The NBL-Tools prototype Essay Example for Free

The NBL-Tools prototype Essay The NBL-Tools prototype is a groupware system which is basically designed and developed to support collaborative knowledge which can be used over the Internet as in the form of (TCP/IP) along with the usage of any HTML 3. 2 compliant WWW-browser such as Netscape Navigator 3 . NBL-Tools is considered to be truly a new-generation of networked learning programme, which eventually relies solely on recent achievements and accomplishments of cognitive research performed on educational practices and computer-supported collaborative learning (CSCL). Over the period of time several models have been designed and development of NBL , It had been of a very great emphasis and with the help of this effect a special change has been performed to develop a meta-cognitive tool for structuring user activity. The NBL environment model comprises of a various modules that are designed with the sole aim to facilitate collaborative knowledge programmed which will be used future in university and vocational education institutes. NBL modules comprise and consist of:- WebTop (virtual desktop in the web), Knowledge Building module, Jam Session module, Library module and Administration module for tutors and also for system administrator. 1. General Technical Design of the NBL-Tools Server- The NBL-Tools is based on a three tier architecture in which the NBL software is further designed and distributed among three different servers which are commonly known as – The database server which allows a very important function i. e. allows the exchanging of information (the database and search engine), the application server that handles most of the logic in conjunction with the database server and lastly the WWW server that handles the backend WWW-processing and glues with itself the other servers together for the smooth functioning of the entire project. NBL software can also be accessed through the Internet (TCP/IP as already disscussed) with any HTML 3. 2 compliant browser commonly known as the Netscape Navigator 3. Some non-critical features can only be accessed by browsing with a JavaScript implementation. Hence it allows the users to work efficiently with the common information processing programs at their use producing for example, documents, graphics, video or www -links. The primary users of NBL is been done by the university students and people studying into service courses at various organizations at different levels. Internet accessibility with www –It follows that small groups working at different locations and in different time are able to coordinate their activities with the tools provided by the NBL. While associated with NBL students across the university get ample of opportunities to interact with each other either face to face or through video conferencing , simultaneously at the beginning of the secessions and at the mid term as well. The users are able to access the NBL-Tools from any place containing Internet connection and computer (or terminal) with standard WWW-browser: workplaces, homes, libraries, schools, university computer labs, Internet cafes, etc†¦ The end-user terminal may also be Set-top-box commonly known as Web-tv or palmtop (such as Nokia Communicator) with â€Å"www†-browser and Internet connection. To get acces to the main users need to use only one username and password to login which will enable them to access all courses running in the NBL environment. NBL users can uses only one centralized database for there implementation part and during every login session the students may take part in all courses involved and associated within it. 2. Inquiry Learning Process and the Modules of the NBL-Tools The effective usage of NBL- The tools happens to be inquiry learning process where all students and tutors can utilize the best of opportunity to share and distribute their existing knowledge with each other as it can be very much beneficial. The ideal module created for the NBL courses is an increasing spiral, which eventually helps the students in creating there own theories and knowledge aspects. Where In ideal situation these new theories will prove to be a new context and background for upcoming study course that will be used and performed across universities and educational institutions.. NBL-tools consist of several modules that are designed and developed to facilitate collaborative knowledge building and collaborative design work through a constructive programmed process. The modules are WebTop commonly known as virtual desktop in the web, Knowledge Building module, Jam Session module, Library module and Administration module for tutors and system administrator. 2. 