Literary Analysis over One Flew over the Cuckoos Nest Essay Example

Literary Analysis over One Flew over the Cuckoos Nest Essay Example Literary Analysis over One Flew over the Cuckoos Nest Paper Literary Analysis over One Flew over the Cuckoos Nest Paper Essay Topic: One Flew Over the Cuckoos Nest One Flew Over the Cuckoo’s Nest is a novel written by Ken Kesey during a time in our society when pressures of our modern world seemed at their greatest. Many people were, at this time, deemed by society’s standards to be insane and institutionalized. One Flew Over the Cuckoo’s Nest is set in a ward of a mental institution. The major conflict in the novel is that of power. Power is a recurring and overwhelming theme throughout the novel. Kesey shows the power of women who are associated with the patients, the power Nurse Ratched has, and also the power McMurphy fights to win. By default, he also shows how little power the patients have. When discussing the theme of power in One Flew Over the Cuckoo’s Nest, McMurphy can’t be ignored. McMurphy’s power begins with the fact of his mental stability. He comes to the mental institution to escape the stress and difficulties of a prison work farm. He is not insane in the way society describes insanity. He tells the patients in the ward â€Å"†¦the court ruled that I’m a psychopath. And do you think I’m gonna argue with the court? Shoo, you can bet your bottom dollar I don’t. If it gets me outta those damned pea fields I’ll be whatever their little heart desires†¦Ã¢â‚¬  (13). McMurphy is also a con man for most of the novel (Foster 2). He is constantly gambling and winning money from the other patients. When first introduced to McMurphy, he claims â€Å"[he’s] a gambling fool† (11). McMurphy being a gambler is powerful because it gives the patients a goal or activity and is a form of entertainment. The monotony being reduced gives McMurphy power. The most important aspect of McMurphy’s power is in laughter. McMurphy is trying to explain the power of laughter to the patients when he says, â€Å"†¦that’s the first thing that got me about this place, that there wasn’t anybody laughing. I haven’t heard a real laugh since I came through that door, do you know that? Man, when you lose your laugh you lose your footing. A man go around lettin’ a woman whup him till he can’t laugh any more, and he loses one of the biggest edges he’s got on his side † (68). Laughter makes the patients feel good, and, specifically, Bromden feels good and begins to remember other things that made him feel good (Tanner 4). McMurphy’s power in laughter is intensified by Nurse Ratched’s lack of laughter. McMurphy’s laughter and humor are genuine while Nurse Ratched’s humor is forced and smiles are chiseled like in plastic (Wallace 3, 5). Power enables McMurphy to make changes on the ward and to survive in the institution. His sanity compared to the other patients, his manipulations, and his ability to laugh give him the power. He, in turn, gives patients a sense of power by teaching them to laugh at themselves, Nurse Ratched, and the world (Magill 1533). Second in a discussion of power are the women associated with the patients. The supervisor at the hospital is associated with the patients by controlling who is employed to take care of the patients. Nurse Ratched and the supervisor served in the Army together as nurses. They are still very close and have a good relationship. Because of this relationship, Nurse Ratched’s employment is secured and others won’t stand up to her for fear of losing their own jobs. Harding states â€Å"In this hospital, the doctor doesn’t hold the power of hiring and firing. That power goes to the supervisor and the supervisor is a woman, a dear old friend of Miss Ratched’s† (61). The receptionist on the ward is Nurse Ratched’s neighbor and also mother to the patient Billy Bibbit. Kelsey makes numerous statements about wives and mothers of the patients. Harding is a self-committed patient whose wife enjoys power over him by insulting and belittling him at every opportunity. She also exerts power over him by being feminine and overtly sexual and recriminating him for not being masculine (Alvarado 3). Ruckly is another patient, a former Acute turned to Chronic after electroshock treatments. Ruckly’s only verbalization throughout the novel is an epithet towards his wife. She continues to possess power after he is virtually turned into a vegetable. Billy Bibbit is yet another self-committed Acute patient. He is terrorized by his mother to the point that he stutters. She retains so much power over him that he commits suicide when Nurse Ratched threatens to tell his mother he was with a prostitute. In addition to Billy’s mother, Bromden’s mother clasps her power and controls the men in her life. She was responsible for selling her son’s Indian land heritage and forcing him to conform to society’s standards of â€Å"civilization†. This led to Bromden’s father becoming an alcoholic and Bromden’s institutionalization. The women associated with the patients held power that affected their lives to such a degree that it changed their level of sanity. Nurse Ratched is the final character to be discussed in the topic of power. Nurse Ratched’s name is in fact a play on the word â€Å"‘ratchet’ (a mechanism consisting of a notched heel, the teeth of which engage with a pawl, permitting motion of the wheel in one direction only)† (Tanner 2). This is a perfect metaphor depicting her power. In the novel, Bromden states â€Å"†¦she wields a sure power that extends in all directions†¦Ã¢â‚¬  (26). Nurse Rat ched controls the clocks and televisions on the ward. Bromden believes her to be in control of time by maneuvering the clocks as she sees fit. She also has control over the television. Even when the patients won the vote to watch the World Series and delay housekeeping duties, Nurse Ratched exerted her power and shut off the television. She uses food and medication for punishment and power. She lets Sefelt give his medication to Fredrickson just to teach a lesson. She states â€Å"Even if you take into consideration the harmful effects of the medicine, don’t you think it’s better than that? † (69). She has the power of their health in her hands by using medication this way. Nurse Ratched also manipulates a compelling power over McMurphy in that she is the one who will decide when his confinement is over. It is when McMurphy realizes this that he first begins to follow rules and ceases to bait Nurse Ratched. She has complete and total power in the ward and thus over the patients (Sassoon 2). Nurse Ratched has the power over Dr. Spivey as well. She knows that he has a drug addiction and she uses this information to manipulate and control him. In staff meetings, she leads the discussions to determine which ward a patient is sent to. Nurse Ratched frequently sends patients to â€Å"Disturbed† for being what she decides is disorderly. She also is powerful by her ability to send patients for electroshock therapy when she determines them to be out of control. Nurse Ratched has further power in the ward by controlling the orderlies. Bromden believes that because of years of training, they are able to â€Å"disconnect the wires and operate on beams† (29). The orderlies do what she says in regard to the treatment and mistreatment of the patients. They are â€Å"†¦out there performing her bidding before she even thinks it† (29). By having control in so many areas, Nurse Ratached is able to wield her power with patients and employees in the ward. Kesey demonstrates the struggle for power remarkably. Nurse Ratched and McMurphy battle for power throughout the novel while the women associated with the patients also hold significant power. When power is won by one person, another then has to lose the power he held. Nurse Ratched has the power of controlling the orderlies. They make McMurphy clean bathrooms, yet McMurphy wins the power back by leaving notes and laughing at Nurse Ratched. The ones who never hold the power seem to be the actual patients. Yet, most patients on the ward are voluntarily committed and have the ultimate power over their fate. It took McMurphy being powerful enough to give up his power so that the patients could find theirs.

