The Catcher in the Rye Essay Example For Students

The Catcher in the Rye Essay In J.D. Salingers The Catcher in the Rye, the first person narration is critical in helping the reader to know and understand the main character, Holden Caulfield. Holden, in his narration, relates a flashback of a significant period of his life, three days and nights on his own in New York City. Through his narration, Holden discloses to the reader his innermost thoughts and feelings. He thus provides the reader not only with information of what occurred, but also how he felt about what happened. Holdens thoughts and ideas reveal many of his character traits. One late Saturday night, four days before the beginning of school vacation, Holden is alone, bored and restless, wondering what to do. He decides to leave Pencey, his school, at once and travels to New York by train. He decides that, once in New York, he will stay in a cheap motel until Wednesday, when he is to return home. His plan shows the reader how very impetuous he is and how he acts on a whim. He is unrealistic, thinking that he has a foolproof plan, even though the extent of his plans are to take a room in a hotel.., and just take it easy till Wednesday.Holdens excessive thoughts on death are not typical of most adolescents. His near obsession with death might come from having experienced two deaths in his early life. He constantly dwells on Allie, his brothers, death. From Holdens thoughts, it is obvious that he loves and misses Allie. In order to hold on to his brother and to minimize the pain of his loss, Hold en brings Allies baseball mitt along with him where ever he goes. The mitt has additional meaning and significance for Holden because Allie had written poetry, which Holden reads, on the baseball mitt. Holdens preoccupation with death can be seen in his contemplation of a dead classmate, James Castle. It tells the reader something about Holden that he lends his turtleneck sweater to this classmate, with whom he is not at all close. Holdens feelings about people reveal more of his positive traits. He constantly calls people phonies, even his brother, D.B., who has sold out to Hollywood. Although insulting, his seemingly negative feelings show that Holden is a thinking and analyzing, outspoken individual who values honesty and sincerity. He is unimpressed with people who try to look good in others eyes. Therefore, since it is obvious that Holden is bright, the reason for his flunking out of school would seem to be from a lack of interest. Holden has strong feelings of love towards ch ildren as evidenced through his caring for Phoebe, his little sister. He is protective of her, erasing bad words from the walls in her school and in a museum, in order that she not learn from the graffiti. His fondness for children can be inferred when he tells her that, at some time in the future, he wants to be the only grown-up with all these little kids playing some game in this big field of rye and all. Hell stand on the edge of a cliff and catch anybody who starts to fall off the edge of the cliff. He got this image from his misinterpretation of a line from the Robert Burns poem, if a body catch a body comin through the rye.When situations are described, in person or in a book, they are influenced by the one who describes them, and by his or her perceptions and experiences. Through Holdens expressions of his thoughts and feelings, the reader sees a youth, sensitive to his surroundings, who chooses to deal with life in unique ways. Holden is candid, spontaneous, analytical, th oughtful, and sensitive, as evidenced by his narration. Like most adolescents, feelings about people and relationships are often on his mind. Unfortunately, in Holdens case, he seems to expect the worst, believing that the result of getting close to people is pain. Pain when others reject you or pain when they leave you, such as when a friend walks off or a beloved brother dies. It would not have been possible to feel Holdens feelings or understand his thoughts .u03ea17047beb11827b4481a7e7eb4996 , .u03ea17047beb11827b4481a7e7eb4996 .postImageUrl , .u03ea17047beb11827b4481a7e7eb4996 .centered-text-area { min-height: 80px; position: relative; } .u03ea17047beb11827b4481a7e7eb4996 , .u03ea17047beb11827b4481a7e7eb4996:hover , .u03ea17047beb11827b4481a7e7eb4996:visited , .u03ea17047beb11827b4481a7e7eb4996:active { border:0!important; } .u03ea17047beb11827b4481a7e7eb4996 .clearfix:after { content: ""; display: table; clear: both; } .u03ea17047beb11827b4481a7e7eb4996 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u03ea17047beb11827b4481a7e7eb4996:active , .u03ea17047beb11827b4481a7e7eb4996:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u03ea17047beb11827b4481a7e7eb4996 .centered-text-area { width: 100%; position: relative ; } .u03ea17047beb11827b4481a7e7eb4996 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u03ea17047beb11827b4481a7e7eb4996 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u03ea17047beb11827b4481a7e7eb4996 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u03ea17047beb11827b4481a7e7eb4996:hover .ctaButton { background-color: #34495E!important; } .u03ea17047beb11827b4481a7e7eb4996 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u03ea17047beb11827b4481a7e7eb4996 .u03ea17047beb11827b4481a7e7eb4996-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u03ea17047beb11827b4481a7e7eb4996:after { content: ""; display: block; clear: both; } READ: The Inspector Calls Essay We will write a custom essay on The Catcher in the Rye specifically for you for only $16.38 $13.9/page Order now The Catcher In The Rye Essay Example For Students The Catcher In The Rye Essay The character oh Holden has many conflicts with society. He suffers these conflicts because of his own low self-esteem. He doesnt like and has conflict with people similar to him. He has such high standards for people. He bases these expectations on his brother Allies example. To him Allie is such an awesome person. Allie was honest, artistic (poetic), valuable, intelligent, and just a good kid. God, he was a nice kid, though. Holden is especially disappointed with the following characters-D. B. , for his materialism, Stradlater, for his exploitation of women, and Mr. Antolinis motives. Holden values art as an expression of ones vision and not as a vehicle to make money. Holden has a conflict with his older brother D. B. To Holden, D. B is a sellout. He gave up writing for himself to pandering others for money. Holden feels that D. B. is materialistic. He lives in Hollywood, drives a nice car and is enjoying money. Holden is so judgmental of him when he really has no right to be so. Holden wanted to protect innocent creatures. Holden couldnt use people and felt a need to protect them. For instance, he looked out for Jane and couldnt use Sunny. He even wonders about where ducks go for winter. He desired to protect. We will write a custom essay on The Catcher In The Rye specifically for you for only $16.38 $13.9/page Order now He has a conflict with Stradlaters character. Stradlater is exploitive of women. He used them and Holden hated that. Friendship should be unselfish. It should not be made for ones own benefit. Holden at first likes Mr. Antolini because he felt Antolini cared and was a good person. For instance, the incident when Mr. Antolini put the blanket on the dead body. Holden liked him. After that couch incident, Mr. Antolini disgusts him. Holden ponders whether that incident was an affectionate gesture but due to the fact that he is terrified by society because of past experiences is convinced it is an act of perversion or sexual gratification. Those were some of the conflicts Holden had-with his brother D. B. , with Stradlater, and with Mr. Antolini. By the end of the book, Holden suffers from a mental breakdown. Holden is so insecure with society due to life experiences. Added stress and sleep deprivation drives him to an institute. While in the institute, his brother D. B. visits him. He even misses Stradlater. This shows he is becoming more open to other peoples agendas and personalities. It seems he is on his way to mental stability and health.