1. The WebTop module The NBL -environment provides each and every user with there personal open desktop in the web (WebTop). The WebTop is used to store digital materials and these materials can also be shared with other students within the university. The WebTop also consist of an optional choice of sharing which enables the contains tools for leaving and sending messages such as stickies which is future used for collaborative evaluation and self-evaluation as well. It future also related to the deep principle. It is also required from the users while accessing or using the webtop into service students can add/create there personal files and folders, features like rename and removing the files from his or her own WebTop. Inside the folders the users may also create new sub-folders and add new files inside them. Students within the university can also visit each other WebTops and take copies of the files found over there which can also be used for future references. 2. 2. Knowledge Building module The Knowledge Building module is actually used for sharing the informations, topics concepts and programs that are been created or generated by the students . The online conferences based on discussions are guided by the Deep Principles decided together with the tutor and the students of the course. The Deep Principles redefines the context of concern. The discussion messages are added to the shared space and are future labelled by the users with different Categories of Inquiry. The tutor may select various kind of Categories of Inquiry for various kind of courses. Lets take for instance there focus ares of concers is more on design and art the Categories of Inquiry used in the FLE knowledge building such as: Design Task, Working Idea, Subordinate Problems, Deepening Knowledge, Comment, and Metacomment. The Categories of Inquiry eventully related the student with expert like problem solving research and design process by redirecting the students to produce their own knowledge objects. Categories of Inquiry Used in the NBL-Courses: The learning process aims at answering to all its related problems. The purpose of defining a problem is to explicate learning goals, to explain research interests and also to introduce the questions that are ultimately directing towards students inquiry. After critically viewing the present working theories and by introducing new deepening knowledge to the discussion new subordinate problems can also be incorporated. Working theory presents students with there own conceptions (hypothesis, theory, explanation, interpretation) about the problem at hand. A working theory is not necessarily well defined or articulated early in the inquiry process. However, it is crucial that the explication of working theory evolves during the process and working theory eventually become more refined and developed. In-depth Knowledge can over a period of time can also presents some scientific findings or other knowledge that the student have undergone. It brings to the discussion some new points of view otherwise helps the inquiry process to continue. It differs from the working theory as in that it represents the knowledge produced by others or authority/experts. It also gives a chance to both the Students and tutors to comment to the inquiry process, for example to that of someone elses working theory. It could also be clarified through a comment as to ask for clarification more thorough explanation and its opinion and so on. With the use of a comment message we can also provide help for other learners which can also be used in as a problem-solving process rather a problem itself. A comment should focuses on the inquiry process and its methods rather then discussing the process outcomes. Hence future it can be analyses with a Metacomment weather students and tutors can evaluate and that too to what extent, e. g. Is the process is progressing in the desired direction , have appropriate methods been used, and if yes how sharing of tasks and inquiry process is accomplished among the members of the learning community. In the summarized form the summary may aim at identifying a new Deep Principle or may reflect the views of the writer on the progression of the inquiry learning process. Using the Help-category tells that the user have, in his or her work, come across some difficulties where he/she needs guidance from others to be in a stage to proceed. The Jam Session module is a space for the collaborative construction of digital artifacts It helps the students in the dynamic development of a project by providing graphical representations of its phases. Students can also add in their own digital artifacts such as -pictures, videos, audio, text, software to the session and let other students continue and comment on the work in progress. 2. 4. NBL Library The NBL Library can be considered as a adaptive medium to publish and browse multimedia learning materials, in additional learning materials are saved into the NBL-database from which the tutor or teacher may first search and choose relevant clips and then publish them in the Library last but not the least work of the study groups will be saved to the NBL-database.

