to the Europeans it was better off for Africans to be taken to Europe and America as slaved than remain in Africa since they believed that Africans stagnate in their continent due to diseases, primitive technology and short lives. According to the Americans the slave was for the good of the Africans since they claimed that the Atlantic slave trade involved the transfer of the slaves from a region with scarce labor to a region with abundant labor. The African leaders sold away inland populations who lacked protection. In return to this the African leaders came with foreign commodities including the European gunpowder and Indian cloth among others which were some of the merchandise that the Europeans and the North Americans exchanged for the slaves. The Atlantic slave trade actually developed the European empire given that one of the reasons why the Atlantic slave trade was started was because one of the resources that were missing in the expansion of the European empires was work force. The African slaves were therefore to provide this work force to help in the expansion of European colonies. Therefore Europeans became beneficiaries of the Atlantic slave trade since through the trade they were able to expand their empires. The indigenous people had proved so unreliable in the expansion of European empire forcing the Europeans to go for more reliable work force. Most of the indigenous people were found to have been dying from diseases that were brought from Europe. On the other hand the climate was not fit for the Europeans and they also suffered from tropical diseases. The only people who were found to be reliable were the Africans who proved to be excellent workers and with their experience in agriculture and cattle keeping, they got used to the tropical climate, were resistant to tropical diseases and could be used to work very hard both in the plantations and mines. Due to this reliability, the Europeans had no option but to go for Africans whom they were convinced could work perfectly well. As a result they resorted to slave trade which they thought was the easiest way to obtain the Africans to work for them. The development of the Europeans also came about as a result of immediate planting of tobacco which they began as soon as they captured the African slaves and were therefore sure that they had sufficient labor to work in their tobacco plantations. The tobacco plantations became very productive making tobacco to become the first successful commercial crop in Europe. As a result of this slave trade plantation agriculture and sugar production also became very common in the parts of the Mediterranean which led to the production of sugar from Asia to Europe. In addition there was the production of indigo which was used in textile dyes and later became the turn toward sugar making it the most expensive commercial crop to produce in Europe. Apart from the plantation agriculture and sugar production, the Europeans also populated the African slaves in their mines and factories. In general the African slaves became very important labor force in European agricultural production. The Atlantic slave marked the revival of the European long distance trading. This was due to the first crusade which brought the European Christians into the slave trade and slave production. In addition, the Europeans got an opportunity to gain a plentiful labor supply for the exploitation of their new colonies from the Atlantic slave trade. As a result Europe began experiencing increased population growth by the sixteenth century and therefore relied so much on the migrations of her poorer peasants and urban dwellers to America to provide its American labor needs. The rise and the fall of Atlantic slave trade pose different problems to the participants. For the Africans the rise of the Atlantic slave trade was such a problem in that its effects on the African society became a critical problem in the African history. The rise of the Atlantic trade however for the European history was a multipart economic being which was centered on the production of tropical staples in America and which was to be consumed by the Europeans. The fact that this production of tropical staples was facilitated by the labor of African slaves was a very important factor for the Europeans in their competition for overseas empire in the seventeenth and the eighteenth centuries. On the other hand the fall of the Atlantic slave trade was an important moment for the Africans as it marked a time when they were to start recollecting their lives and recovering their lost property. It also marked the end of mass killing of Africans by the slave traders. For the Europeans it marked a time when they had to seek alternative labor sources to be able to continue with their developments and productions in their plantations, farms, mines and factories. Conclusion It is a fact that development in Africa remains mysterious, not because there are poor rulers or perverted leadership in Africa but because Africa was severely destroyed in the process of slave trading and also by colonialism which came as a result slave trade. As this happens however, the Europeans continue to enjoy their success in the plantations which became successful as a result of labor force provided by the African slaves. The Atlantic trade indeed brought problems of population growth and economic development for the Africans while it became of European economic interests. The Atlantic slave trade definitely enriched and developed Europe and impoverished and under developed Africa. Bibliography Roger, Anstey. The Atlantic Slave Trade and British abolition, 1760-1810. London: Macmillan, 1975, 245- 53. Clarke, John Henrik. Christopher Columbus and the African Great Disaster. Slavery and the Rise of European Capitalism London: Macmillan Press, 1999, 167- 179. Curtin, Philip D. Atlantic Slave Trade. University of Wisconsin Press, 1969, 463-69. Rescher, R. and Seymour J. From Slavery to Freedom: Comparative Studies in the Rise and Fall of Atlantic Slavery. London: Macmillan Press, 1999, 128- 135. Jacob Klein Herbert S. Slave Trade in the Atlantic. Cambridge: University Press, 1999, 15- 20. Thomas and Hugh. The Slave Trading: The Histories of the Atlantic Slave Trade 1440 1870. London: Picador, 1997, 400- 11.