How Social Security Numbers Are Assigned

How Social Security Numbers Are Assigned The nine-digit Social Security Number (SSN) is composed of three parts: The first set of three digits is called the Area NumberThe second set of two digits is called the Group NumberThe final set of four digits is the Serial Number Area Number The Area Number is assigned by the geographical region. Prior to 1972, cards were issued in local Social Security offices around the country and the Area Number represented the State in which the card was issued. This did not necessarily have to be the State where the applicant lived since a person could apply for their card in any Social Security office. Since 1972, when SSA began assigning SSNs and issuing cards centrally from Baltimore, the area number assigned has been based on the ZIP code in the mailing address provided on the application. The applicants mailing address does not have to be the same place as their residence. Thus, the Area Number does not necessarily represent the State of residence of the applicant, either prior to 1972 or since. Generally, numbers were assigned beginning in the northeast and moving westward. So people on the east coast have the lowest numbers and those on the west coast have the highest numbers. Group Number Within each area, the group numbers (middle two digits) range from 01 to 99 but are not assigned in consecutive order. For administrative reasons, group numbers issued first consist of the ODD numbers from 01 through 09 and then EVEN numbers from 10 through 98, within each area number allocated to a State. After all numbers in group 98 of a particular area have been issued, the EVEN Groups 02 through 08 are used, followed by ODD Groups 11 through 99. These numbers do not really provide any clues for genealogy purposes. Group numbers are assigned as follows: First: ODD - 01, 03, 05, 07, 09Second: EVEN - 10 to 98Third: EVEN - 02, 04, 06, 08Fourth: ODD - 11 to 99 Serial Number Within each group, the serial numbers (last four (4) digits) run consecutively from 0001 through 9999. These also have no bearing on genealogy research.