Islams Problems come from within Essay Example for Free

Islams Problems come from within Essay * Criticism of propaganda type which world leaders try to persuade the world this isnt about Islam * Rushdie argues that by giving examples how it is a) support of Bin Laden b) the Islamic together coming for the jihad c) the anti-Semitism blaming Jews for the September 11th issues etc. * Rushdie suggests a reasoning for the above written from fear of the west taking over there old-fashioned traditional way of life. * He emphasizing how it is about Islam : many political movements are now guided by radical Islamic organizations such as the revolutionary Shiite of Iran or the Taliban. * Rushdie continues by introducing a vital key point to his article. He criticizes such political groups for blaming outsiders for all the ills of Muslim societies. He then suggests that they are to accept responsibility of their problems and then they may be able to solve their problems by themselves. * Rushdie continues by showing how many Muslims are beginning to ask themselves such questions. He gives some specific examples of intellectuals of the Muslim world relating to that question. * He concludes by suggesting that the way to overcome the problem with terrorism today is by secularist-humanist principles which must be taken on by the Islam. In terms of what we have learned, we would have to say that Rushdie argument is valid. We can come to that conclusion by simply looking at his arguments; Rushdie doesnt introduce new information in his conclusions relating to an argument. If the question of validity refers to the fact that Islam is the topic related to the terror attacks in September, then the argument can well be valid to a certain extent. However, it would morally be wrong to blame a religion for this mass murdering, as we know that generalizing that all Muslims are murders, is wrong and invalid. Although, one could argue the majority of the arguments Rushdie makes, the way he wrote them they are valid. Rushdie presumably has a strong historical knowledge to support his articles arguments. However, I believe a great deal of emotions came in play while expressing himself. We must not forget that Rushdies experience with the Islamic, (in direct reference to the fact he was ordered to be killed by a major Islamic leader) hence a possible bias on the issue. I fully understand such a standpoint as that of Rushdie; I too, when am asked to support my countries actions in regard to the Palestinian terror attacks, tend to become emotional and very protective. Therefore I understand the pressure release Rushdie experiences while expressing himself. Therefore I can also say from experience that I do not think that in such a state Rushdie would exaggerate to a point of absurd.

The Impact Of Spanish Colonization

The Impact Of Spanish Colonization The days were long and arduous and the ships sailed for hours hoping to discover something, they became impatient and discouraged and was at the merge of giving up, then suddenly out into the sea they there was the sight of land grounds, Look ahead men, its landIM AFRAID THIS IS PERHAPS A NEW WORLD! A seaman named Christopher Columbus became obsessed with the possibility to pioneering a western sea route and the gold and spice islands of Asia. Taking that in great consideration Columbus and his men arrived in the new world for three simple reasons, Gold, God and Glory. Many believed that there was limited source of gold and so the amount of gold an empire had determined how rich their economy was. Europeans alleged at that time, the world was a flat surface but however Columbus challenged that principle. He thought to himself that the world was round and wanted to prove his theory and obtain great riches for and spices hence the reason he wanted to set sailed with his men, hoping to discover India. India was known for its glorious gold and riches. Columbus formulated a theory called the Enterprise of the Indies and since India was known for its many resources, he thought that it was profitable to use the sea route to get there. It was suggested that passing on land routes included payments of many taxes and so decided it take such alternative. The trip therefore had to be sponsored but unfortunately he was rejected several times by the king and queen of Spain. He tried convincing them that he would discover great possessions that would enhance their economy and that he would also spread their religion of Christianity, but his efforts were to no avail. However, that was until after the Spanish conquest of the Moorish kingdom of Granada in January 1492. The Spanish monarchs, flush with victory, and so agreed to support his voyage. In this essay I will examine both the mayor reasons for the Spanish arrival in the new world and analyze the impacts that their coloni zation had on the indigenous people in Trinidad and Tobago. To acquire gold, spread the word of god and accomplish glory, were indeed the most important reasons for the Spanishs arrival in the new world. In Columbus times gold was very limited and a wealthy nation would be determined by the amount of gold its economy owned. Columbus wanted to provide evidence that the world was indeed round and that he could sail to obtain the immense riches of India to return to his country. However on doing so he discovered land that was referred to as the new world, this is known today as the Caribbean and North, South and Central America. On arriving at the land, to Columbus astonishment, it was in