Comparison of Catch-22 and Dr. Strangelove - Literature Essay Samples

As Daniel R. White writes in Nietzsche at the Altar: Situating the Devotee, â€Å"To laugh at the literal behavior of other characters in the social drama, is to change the truth value of what those characters do so as to undermine its seriousness, its claim to veracity, to authority, and so to call it into question.† According to White, once we are able to laugh at something, we disarm it and become free to question its authority and reject it. The effect of laughter White describes is the effect Joseph Heller and Stanley Kubrick intend to evoke in their respective satires, Catch-22 and Dr. Strangelove. The context of war in each of these works has caused many critics to classify it in the war genre. This classification, however, is mistaken because the worlds Heller and Kubrick depict are not horrific on account of war, but rather because individuals are subjected to the arbitrary authority of an impersonal and omnipotent bureaucracy that neither understands nor cares about them. In Catch-22, Heller portrays the bureaucracy through the eyes of his protagonist, Yossarian, who realizes that the control the bureaucracy, represented by his ambitious and impersonal superior officers, exercises over his life is arbitrary. In Dr. Strangelove, the bureaucracy is represented by General Ripper, who orders a massive nuclear strike that, if successful, will set off the Soviet Doomsday Device and create a nuclear holocaust, and General Turgidson, who urges President Muffley to commit fully to nuclear war. The individual struggling against the bureaucracy is Mandrake, who challenges Ripper’s authority and works to avert the impending nuclear disaster. That bureaucracy is the subject of examination and criticism in each novel is further evidenced in an evaluation of the satirical techniques employed. Through their depiction of a bureaucratic system in which individuals are completely subject to the arbitrary authority of their detached superiors and their sati rical techniques, Kubrick and Heller induce individuals to recognize the horror and to laugh at the absurdities, not of war, but of the bureaucratic system they are seeking to â€Å"call into question.†While many critics have categorized Catch-22 and Dr. Strangelove as war genre works, this categorization is fundamentally flawed because neither work contains the salient attributes of works that fit this classification. In War and the Novelist: Appraising the American War Novel, Peter G. Jones observes, â€Å"Collectively the [war genre] books emphasize individual reconciliation to the ordeal of combat and adjustment to the general pressures of war, recording immediate responses and varieties of accommodation† (Jones 4). Based on this definition, derived from analyses of the most widely recognized war genre works, the thematic similarity is their focus on the psychological effects of combat on the individual and the means through which the individual copes with that str ess. The absence of vivid descriptions of combat indicates that neither Catch-22 nor Dr. Strangelove is about â€Å"individual reconciliation to the ordeal of combat.† Instead, both Heller and Kubrick focus on portraying the characters who comprise the bureaucracy. As Heller himself said, â€Å"‘I wasn’t interested in the war in Catch-22. I was interested in the personal relationships in bureaucratic authority’† (Merill 16). Thus, the horror of the worlds depicted by Kubrick and Heller arises not from war but from the fact that individuals are completely subjected to the arbitrary authority of an impersonal, omnipotent, and inaccessibly bureaucracy. In Dr. Strangelove, individuals are subjected to the authority of impersonal and arbitrary bureaucrats whose insulation from the realities of war renders them incapable of comprehending the implications of their actions. In Dr. Strangelove, General Ripper and General Turgidson are able to advocate nucl ear war because of their detachment from the war. General Turgidson’s reliance on the Big Board, a computerized screen in the war room, to gauge progress emphasizes his insulation from the emotional realities of war. As Randy Rasmussen notes, â€Å"General Turgidson’s beloved Big Board is a glorified movie screen that provides him with a simplified, abstract, and manageable impression of nuclear war quite different from the messy realities we encounter outside its borders† (Rasmussen 3). For Turgidson, war is nothing more than a game and the soldiers are not human lives, but numbers. Turgidson’s failure to grasp the realities of war becomes evident when he and the other advisers rejoice after the Big Board shows the bombers responding to the recall code. In fact, the