Ethics in Professional Nursing Practice Essay -- Nursing Ethical Princi

This assignment addresses the implications relating to an ethical dilemma encountered in practice using an appropriate model of reflection. The assignment will highlight ethical theories and four guiding ethical principles, such as autonomy, beneficence, paternalism and non-malificence. The two main principles that will be discussed in depth will be autonomy and beneficence and how they impact on practice. I will use Bortons (1970) reflective model, which was taken from Jasper (2003). An incident, which occurred on practice placement, involved a patient’s decision to withdraw from active treatment. It is hoped that by exploring the incident in depth, a greater understanding of moral and ethical principles will be gained. All names that will be used within the text are pseudonyms. This is to ensure confidentiality, as stated by the Nursing and Midwifery Council (NMC 2004). Health care professionals have a legal and moral obligation to care. They have to respect the patient’s decision even though they themselves find it difficult (Butts and Rich 2005). Decisions are not unproblematic. They have to be rationalised, as there are many dividing thoughts, which must be acknowledged. The dilemma occurred whilst on practice placement with District Nurses (DN) in the community. It involved a 72-year-old female whom we shall refer to as Clare, who made a utilitarian decision to forego active treatment. It was an autonomous decision and the DN and I had to respect her choice but we were concerned with the practicalities associated with her judgment. Attempting to relieve pain and suffering is a primary responsibility for the nurse (Butts and Rich 2005). Clare was extremely weak and she was not able to take the sta... ...nsent 1: concepts and definitions. British Journal of Nursing, 12(1), 43-47. Singleton, J., & McClaren, S. (1995). Ethical frameworks of health care. London: Mosby. Tadd, W. (1998). Ethical issues in nursing and midwifery practice. Houndmills: Macmillan Press. Thomas, A. (n.d.). Patient autonomy and cancer treatment decisions. Retrieved from http://www.internurse.com on 26th October 2005. Thompson, D. (1996). Concise Oxford Dictionary. (9th ed.). London: BCA. Thompson, R., Melia, K., & Boyd, K. (2004.). Nursing Ethics. (4th ed.). Edinburgh: Churchill Livingstone. Wilkinson, J. (1997). Developing a concept analysis of autonomy in nursing practice. British Journal of Nursing, 6(12), 703-707. Wilmot, S. (2003). Ethics, power and policy: The future of nursing in the NHS. Basingstoke: Palgrave.

Business Communications Report Essay

The purpose of this report is to evaluate the importance of oral communications within the workplace, as well as to identify the aspects and skills that are valued within the workplace. This report will also give recommendations to the problems it highlights. 1. 2. 3 Questions * Is oral communication really a problem among graduates in the workplace? * Which aspects of oral communication are valued more within the workplace? * Which oral communication skills are lacking in graduates within the workplace? * What solutions could we recommend to the NUS management? 1. 3 Scope The ability to express ideas convincingly should therefore be an aspect to be focused on. 3. 4 Need for Clarity of Content The findings have made obvious that clear content is of high priority within the workplace. This oral communication skill is needed because the content is the crux of the message being sent to others and it needs to be clear and concise to avoid confusion. As such this oral communication skill should be focused on. 3. 5 Need for Confidence in Oral Communications The importance of this skill has been noted in the findings. This communication skill complements the other conclusions, as confidence is something that is required for all aspects of oral communications. Clearly, confidence is a skill that should be focused on. 4. Recommendations Based on the conclusions made above, this report recommends changing the NUS curriculum to involve more opportunities to practice oral communications skills, as well as to introduce a public forum, providing chances for all students to speak publicly more. 4. 1 Change in NUS Curriculum This proposal involves a tweaking of all modules in NUS to accommodate even more usage of oral communications skills than at current levels. For example, module marks could be adjusted to allow for more emphasis on presentations or interaction with the lecturer and the class. This would not only allow students to practice their oral communications as a whole, but also improve on specific aspects and skills, like their confidence and clarity. It is noted that this proposal would be difficult to implement and would also take time to adjust to for the entire university. However, this strategy would help all NUS students to improve their oral communications skills greatly over their time in NUS as they are encouraged to work on their oral communications. Thus this would be a long term solution for the problems stated above. 4. 2 Creating Student Forums The Management should also consider utilizing a key aspect of education in NUS: student life. Through providing a forum for students to speak up, especially about issues that the students have passion for, they will get more practice at oral communications. They would also debate and discuss among themselves about such issues, further boosting their proficiency in key skills like being convincing in oral communications. This suggestion does have certain drawbacks, like difficulty in implementing instantly as students are not used to it. However, over time, and with proper promotion and support from student leaders, it could be a good avenue for students to air their views and practice their oral communications skills at the same time.