fact an existing world. Therefore the Spanish were obviously not the first set of people to discover the new world and was not the first settlers there. Different types of indigenous people were the primary settlers that journeyed to the Caribbean. They were great hunters and to obtain food would hunt animals to consume. However with diverse weather conditions animals tend to migrate a lot to find an environment that suits them best. Parallel to this, the indigenous groups migrated a lot in search of food and so as a result settled in the Caribbean and Americas. Two sets of these indigenous tribes that remained in Trinidad were called the Tanios and the Kalinagos. They had unique cultures and lifestyles from that of the Spanish. Luckily the Spanish was worshipped by the Amerindians because they saw them as Gods. This was so because of the white complexion of their skin and they were immediately welcomed. The natives thought that if they serve them with whatever they desired they would be richly blessed since they were Gods. The Spanish soon after started controlling the groups of indigenous tribes. They forced them to work for no pay and soon there freedom was taken away from them. Their lands and riches were possessed by the Spanish settlers and they enslaved the Amerindians. The word of God was a very important factor to the Spanish and they took their religion of Christianity very seriously. The Spanish settlers religious beliefs were also extended to the indigenous people and they were forced not to practice their own culture. Their religion of Christianity was made compulsory and the natives were forced to speak their language. There traditional religious beliefs were stamped out and were replaced by Christianity. The Spanish believed that once they had the ability to make someone reject their own god and worship theirs, they would have great control over that person and so that is exactly what they did to the Amerindians. Once their religion was delivered to the world, the Spanishs empire would be exceedingly contented and so they achieved a main reason for their arrival. Another reason the settlers came was to obtain glory, this however summarizes some aspects which includes land, power and wealth and so Spain became flooded with magnificence and wealth after conquering the new lands. European nations became wealthier because of the precious metals such as gold and diamonds that they obtained from the new world. They cultivated many lands and produced large amounts of harvest; they enslaved the Amerindians and offered no pay at all. Spain gained great power and prestige; they dominated the Americas and possessed a vast amount of land and wealth. The country reined for a very long time after Columbus discoveries, bringing jealousy to other countries. To the Europeans, the widespread of their Christianity beliefs was named very well for them. Columbus voyages was a great beginning for Europeans, it made them explore even more. Trading exportations of large quantities of goods and raw materials was available along with other positive features. The Ameri ndians had also introduced tobacco, corn and cassava to the Spanish. They acquired and learned great skills from the Amerindians, for example how to build their houses to withstand hurricanes. After the voyages, few negative effects were also bought to the Europeans nations. This included lots of jealousy and rivalry among European nations which caused many wars. The Europeans also obtained diseases such as yellow fever and malaria from the Amerindians resulting in many deaths. The Spanish colonization however had major negative impacts on the indigenous people that settled in Trinidad such as the decrease of the population, family separation, starvation and the lost of their culture and tradition. The most prominent amongst them all was genocide and annihilation. The indigenous population decreased drastically after being enslaved by the Spanish. The Amerindians, were killed in the defensive wars they undertook against the Spanish to preserve their freedom. They lost battles to the Spanish and died rapidly because their weapons were made from bones, stones and shells and so they could not have competed with that of the Spanish. The Spanish had in possession, more superior arms and weapons that included guns, canons, dangerous explosives and gunpowder and was successful in dominating the indigenous people. Some also died from many European diseases such as small pox, measles and influenza. Because the indigenous people were not immune to these diseases they became exceedingly ill and consequentially they eventually died. Being enslaved, some natives were separated from their families, which caused a major breakdown. They were not familiar with the nature of work and unknown lifestyle forced onto them by the Spanish and the harsh treatments received so this resulted in a great loss of the population. The Amerindians were also fatalistic and believed when bad things happened, the Gods were against them and seeing that they saw the Europeans as gods, as stated earlier, some committed suicide since they were treated so ruthlessly. Others, after being brutally enslaved and submitted to a meager diet of cassava and sweet potatoes, died from malnutrition and overwork in the mines or plantations. They died from starvation because they were not liberated to obtain the food they would normally consume. They were starved and treated as slaves. The indigenous people were also used for sport purposes by the Spanish. The