The exciting novel The Catcher in the Rye by J. D. Salinger expresses the free will of choice. Salinger cleverly conveys how decisions can alter a personâ€™s perspective of their peer. Holden Caulfield, the protagonist, is a young teenager who has emotional instability and behavioral concerns. Holden acts immaturely extensively throughout the book. Holden invents a world where adulthood is the emblem of superficiality and â€œphoninessâ€, while he chooses to convey childhood as a world of innocence. Holdenâ€™s observation of himself being the catcher in the rye is highly symbolic. When Holden states he wants to walk off beyond the cliff and catch the children playing in the rye, it can be seen as him exceeding the line of puberty and becoming a young adult. There are a multitude of instances that portray Holdenâ€™s childhood as an unvarying plateau. Holdenâ€™s interrogation Carl Luce as if they were back in Whooton School, the symbolism of the ducks in the lagoon and the Museum of Natural History, and the contradicting message in the carousel scene, paradigms of his constant immaturity are shrewdly portrayed by Salinger. Holden conveys his immaturity primarily with his appointment with his old school companion, Carl Luce. Holden and Carl had gone to high school together and Holden remembers Carl as the guy who knew everything and anything there was to life. Holden insisted on asking Carl questions as if they relived high school. Carl becomes very disappointed in Holden on account of his lack of maturity. J. D. Salinger displays Holdenâ€™s immaturity when he portrays him asking Carl â€œHowâ€™s your sex lifeâ€ (144). Carlâ€™s response to Holden was â€œâ€¦ just sit back and relax, for Chrissakeâ€ (Salinger 144). Holdenâ€™s persistence exacerbates his circumstances with Carl. Carl blatantly asks Holden â€œwhen are you ever going to grow up? â€ (Salinger 144). Holden didnâ€™t have an acceptable answer for any of Carlâ€™s questions. Shortly after a brief discussion Carl told Holden that â€œnaturally, your mind is immatureâ€ (Salinger 147) and decides to leave him. This scene inevitably illustrates Holdenâ€™s immaturity on an escalating level. In an excerpt â€œThe Catcher in the Rye Should Not Be Censoredâ€ by Edward P. J. Corbett he states â€œthe language is crude and profane in the Catcher in the Rye. It would be difficult to argue, however, that such a language is unfamiliar to our young people or that it is rougher then the language they are accustomed to hear in the streets among their acquaintances, but there is no question a vulgar message in print is much more shocking than if it was spokenâ€ (Corbett 102). Donald P. Costello also agrees that Holdenâ€™s language embodies the typical teenage speech. But, the â€œoverpowering degree of his language helps characterize himâ€ for whom he truthfully is (Donald P. Costello 83). Holdenâ€™s vulgar language â€œreveals his age, even when he is thinking he is olderâ€ (Costello 84). Holden feels he obliged to use â€œChrissakeâ€ and â€œgoddamâ€ to illustrate a strong expression. In the sense of Holdenâ€™s language a clear display of his adolescence is portrayed. Holdenâ€™s refusal to believe in change and disappearance renders his immaturity immensely. There are several symbolic encounters that demonstrate Holdenâ€™s rebuttal of change. One encounter is when Holden visits the Museum of Natural History he is engrossed in the Eskimo figures. The Eskimo figures are appealing to Holden because they are molded into their places and therefore unchanging. The museum is Holdenâ€™s fantasy world because it is a world where everything is simple, and fixed. Another symbolic occurrence is the death of his brother Allie. The death staggers Holden because it required change and disappearance. Another powerful illustration of Holdenâ€™s immaturity is the symbolization of the ducks in the central lagoon. The ducks in the lagoon vanish every winter and return every summer. This cycle shows that change does not last forever. Out of curiosity Holden asks his cab driver â€œdo you know where the ducks go when it gets all frozen over? (Salinger 60). The pond resembles the midpoint between two states in reference to Holdenâ€™s position between childhood and adulthood. In these scenes, Holdenâ€™s attitude aids the reader to discover that his childhood is his predominant state, and it prevails over his chances at becoming an adult. In the passage â€œSymbolism in The Catcher in the Ryeâ€ Clinton W. Trowbridge believes â€œHolden has tested several ideal images of himself only to find each of them phonyâ€ (Clinton W. Trowbridge 43). When Holden proclaims that he wants to be the catcher in the rye, it sounds outlandish. The suggestion of Holden becoming the catcher in the rye has remarkable significance and conveys two images. The first image conveys as Holden â€œbeing a savior and his religious idealismâ€ (Trowbridge 45). Secondly, it analyzes Holdenâ€™s perspective of good and evil. Childhood represents the only good characteristic, surrounded by perils. The evil cliff signifies the transition over from