Literature Review-Part 2 Assignment Example | Topics and Well Written Essays - 750 words

Literature Review-Part 2 - Assignment Example Different risk factors are observed some of them include: Potential health hazards, work that is not based on consent or lack of an authoritative command, autocratic leadership, lack of incentives, lack of compensations, lack of acknowledgement and more importantly a patient community devoid of ethical norms and morale values. (Aslop, Ryan. 1996) For females these issues are tantamount and pulverize their comfort as well as trust level within the field. This might sometime dangerously lead them to quit or change their field altogether. Medical research has opened many doors for relieving a vast majority of human sickness. All of this is credited to the selfless efforts of field workers. Individual differences are an important aspect in every field of work. It can affect team building, work performance, over-all environment and other emotional or personal values. A large number of different people working under the same roof mean a large number of different opinions, different approaches and different ideologies mingling together. This reaction can either be destructive or constructive. But care should be taken for the environment to not get bipolar to an alarming extent. Many people are goal oriented but less social others are more social but less involved. These people might consider others to be their anti co-workers or a negative competition. The overall environment in this way may become full of tension, electric and destructive. (Davies, 2011) So care should be taken in order to provide incentives, promotional schemes and reasonable morale uplift to the field- workers. An ethical board should monitor and take into control every unfavourable circumstance. In case of a complaint proper complaint channels should effectively tackle the issue at hand and provide a solid guarantee to the workers. Male and female ethical issues in a common workplace also pose a threat to the overall peaceful working

Capital Punishment Research Paper Example | Topics and Well Written Essays - 1500 words

Capital Punishment - Research Paper Example The arguments in favor and against capital punishment is growing day by day. Even some of the most civilized countries like America has no problems in executing hardcore criminals. However, majority of the religions argue against capital punishment. Religions are of the view that it is ethically or morally wrong to take the life of a person. According to religious point of view, all the living things and nonliving things are the creations of the God and only the God has the authority to take back the lives he created in this world. On the other hand, many atheists and sociologists are of the view that capital punishment is necessary to save the life of innocent people from the threat of antisocial elements. In their opinion, if the execution of one person may save many lives, then it should be implemented without any worry or concern. I have conducted two interviews; one with a Christian priest who argues against capital punishment and another with a sociologist who argue in favor of capital punishment in order to get more insights about this controversial topic. This paper analyses arguments in favor and against capital punishment based on those interviews and ethical theories with respect to this topic. Arguments against capital punishment based on the interview with a priest In response to my questions about the morality of capital punishment, the priest has told me that human do not have the authority to take a life which he is unable to create. In his opinion, the secrets behind life before birth and life after death are still unknown to the people even after huge advancements in science and technology. Human abilities have limitations in understanding the mission of God. According to the priest each person is sent to this world with a mission by the God and doing something against the mission of the God is unethical. In reply to the Priest’s arguments, I asked him; â€Å"Is it ethical to allow the criminals to take the life of others freely?. He r eplied that punishment is necessary for avoiding criminal activities however, the essence of punishment should be correction rather than vengeance. â€Å"Capital punishment never allows a criminal to change his behavior as in the case of other forms of punishments†(10 Pros and Cons of Capital Punishment, 2010). He told me that life term is more acceptable than capital punishment since it prevent us from committing the same mistake as committed by the criminal. The priest strengthened his argument with the help of some of the existing laws in America. He has pointed out that â€Å"American criminal justice system believes that â€Å"partisan advocacy of both sides on a case will promote the ultimate objective that the guilty be convicted and the innocent go free† (Ferdic et al, 2008, p.37). He has pointed out that the chances of executing an innocent person because of circumstantial evidences or fabricated evidences are more and in such cases, nobody can return the lif e of that person even if he has found to be innocent later. In order to substantiate that argument, he has quoted the facts published by Van den Haag. â€Å"In a recent survey Professors Hugo Adam Bedau and Michael Radelet found that 7000 persons were executed in the United States between 1900 and 1985 and that 35 were innocent of capital crimes† (Van den Haag, 1986). In other words, 35 innocent people lost their lives because of capital punishment. He has pointed that the essence of American criminal