Spanish saw them as lesser bodies and so to test the sharpness of ones blade or weapon, they would cut off the neck of an Amerindian. Some also committed infanticide. Others ran away to other island where they could be concealed while some just surrendered. Another major impact that the Spanish colonization had on the indigenous people was the lost of their culture and tradition. After being taken over by the Spanish settlers they were stripped of their unique cultures. It was on Columbus third voyage he discovered Trinidad. The two groups of indigenous people that survived in Trinidad, the Tanios and Kalinagos had different characteristics and so those features were abolished after being forced to live by another way of life. The arawaks, sub group of the tanios were the first set of people discovered by Spanish and was seen as very peaceful and sedentary beings. The arawaks, short, copper colored, having long black and straight hair, survived from agriculture, hunting and fishing, they grew a soft variety of corn and sweet potato. They also knew how to make cassava bread using an elaborate process to leach out the poisonous juice of its roots. The arawaks society was simply a very calm culture The Arawaks society was basically a very calm culture. It was classed into contentment, friendliness and was a highly organized paternal society. Each society contained a small kingdom and every kingdom had a leader, call a cacique. At the time when Columbus arrived, there were five different kingdoms, all was then in fact divided separated and dismantled. The culture of the arwaks involved having two or three wives and the cacique had about thirty. Women enjoyed a materially superior lifestyle being the wife of the cacique and also their children were held in high esteem. The religious myths of the arawaks were polytheists and their Gods were called ZEMIS. Religious practices of the zemis included worshiping and obeisance to the zemis themselves accompanying dancing and took place in the village courts during special festivals. Medicine men or priest also consulted the zemis for advice and healing, this was also done in public cerem onies with songs and dances. The Europeans however took away those valuable practices and cultures from them after conquering their lands. They forced them to abide by their rules and regulations and stripped their way of life viciously. The tanios have now totally disappeared from the surface of the earth. The other group of indigenous people that was found in Trinidad was the caribs, a sub group of the Kalingao tribe. This tribe had olive skin, long straight hair and was a handsome people of great stature. Their foreheads and noses were flat since they flattened their heads, believing it to be a sign of beauty and perfection. They were not farmers but however great fishermen. Their religious beliefs involved abstaining from pigs, salt and turtles were practiced. Human sacrifices were also part of these rituals. Their culture was also somewhat of the arawaks. They had a head chief called the ubutu, who was selected because of strength and skill. Their manner was quite fierce and warlike. When conquered by the Spanish these indigenous people was also enslaved and they were also forced to live their lifestyle. Nevertheless, some people of this tribe still exist today in parts of the world and their culture has therefore survived to some extent. Life has changed dramatically for the carib people who traditionally are shy and retiring. However, many feel that they currently do not receive the attention they deserve and are vigilant in their determination not to suffer from exploitation; a fate that has bedeviled many indigenous peoples throughout the world. The Spanish colonization indeed impacted negatively on the indigenous peoples depletion and it also resulted in lost of their culture. Conversely, few positive impacts was also accomplished and introduced to the Amerindians. Technology was introduced to them by the Spanish for instance, ship building, also the skills of using navigational instruments. In addition to that European crops were bought in like banana, wheat, rice, coffee and olive. Animals were also imported such as horses, cows, pigs and chicken. The Spanish are not only the cause of the whipping out of the indigenous tribe but also plays an important role in the development of Trinidad. The Spanish governor who made the most significant impression on Trinidad was Don Jose Marla Chacon, after whom the national flower, the chaconia has been named. Chocon was an astute administrator who settled in many depute, declared Port of Spain the captial city of Trinidad today and also initiated development in the more remote parts of the island. Today many Spanish names of places exits in Trinidad, these include Rio-Claro, San-Fernando, Santa Flora, Santa Rosa, Barataria and many more. The language of the Spanish still exists and is officially the second language of Trinidad and Tobago. Some Amerindian names also exist as well in Trinidad today for example, Caura which means heavily wooded valley and Caroni. These two places are fun for its fascinating places of interest. There is the Caura River which is an interesting place to visit for recreational purposes. The Caroni Bird Sanctuary is known for the view of wonderful birds of numerous characteristics. There is also the Caroni Swamp which is also a historical place of interest in Trinidad. The history of the Spanish Colonization is indeed a unique aspect of our culture today. COMMENTS: .