A Kindergarten Lesson Plan for Teaching Non-Standard Measurement

A Kindergarten Lesson Plan for Teaching Non-Standard Measurement Class: Kindergarten Duration: One class period Key Vocabulary:Â  measure, length Objectives:Â  Students will use a non-standard measure (paper clips) to measure the length of several objects. Standards Met 1.MD.2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit end to end); understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.​​​ Lesson Introduction Pose this question to students: I want to draw a big picture on this piece of paper. How can I figure out how big this piece of paper is? As students give you ideas, you can write them down on the board to possibly connect their ideas to the lesson of the day. If they are way off in their answers, you can guide them closer by saying things such as, Well, how does your family or the doctor figure out how big you are? Materials One inch paper clipsIndex cardsPieces of 8.5x11 paper for each studentPencilsTransparencyOverhead machine Step-By-Step Procedure Using the transparency, the index cards, and the paper clips, show students how to work end to end to find the length of an object. Place one paper clip next to another, and continue until you have measured the length of the card. Ask students to count out loud with you to find the number of paper clips that represents the length of the index card.Have a volunteer come up to the overhead machine and measure the width of the index card in paper clips. Have the class count out loud again to find the answer.If students don’t have paper clips already, pass them out. Also, pass out one sheet of paper to each student. In pairs or small groups, have them line up the paper clips so that they can measure the length of the piece of paper.Using the overhead and a piece of paper, have a volunteer show what they did to measure the length of the paper in paper clips and have the class count out loud again.Have the students try to measure the width of the paper on their own. Ask students wha t their answers are, and model for them again using the transparency if they arent able to come up with an answer that is close to eight paper clips. Have students list 10 objects in the classroom that they can measure with a partner. Write them on the board, students copy them down.In pairs, students should measure those objects.Compare answers as a class. Some students will be way off in their answer- recheck those as a class and review the end-to-end process of measuring with the paperclips. Homework and Assessment Students can take a small baggie of paperclips home and measure something at home. Or, they can draw a picture of themselves and measure their body in paper clips. Evaluation As students are working independently or in groups, measuring the classroom objects, walk around and see who is needing help with the non-standard measures. After they have had repeated experiences with measurement, choose five random objects in the classroom and have them measure those in small groups so that you can assess their understanding of the concept.

How legal cultures differ from England to Germany Essay

How legal cultures differ from England to Germany - Essay Example In the cases provided, it is imperative to understand case proceedings depending on the legal culture of the land and identify the various means used by the courtroom in the identification of the respective rulings The first case is that involving Lord Bernstein against Mr. Ashby in court. The plaintiff, Lord Bernstein, states that the defendant, Mr. Ashby failed to observe Mr. Bernstein’s right to privacy when he flew around his house taking photographs of the premises without his consent. In this case, there is the protection of the plaintiff’s privacy by the laws of the land through the fact that the owner has a right over the immediate air space above his land. This makes sure that he has some authority over the activities that take place above that area. This protection of privacy is accorded directly referring to Winfield on Tort (Frank, 2010, 25). Winfield on Tort is one reputable source of enactments provided by the British constitution, it is clear that the pla intiff in this case had protection of privacy as it stated that the activities carried out were an act of trespass. This information is cited from the constitution through which England is run. Chapter 2 in the bill of rights after the fourth amendment in 1996 also provides for this (Steinfield, 2010, 77). It is important to understand that the judge was fast to dismiss any claims stating that the defendant had committed a criminal activity by disturbing the plaintiff’s peace. This is from the fact that for someone to provide a case stating any form nuisance the airplane had to have been flying at a certain height and this was not clearly stated (Baron, 1978, 484). It is from this that the judge found it rather excessive to go for the nuisance charges on top of the trespass ones already provided. The judge was also clear to identify the Air Navigation Act 1920, Section 9 replaced by the Civil Aviation Act 1949 which states that the claims to both nuisance and trespass are exc essive and should not hold up in any legal process (Lemmings, 2011, 167) This was the point where there is the identification that the judge did not have the ability to make a decision based on his views but rather had to refer to the act. Despite this being the law that governed his decision, it is important to note that the judge had the ability to express his views in that he stated that going for the nuisance charge was rather outrageous. This independence was rather clear and concise in that he also had the ability to fully follow the act and go for both charges but after looking at the facts of the case, there was the identification of various issues allowing a much lesser charge (Baron, 1978, 486). The issues identified in the case that had the judge extend his independence as to not follow the act entirely are such as the level at which the airplane was flying. The defendant had not gone around the premises enough times for the plaintiff to state that there was disturbance. This is from the fact that the plaintiff stated that he had not noticed the airplane circling around his house all through until it came to his attention that the defendant had photographed the premises (Baron, 1978, 488). According to the Civil Aviation Act of 1949 trespassing is identified when the defendant flies as low as getting in contact with private material on the premises of the plaintiff such as trees and