rejoicing is premature because the Big Board does not reflect the reality experienced by Major Kong and his crew aboard a slightly damaged, but still airborne B-52 bomber that has not receiv ed the recall code. Turgidson’s detachment from the realities of war allow him to advocate total commitment, â€Å"‘I’m not saying we wouldn’t get our hair mussed. But I do say no more than ten to twenty million killed, tops depending on the breaks’† (Maland 708). Turgidson is willing to sacrifice a few million people because he has no personal connection to them and is incapable of envisioning them as humans. This incident allows Kubrick to successfully show the inherent problem with bureaucracy, which is that because its members are detached and lack a personal connection to the individuals whose lives they affect, they cannot conceive of the implications of their advocacies. Like Turgidson, General Ripper advocates nuclear war because he is insulated from the realities of war. Throughout Dr. Strangelove, Kubrick uses a variety of camera techniques to emphasize that General Ripper is a typical bureaucrat who controls affairs and individua ls from a distance. Prior to introducing Ripper for the first time, Kubrick films Captain Mandrake working hard in a bustling room with other people. Kubrick then cuts to Ripper, who is framed sitting alone behind a desk. The series of cuts between Ripper and Mandrake that follow serve to contrast Mandrake, who experiences the war somewhat directly, and Ripper, who is distant and insulated. In shutting the blinds on his office window, Ripper symbolically severs his last connection to the outside world. As Rasmussen notes, â€Å"shielded from†¦the ordeal of his troops by the blinded windows, he is able to sustain his illusion of a justified nuclear war† (Rasmussen 25, 26). While the troops experience the war on a personal level because they are the ones who are engaged in combat and risking their lives, Ripper experiences the war from behind his desk. Ripper is not personally affected by the war, and thus, cannot comprehend the â€Å"ordeal of his troops.† It is Ri pper’s lack of understanding of the effects of his actions and detachment that permit him to order, support and justify the nuclear strike.The predicament in Dr. Strangelove, then, is not the war itself, but rather the bureaucratic system that allows detached, impersonal individuals to wield absolute authority over the lives of their subordinates to whom they cannot relate. The extent of Ripper’s authority over Burpleson Airforce base personnel becomes evident when Ripper confiscates all privately owned radios. By confiscating the radios, Ripper severs their connection to the outside world and the chain of command above him. Kubrick thus sets up a microcosm of bureaucratic society in which individuals report only to their direct superiors and are denied access to the chain of command above their superiors. Because Ripper’s power is unchecked, he is able to control and shape the perceptions of his subordinates. As Rasmussen notes, â€Å"From inside his ivory tow er, General Ripper imposes his fictional view of the outside world on all base personnel through the mechanism of an intercom. His voice rings godlike through Burpleson while subordinates execute his orders† (Rasmussen 14). Ripper announces that the Soviets have launched a nuclear attack that has crippled Washington and orders the Burpleson security troops to seal off the base. Ripper’s control is so encompassing that even when the troops see that the advancing army is wearing American uniforms, the security troops accept Ripper’s word as truth and determine that the uniforms must be stolen. The harm of bureaucracy is evident as the Burpleson security troops are forced to suppress their own thoughts and senses to obey the order of their superior officer. Thus, Kubrick shows how the bureaucratic system causes individuals to lose control of their own lives and become subjected to the whims of their detached superiors. The harmful effects of the hierarchical structu re of bureaucracy and the extent to which individuals are rendered powerless is further evident in the experiences of Mandrake. Mandrake discovers that Ripper has exceeded his authority, but he is powerless to do anything because it is unacceptable for a subordinate to challenge a superior. Even when Ripper admits to Mandrake that the Soviets have not attacked, Mandrake must â€Å"maintain a formal appearance of respect for the General† (Rasmussen 16). Kubrick depicts the power imbalance in the relationship by filming Ripper with an extreme low angle close-up that makes him appear larger and more powerful. Mandrake’s powerlessness becomes evident as Ripper uncovers his pistol, thereby