childhood to adulthood. Holden fears â€œthe children will plunge into the evil adulthood unless stoppedâ€ (Trowbridge 45). Holdenâ€™s immaturity is most evident though his fear of falling off the cliff. At the books climax, Holden allows Phoebe, his ten year old sister, to ride the carousel. While riding the carousel the objective is to reach off your horse and grab the gold ring. Phoebe rides the carousel and begins trying to retrieve the gold ring. Typically most parents would not let their child strive for the gold ring because they have a high risk of falling off. Holden notices Phoebe going for the ring and doesnâ€™t care to reprimand her. Holden thought to himself â€œI was sort of afraid sheâ€™d fall off the goddam horse, but I didnâ€™t say or do anythingâ€ (Salinger 211). Holdenâ€™s attitude misguides readers into believing that Holden has matured. However, one must consider that he has been immature most of his life, and will always struggle with acquiring a sense of adulthood. At the end of the story Holden says â€œthatâ€™s all Iâ€™m going to tell about. I could probably tell you what I did after I went home, and how I got sick and all, and what school Iâ€™m supposed to go to next fall, after I get out of here, but I donâ€™t feel like it. I really donâ€™t. That stuff doesnâ€™t interest me right nowâ€ (Salinger 213). Holden blatantly admits, within this quote, that he is still the same Holden Caulfield, the one that was always uninterested in school and academics. Clearly the carousel scene manifests in the revelation of the fact that he will always be a child at heart. In the excerpt â€œRobert Burnâ€™s Poem Cominâ€™ Throâ€™ the Rye and Catcherâ€ Luther S. Luedtke believes that Holden has learned â€œinnocence and goodness, epitomized in the condition of the child, are not static conditions; just as the child must grow up through adolescence into adulthood, so must innocence and goodness risk this passage through experience and evilâ€ (Luedtke 49). Luedtke is telling the readers of his excerpt that Holden has matured greatly by allowing Phoebe to grab the golden ring. Holdenâ€™s ironic confession in the final chapter tells otherwise. Holden states that he is not interested in achieving academic goals anymore. In J. D. Salingerâ€™s novel The Catcher in the Rye, Holdenâ€™s heartless approach toward the world around him blockades his path to maturing. Through Holdenâ€™s talk with Carl Luce, the symbolization of the lagoon and the Museum of Natural History, and the contradicting message in the carousel scene all prove Holdenâ€™s immaturity throughout the novel. Although Phoebeâ€™s conscientious struggle to aid Holden in maturing did not succeed, Phoebe shouldnâ€™t be held responsible for his immaturity. Holdenâ€™s immaturity comes with his free will of choice and his plateau of juvenile behavior that he cannot surpass. Holdenâ€™s judgmental personality toward adults authenticates his immaturity to a towering extent. Holdenâ€™s failure to emotionally evolve throughout the entirety of the novel ultimately barricades Holdenâ€™s depression within himself and results in his unhappiness.
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The financial position of the organization will dictate whether it is capable of handling the implementation of the given project or if not. It may also find sponsors to grant finances towards the project. Technical feasibility is defined by the organizations ability to hire proper technology and experienced human labor for the development process.
The analysis phase of the project helps establish the reasons as to why a new system is needed. It involves specifying what kind of system is to be built. This can be done by identifying the problems facing the organization and then coming up with a system to solve them. (Stuart , 1994). An example is a school that has observed increased demand for its library services from its students. The school may decide to create an online system which will ease the congestion at the library and consequently reduce the librarianâ€™s workload. It may decide to put up an online virtual library where students can read soft copy library materials, reserve library books to borrow later and also extend the loan period of a book.
The design phase helps determine how the system is to be built and what technology will be used. For an online system, server technology is employed; this will enable usersâ€™ access through a network. A database will also come in handy to save user records and the materials they can access online. For a virtual online library, the database may store the library usersâ€™ login and usage information. In addition softcopy materials such as pdf books and magazines can be downloaded from it.
System modeling is also done during design. A system model helps the designer visualize the system in a simplified manner. It acts as a template of the system and helps to bring out the specifications of the system. The model will be used to ensure all the sub-systems are interconnected in a logical
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