Reflective Essay on Structured Interviews

Reflective Essay on Structured Interviews the way you structured the questioningit gave me ideas in my head in how I wanted the interview to go (from interview transcript) Incident: The key point during the interview, I thought, was when J. spoke about how he wanted the interview to go and what questions and information he wanted to find out. For me, J. had reached the point I wanted him to get to, where he realised it is possible to control and change an interview using a structured approach. I suggested to him as further learning to develop in the future, using examples of questions about self harm and suggesting using formal interview tools in informal ways. I did not ask J. what he meant by ideas in my head. I hesitated to ask him what he meant and to encourage him to reflect on this. Reflective observation: Looking over the transcript and analysing it, I think I missed the boat with J. here. I perhaps let an opportunity pass to explore his learning with him in greater depth. We could have discussed how to develop skills in interviewing and what he wanted to learn next. This would have moved the focus away alcohol and withdrawal symptoms towards his skill development. It could also have been a good opportunity to practice critical incident analysis. I think there were two reasons why I was wary of delving deeper at this point with J. and trying to help him reflect on his learning: First, I had not worked with him for two weeks which was unfortunately due to training and holiday schedules. This meant I had no chance to work with him and observe and assess him directly. I had set him guidelines in how to interview and knew he could get support from other staff nurses. However, I had only what he was giving me during the interview to assess and give him feedback. Secondly, I had started the interview with a clear idea that we were going to cover his CAP booklet in some areas. I really felt some pressure inside myself to cover the whole assessment aspect and not risk going off at a tangent. I regarded the purpose of the assessment as giving J. feedback on how he had met his competencies. I knew that most students saw completing their CAP booklets as a priority. Perhaps if I had helped J. explore his learning it may have been more useful for his future. I felt he was interested in the subject and seemed motivated to learn. He reported making several attempts to talk to different patients on the ward about their drinking. He did link what he had learned to his next placement and how he could use it. It is a little ironic that I was not flexible and adaptable in my approach to interviewing. But we were both learning: J. as a student nurse and myself as a student mentor! Related theory: Rowantree (2003) describes six different purposes for assessment: including selection, standards, motivation for students, feedback to students, feedback to teachers, and preparation for life. Selection here can be conceived as both access to a course or profession and passing or completing a course of education. There are number of purposes here which are not necessarily compatible or perhaps easily reconcilable. Selection and maintaining standards can be seen as competitive and even as almost elitist. Feedback is described as the life-blood of learning (Rowantree, 2003: p416), where assessment is meant to teach the student something. Preparation for life can be seen as inspirational which maybe at odds with maintaining standards, in the sense of maintaining a status quo. Jarvis and Gibson (2001) talk about the two common types of assessment current in nursing education: formative and summative assessment. They describe formative assessment as diagnostic to try and find out what the student has learned and still has to learn. Summative assessment is about making a judgement of whether a nurse has learned enough to become competent (Bradshaw, 1989). Duffy and Hardicre (2007) in their first article on failing nursing students describe a three stage process of an initial meeting which is formative; a mid placement meeting which is formative with constructive feedback and a final summative meeting where both the student and mentor should know what to expect. In part 2 on managing failing students they state that feedback should be regular and ongoing (Duffy and Hardicre, 2007). This prescriptive approach to assessment is about meeting standards and ensuring public and patient safety. Even though they are discussing the failing student their approach if used must apply to all students in order to be consistent, fair and balanced. The mentor has to balance the idea of educating and learning with a duty of ensuring that the student is safe to practice. On the one hand the mentor should provide feedback that facilitates the student identifying what they have learned and what they still have to learn. On the other the mentor is accountable for the safety of patients in their care. Beattie (1991) argues that this can make assessment more effective by ensuring consistency to meet the accountability need. This is not easy and involves gathering a lot of information about learning to make a judgement based on this evidence. However, if our aim is to create a profession of reflective practitioners then assessment must perhaps include an open ended formative element as well. Driscoll (Baird and Winter, 2005) makes the point that there is no end-point in learning about practice. Perhaps mentors have to allow their students the freedom to explore their learning. During assessment students should have opportunities to reflect and to broaden their understanding. Students perhaps should be given choice and participation in the learning process. This is in line with teaching nursing students as adults who are internally motivated, self directing and who bring past experience to their learning. (Knowles, 1990) The challenge is to foster this desire and motivation to learn when it occurs. Biggs (1987) discussed the differences between deep and superficial learning. Assessment that encourages anxiety and recall of knowledge can lead to superficial learning. Where deep learning is promoted by motivation to learn and should be more effective in creating professional nurses. One way to foster deep learning could be to use questioning skills. It is possible to ask questions that will broaden learning and develop critical thinking. There are different types of questions: closed; open; questions looking for simple answers; questions that promote discussion. The mentor should form a question at an appropriate cognitive level for the nursing student. The mentor can ask a series of questions aimed at getting a response from the student and encouraging an increasing complexity if appropriate. (Nicholl and Tracey, 2007) In exploring some of the literature on assessment, it seems apparent there are two intertwined elements present: the formative strand is about what has been learned and what still needs to be learned; the summative strand is about making a judgement about meeting a proficiency standard to become professional and safe in practice. The challenge for the mentor is to meet both strands adequately in their assessment of student nurses. Future Action: There are some things I would try and do differently. I would try and structure assessment over the whole placement as suggested in Duffys model (Duffy and Hardicre, 2007). However, I would try and find a place both the formative and summative elements within the assessment process, while trying to clearly have separate interviews for each. I would like to observe my student directly in learning situations, as well as gather information from colleagues and of course from the student. I would now see feedback as having to be based on a sound judgement based on facts in order to be helpful for the nursing student. Even where the student is more senior and capable I would still like to have some element of direct observation to justify my assessment. Another part I would consider is planning my feedback and possibly giving it in writing beforehand. This could remove anxiety on the students part about passing and perhaps allow time to explore formative aspects of the assessment. I think growing as a mentor would involve becoming skilled at encouraging learning during assessment while giving feedback and passing a student or not. If I had another instance like with J. here, I would like to try and ask a few questions to delve a little deeper into what he was saying.