machiavelli Essay -- essays research papers

The Church accused Niccolo Machiavelli of being Satan for writing his book The Prince. Machiavelli completed The Prince in 1513. He wrote it as a gift to Lorenzo Medici, called the Magnificent, ruler of Florence. The political views Machiavelli expressed in his book went against the theology of the Church, specifically the Ten Commandments and the Beatitudes. Machiavelli wrote to gain control of a principality one must be brutal. (I)f you are a prince in possession of a newly acquired state and deem it necessary. . . to annihilate those who can or must attack you. . . . , you must do so to protect your principality. He gave the example of Duke Valentino's slaying of his nobles to maintain order, saying if Valentino had not killed his men, Valentino would have lost power. The Bible strongly forbids the killing of anyone. The Sixth Commandment states You shall not murder. In what is known as the Beatitudes, from Jesus' Sermon on the Mount, the Bible also says those who are meek shall inherit the earth. A meek person certainly does not kill others for standing in his or her way like Machiavelli is suggesting to be done. Another verse from the Beatitudes says those who are peacemakers will be called sons of God. Peacemakers do not kill either. For Machiavelli to say if killing a person is for the betterment of your principality, then to do so went against God's rule and the Church's. True followers of the Church abide by the Church beliefs, because if you are not for God, ...

ozone layer :: essays papers

ozone layer Summary of Learning of the Ozone Experience On the 16th of September 1987, negotiators meeting in Montreal finalized a landmark in international environmental diplomacy: the Montreal Protocol on Substances That Deplete the Ozone Layer. The Successful Conclusion of the negotiations in Montreal was widely hailed at the time as a historic even. As the protocol was the most ambitious attempt ever to combat environmental degradation on a global scale. In the 10 years since that meeting in Montreal, the accord has set in motion myriad actions by national governments, international organizations, scientists, private enterprises, and individual consumers. The results are clear: by 1995, global production of the most significant ozone-depleting substance (ODS) the chlorine, containing chlorofluorocarbon (CFCs) was down 76 percent from its peak in 1988. But three is a substantial lag between the time when emissions begin to decline and the point at which the ozone layer begins to recover, as it takes years for CFCs and other ozone-depleting compounds to reach the stratosphere, and some last for centuries once there. Yet it is clear that the Montreal Protocol ushered in a new era of environmental diplomacy. Although in some ways the ozone story is an inspiration, in other respects it is a cautionary tale. Since it’s beginning, the ozone experience has been characterized by a path breaking partnership between scientist and international policymakers. When CFCs were invented in the late twenties, they were viewed as wonder chemicals nontoxic, nonflammable, non-corrosive, and stable. The seeds of the Montreal Protocol were sown in 1974, when chemist Mario Molina and Sherwood Rowland at the University of California at Irvine published a landmark article in Nature. It hypothesized that the stability CFCs, while an asset for industrial applications, might prove deadly for the ozone layer. Yet the scientific process was initially slow to yield clear answers. Indeed, models in the early eighties suggested that CFCs would cause less severe ozone depletion than Molina and Rowland had initially hypothesized. Fortunately, the scientific collaboration initiated years earlier began to bear fruit. Two months after the Vienna agreement was reached, a scientific bombshell provided a much-needed jolt to protocol negotiations just then getting under way. The findings took the world by surprise: no such precipitous decline had been predicted by any atmosphere models. Ten years after the historic Montreal signing ceremony, the response to the protocol around the world has been substantial indeed.

Character Traits In A Seperate Peace Essay -- essays research papers

In the book A Separate Peace by John Knowles, one of the main themes is the effects of realism, idealism, and isolationism on Brinker, Phineas, and Gene. Though not everyone can be described using one of these approaches to life, the approaches completely conform to these characters to create one realist, one idealist, and one isolationist; thereby providing the foundation of the novel. The realist is Brinker. Brinker's realism takes on a very morbid quality after Gene decides not to enlist with him, do to Phineas's return to Devon. Brinker still sees everything the way it is, but begins to think that the way it is, is bad. On page 122, he is quoted as saying, "Frankly, I just don't see anything to celebrate, winter or spring or anything else." Brin...