asserting his power and authority to restore the hierarchical order. Even when Ripper has committed suicide and Mandrake has deciphered the recall code, Mandrake cannot avert the disaster because he encounters Colonel â€Å"Bat† Guano of the U.S. Army. When Mandrake explains the si tuation to him, Guano â€Å"finds it†¦inconceivable that an individual†¦of such modest military rank has any business talking to the highest government authority† (39). In the bureaucratic system, of which Guano is a part, it is unthinkable that a subordinate, such as Mandrake, would have access to the president. While Mandrake ultimately succeeds in contacting the president, his trials emphasize the futility of protest in, as well as inaccessibility of, the bureaucratic structure. The expectation of obedience leaves disaffected individuals like Mandrake with no recourse. Thus, the problem in the world Kubrick depicts is not the war itself, but the extent to which the bureaucratic system renders the individual powerless to control his own life or effect change. Similarly to Mandrake, Yossarian’s predicament in Catch-22 arises from the distant and impersonal nature of the bureaucracy conducting the war. In Catch-22, the bureaucrats conducting the war experien ce the war through aerial photographs, an impersonal medium. When discussing an upcoming mission, Colonel Korn explains, â€Å"‘we don’t care about the roadblock†¦Colonel Cathcart wants to come out of this mission with a good, clean aerial photograph he won’t be ashamed to send through the channels† (Heller 338). Korn’s statements emphasize the disconnect between the reality experienced by the soldiers and the officers in the upper echelon of the bureaucracy. Unlike the soldiers, who experience the horrors of war on emotional and physical levels, the officers experience the war on impersonal and aesthetic levels through aerial photographs and forms that do not always give the officers an accurate conception of reality. This becomes evident when Doc Daneeka is declared dead because his name appears on the flight log of a plane that has crashed. Although Doc Daneeka was not actually on the plane and thus is alive, he â€Å"realize[s] that, to a ll intents and purposes, he really [is] dead† (Heller 355) because the forms say he is dead and the forms shape reality. It does not matter that he is biologically alive because in the bureaucratic society Heller depicts forms and paperwork determine the existence of individuals and â€Å"one dying boy is just as good as another† (Heller 192). The officers do not view the soldiers as individual humans. It is because of this indifference that Colonel Cathcart views the deaths of twelve soldiers as an opportunity to send out twelve more letters and move closer to having his name appear in the Saturday Evening Post (Heller 292). The problem with bureaucracy is that it is comprised of individuals who are too detached and impersonal to understand the effects of their actions on the individuals under their command. As in Dr. Strangelove, the detachment of the bureaucracy in Catch-22 is problematic because of the extent to which individuals in bureaucratic society must yield t o their omnipotent superiors who comprise the bureaucracy. Jones notes, â€Å"in bureaucratic society†¦people are trained to surrender their human prerogatives to processes and situations† (Jones 51). In Catch-22, the bureaucracy seeks to dominate the lives of individuals by stymieing individual thought. In order to ensure its dominance, Group Headquarters institutes rules that prohibit soldiers from questioning official policy (Heller 44). These rules allow Group Headquarters to force young men â€Å"to give up their lives for the ideals, aspirations, and idiosyncrasies of the old men [who comprise the bureaucracy]† (Heller 227). The bureaucracy must prevent individual thought and induce mass conformity to ensure that its authority will not be challenged. The success of the bureaucracy in quashing individual thought is evident when Dobbs seeks Yossarian’s approval for his plan to kill Colonel Cathcart, â€Å"‘You don’t have to tell me to go a head. Just tell me it’s a good idea. Okay? Is it a good idea?’