Stoichiomety Lab

Stoichiometric Analysis Formal Lab Report I. Purpose- The purpose of this lab is to show stoiciometric reactions and relationships first hand. It also increases our level of understanding about the complicated relationships in chemical reactions and in stoichiometry. II. Introduction- In chemical reactions and formulas there are various relationships between masses of reactants and products. The study of these relationships is called stoichiometry which is derived from the Greek words stoichein meaning â€Å"element† and metron meaning †measure†.Stoichiometry is helpful in predicting outcomes of reactions or finding out missing parts in reactions. It can also help you determine unknown compounds. III. Methods- Add a small sample of MnO2 to a dry test tube. Find the mass of this by zeroing a beaker on a scale and placing the tube inside. Place about 2. 00 g of KCLOx into the test tube. Record the new mass, and mix the two reactants. Put in test tube clamp at a 45 de gree angle. Heat the mixture for about 5 minutes. Allow to cool. Record the new mass.Repeat these steps with the KCLOx/KCLO mixture. IV. Results- KCLOx 1. 19. 78 g 2. 21. 88 g 3. 2. 10 g 4. 21. 12 g 5. 1. 34 g KCL 6. .66 g O2 7. .017 mol KCL 8. .041 mol O2 9. KCLO3 10. 2 KCLO3 ( 2 KCL + 3 O2 KCL/ KCLOx 1. 23. 79 g 2. 25. 83 g 3. 2. 04 g 4. 25. 38 g 5. 1. 59 g KCL 6. .45 g O2 7. .014 mol O2 8. .009 mol KCLOx 9. 1. 10 g KCLOx 10. .539 % KCLOx in mixture V. Conclusion- This lab showed us how stoichiometry can be used in a real situation to find something out. I think that the purpose of the lab was reached.It was helpful in strengthening my understanding of stoichiometry by using critical thinking to solve a problem. There was plenty of room for error. The results could be thrown off if the error is too great. Technique was needed in making sure the entire sample was reacted and keeping all of it in the test tube. VI. Questions- 1. The definition of stoichiometry has roots meaning meas ure and element. In the first reaction you are trying to find the number or measure of an element that is present in a unknown quantity. . d 3. Ion charges aren’t a problem in determining mathematical relationships because the anion in the compound will have the same charge regardless of how many O’s are present. 4. The heating process is the same in both reactions because we want the level of decomposition to be consistent. With a different heating method the decomposition could vary and throw off the calculations. 5. The student could be asked to calculate the theoretical yield and compare/ calculate it to the actual yield to find out their error.