“One Flew Over the Cuckoo’s Nest” by Ken Kesey Essay

Throughout history, the struggle of women to gain and sustain power in society has proven to be difficult, and has coexisted with a rivalry against the opposite sex. Women have been denied many throughout the course of history. They have been discriminated against, lost jobs, lost privileges. Women’s suffrage had not developed in the United States until the Nineteenth Amendment, which became effective in time to allow the voting by women nationally in the Presidential election of August 18, 1920. Stereotypical views of the ideal features of women are femininity, maternity, gentility, care, nurture, and dependency. Not matriarchy, independence, nor strength. Women are not generally associated with these traits, and society generally expects women to posses the assumed feminine characteristics. This is not the case in the novel One Flew Over the Cuckoos Nest, in which Ken Kesey shows a woman can hold a dominating, powerful role in society and be contrary to the stereotypical woman figure to depict the validity of the society’s views about women and their roles using the failure of the matriarchal female character to succeed at her role assumed by her occupation. The matriarchal female, Mildred Big Nurse Ratched, gains control over her realm in the mental hospital, but fails to fulfill her duties as a nurse of healing or helping her patients. The sexist description of her physical appearance provided by her patients are those typically associated with women, however, she completely contradicts the typical female. She is a matriarchal figure, not maternal. She is powerful, not dependent. And she manipulates complete power over the staff and patients of the hospital. However, her matriarchy does not fulfill her duties assumed by her occupation; to heal and help the patients. Instead, she worsens the situation by diminishing their strengths and exposing their weaknesses; which she does to gain control in a way which appeals to her senses. Big Nurse, or Mildred Ratched, attempts, and succeeds, to create her own world within the confines of the ward; one where she is completely in charge of all her subjects. This depicts her strong matriarchal role. Her desire to gain complete control over her environment uses several strategical moves.  After convincing her patients to confess their personal secrets, Ratched is understood by the patients to use the disadvantages of her patients to her own advantage in her accomplishment of gaining absolute power. Nurse Ratched is able to â€Å"smell out† the fear of her patients and â€Å"put it to use† (17) As the novel progresses, we also learn that Ratched’s powers within the ward extend to ludicrous measures as she is able to order harming of the relatively disruptive patients, which contributes to her extensive amount of power withing the ward. In numerous important scenes, we learn the extent of her power to prevent noisome independence: she can, in additio n to all the little arts of prodding the guilty recesses of her â€Å"patients'† consciences, order electric shock, even lobotomize the recalcitrant or merely disruptive patient. (Boardman ) She achieves control over the ward, as her patients, aware of her power, obey willingly or unwillingly. Mac, a patient at the hospital, promises to bug the nurse â€Å"till she comes apart at those neat little seams† (12). However, he learns that he can be institutionalized as long as the nurse sees fit. He immediately becomes cagey, satisfying, temporarily at least (Boardman)Nurse Ratched is able to establish complete control in the ward, and her patients recognize her ability maintain total control; a type of control that is parallel to a monarchy. In her own realm, Ratched is viewed as a very powerful individual, and the patients start to abide by her rules. Harding, a patient, explains, â€Å"‘We are victims of a matriarchy here, my friend, and the doctor is just as helpless against it as we are'† (54). This sentence is remarkably significant. It accredits the nurse as a dominant character in the hospital, and it also establishes the idea that the patients are not the only ones controlled by her, but the doctors as well. At times, Ratched refers to the sexuality of the men in the institute, making them inferior because of their inabilities. Ratched’s strength, and matriarchial character as a woman directly contradict the assumed characteristics associated with women; those of femininity and gentility. This contradiction is established in a way many by critics that look at the surface of the topic as a sexist