Problems Faced By The American System - 1720 Words

Problems in Education The American system has undergone several commendable reforms in the past. However, some factors still remain wanting and in need of more aggressive action to address. The unequal distribution of funds for schools has been a practice thought to be one that suits all schools. To the contrary, this method of fund distribution has raised other pertinent issues that suggest it should be revised. There is also concern over the large student-teacher ratio at these learning institutions, which lead to very large class sizes. Education policies governing states concerning the maximum class size are common in the American K – 12 education system. The introduction of standardized release of funds to schools and the lowering of the teacher student ratios in schools, and therefore consequently reducing the class sizes across states, would greatly improve the education system in America. Class sizes are strongly assumed to influence student learning at institutions of learning. Big classes are associated with less individualized attention to students from the teacher. This is because it becomes difficult for the teacher to get to know each pupil individually, making it hard to identify learning disabilities or even to notice that some students have special needs. Students who struggle with reading and learning do not receive the one-on-one help they require to catch up. The other extreme is also true since those who would surely benefit more with additionalShow MoreRelatedProblems Faced By The American System1720 Words   |  7 PagesProblems in Education The American system has undergone several commendable reforms in the past. However, some factors still remain wanting and in need of more aggressive action to address. The unequal distribution of funds for schools has been a practice thought to be one that suits all schools. 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Slavery did set us back some years, but I have to say it has made us stronger. Most of us had to face great obstacles to get in a good place, but no matter what we keep making it through the adversity. After slavery, we as a culture ha d to make it through the jim crow laws. This sparked the civil right movement that gave blacks a voice to speak out against the injustice that Problems Faced By The American System - 1720 Words Problems in Education The American system has undergone several commendable reforms in the past. However, some factors still remain wanting and in need of more aggressive action to address. The unequal distribution of funds for schools has been a practice thought to be one that suits all schools. To the contrary, this method of fund distribution has raised other pertinent issues that suggest it should be revised. There is also concern over the large student-teacher ratio at these learning institutions, which lead to very large class sizes. Education policies governing states concerning the maximum class size are common in the American K – 12 education system. The introduction of standardized release of funds to schools and the lowering of†¦show more content†¦This introduces a loophole in the education system that allows for wastage of special abilities that remain untapped and underdeveloped. This in turn results in low productivity in students, who don’t feel challenged to put mor e effort, resulting in poor output by the class in general. This lack of motivation to do better by the exceptional students can also be explained by the fact that even without putting much effort, they still lead the class, giving them a sense of contentment and they therefore do not feel the need to work harder. The weak students are not motivated either since the average performance of the class is dismal, and their weakness is not exposed enough for them to notice they need extra assistance from their tutors. This makes for a class that generally has poor outcomes in their academic performance. Big classes are also associated with lower quality instruction. As much as interactive activities are not easy to plan for and carry out in a class, it is worse for bigger classrooms, which prohibit movement from their overcrowding aspect. Classroom management in big-sized classes is usually a problem for the teacher as it is difficult to ascertain the consistency desirable to promote pro per classroom management. This is why a reduction in the class sizes will improve learning at institutions of learning. This might