description. In multiple occurrences throughout the progression of the novel, Ratched’s female characteristics are exaggeratively described by the patients such as McMurphy. McMurphy describes Ratched as having too red lipstick and the too  big boobs. (43) and as a a bitch and a buzzard and a ballcutter. Therefore, Ratched directly opposes the traditional gentle view of women as a matriarch but is given over-exaggerated female characteristics. Kesey’s purpose in creating this contrast between a stereotypical woman and and an ideal woman that is independent and strong is to establish the unsuccessful attempt at triumph of the ideal strong woman. The unsuccessful attempts of Ratched are depicted by her failure to meet the assumed role of being a nurse that consists of helping and healing her patients. Instead of helping, Ratched proceeds to make the state and situation of her patients worse and worse as she puts them down about their inabilities and maintains total control over them. Ratched is even viewed as evil. McMurphy explains, No, that nurse ain’t some kinda monster chicken, buddy, what she is is a ball-cutter. I’ve seen a thousand of ’em, old and young, men and women. Seen ’em all over the country and in the homes–people who try to make you weak so that they can get you to toe the line, to follow their rules, to live like they want you to. †¦ If you’re up against a guy who wants to win by making you weaker instead of making himself stronger, then watch for his knee, he’s gonna go for your vitals. And that’s what that old buzzard is doing. (58) McMurphy also refers to Ratched as impregnable and this sets her apart from the typical view of a female and the clichà ©d mother/whore dichotomy (Quinn) is established in the novel. There is an ambiguity that arises in the course of the novel, and the established dichotomy discussed by Quinn is expanded with a comparison of the two parts; the matriarch and the whore. Whereas Ratched uses power and control to accomplish her role of care and fails, the two whores introduced by McMurphy gain the trust and sympathy of the reader. They are viewed positively and as kind hearted by the patients in the institution. An excellent comparison captures the perception of the two figures; Strong women are evil and emasculating (Quinn) and The women viewed positively in the novel are the kind-hearted whores whom Mac introduces to the men and the sympathetic and very tiny Japanese nurse who works on the Disturbed ward. (Quinn) Through this direct comparison of the strong woman that is apart from a typical figure and the stereotypical woman that performers an act  directly associated with women, one can see that the typical woman is able to do what the other cannot; gain the affection of the male. While Ratched hides her female characteristics by wearing a white coat, the whores display their female attributes, and gain a positive view from the society made up of the hospital. McMurphy’s prior comment of Ratched being impregnable is linked to this comparison, since sexuality is a trait apparently missing from Ratched. Ken Kesey depicts the failure of a non-typical female figure to accomplish her goals as a dominating powerful figure by describing Ratched as evil, and comparing her to whores, who are viewed as kind hearted. This defiant comparison is uncommon since typically whores are viewed as a malignant part of society and nurses are viewed as purgatory. As a complete opposite, the whores are able to help amend the feelings of the patients, whereas Nurse Ratched fails miserably to accomplish her duty and even worsens the situation of her patients. Through the development of the female characters in the novel One Flew Over the Cuckoos Nest, Kesey is able to convince the reader that the stereotypical woman is able to successfully help society, while the unusual matriarchal female is unable to fulfill her duties by gaining control and exercising domination. Works Cited (MLA Format)Boardman, Michael M. â€Å"One Flew over the Cuckoo’s Nest: Rhetoric and Vision.† Journal of Narrative Technique 9. No. 3. Fall 1979.: 171-83. Rpt. in Contemporary Literary Criticism. Quinn, Laura. Moby Dick vs. Big Nurse: A Feminist Defense of a Misogynist Text: One Flew Over the Cuckoo’s Nest. Censored Books: Critical Viewpoints. Ed. Nicholas J. Karolides. Lee Burress. John M. Kean. Scarecrow Press, 1993: 398-413. Rpt. in Novels for Students. Vol. 2. Zubizarreta, John. â€Å"The Disparity of Point of View in One Flew over the Cuckoo’s Nest.† Literature/Film Quarterly 22. No 1. 1994: 62-9. Rpt. in Contemporary Literary Criticism.