† (Heller 237). The bureaucracy has stripped Dobbs of his autonomy and capacity for individual thought, rendering him docile to the point where he can no longer act independently. The bureaucratic society not only controls its constituents’ thought processes, but also their physical beings. This is evident when Chaplain Tappman is apprehended by Captain Black and taken to Group Headquarters, where he is falsely accused of insubordination. As he is being questioned, Chaplain Tappman realizes the power of the bureaucracy, â€Å"they might do whatever they wished to him, he realized; these brutal men might beat him to death right there in the basement and no one would intervene to save him† (Heller 391). When Tappman realizes there is no one who can â€Å"intervene to save him,† it is an acknowledgement of the horror of an unchecked society that strips individuals of their autonomy an d subjects them to the authority of their detached superiors who have little concern for their well-being.The extent to which bureaucratic authority is arbitrary and inaccessible to the individuals who are subjected to it is further illustrated in the experiences of Yossarian. After Snowden’s death, Yossarian begins to reflect on his situation, and realizes that â€Å"strangers he [doesn’t] know [shoot] at him with cannons every time he [flies] up in the air to drop bombs on them† (Heller 26). As Yossarian reflects on his situation, he realizes he is fighting in the war solely because he has been ordered to do so. Yossarian is unwilling to risk his life for no reason, so he decides not to submit to arbitrary orders. He wants the bureaucracy to offer justification for its seemingly arbitrary demands, but when he attends the information sessions and begins asking questions, questions are disallowed (Heller 44). As Colonel Cathcart continues to arbitrarily increa se the number of missions, Yossarian becomes increasingly fed up with the bureaucratic system and tries to speak directly to Major Major, but Major Major avoids Yossarian by sneaking out his window (Heller 112). This scene and Major Major’s subsequent decision not to see anyone while he’s in his office (Heller 117) depict the inaccessibility of the bureaucracy. The harms of the bureaucratic system are clear as it exercises arbitrary authority over the lives of individuals, but it is inaccessible to these individuals and thus immune to protest or questioning. No longer willing to docilely submit to the omnipotent bureaucracy, Yossarian resists by staying in the hospital for extended periods, refusing to wear his uniform, dropping his bombs haphazardly, refusing to fly any more missions and ultimately running away. When Major Danby seeks to force Yossarian back into the system by telling him that running away is not a good way to solve his problems, â€Å"Yossarian pa tiently explains to Major Danby that the escapists, the true escapists, are those who allow the malign bureaucracy to run their lives; the strong man chooses to live on his own terms† (Jones 47). Thus, Yossarian’s predicament and the problem Heller depicts in Catch-22 is not war, but the impersonal and inaccessible bureaucracy that wields inordinate control of individuals’ lives and strips them of their independence, while refusing to justify its seemingly arbitrary authority. Running away then is Yossarian’s means of escaping the all-encompassing bureaucracy and regaining control of his own life. The view that the focus in both Kubrick’s Dr. Strangelove and Heller’s Catch-22 is on individuals’ helplessness and subservience in a detached, arbitrary, and omnipotent bureaucracy, rather than war, is supported by an analyses of the structure and stylistic techniques employed in each novel. Joseph J. Waldmeir notes of the structure of Catc h-22, â€Å"Plotless really, the book is unified by the pattern of absurdity established at its outset†¦Faced with chaotic structure and endless repetition of episodes which individually are often quite funny†¦one begins to feel [the novel] would have been better if it had been better made† (Waldmeir 163). The disjointed structure, however, is not accidental and Catch-22 would not be better with a more unified plot because by obscuring the storyline, Heller directs the reader’s attention to the satirical aspect of the book, which is equally as important as the plot. In both Catch-22 and Dr. Strangelove, the plot depicts the bureaucratic society and the satire is used to deconstruct and criticize it. As Leo Braudy explains â€Å"satire constantly asks the viewer to compare what’s going on with a recognizable reality† (Braudy 59). Thus, while the satire consists of hyperbolic exaggeration, the object of the satire is depicted through the plot and thus there is a recognizable reality to which the analyst can refer. Thus, with satire Heller and Kubrick systematically depict the laughable absurdities of bureaucratic society and deconstruct the system. In Dr. Strangelove, Kubrick uses a variety of techniques to induce the viewer to laugh at and reject bureaucracy. While Dr. Strangelove was originally intended to be a movie based on the serious book Red Alert, as Kubrick was writing the script, he realized he had to leave out things â€Å"‘which were either absurd or paradoxical in order to keep it from being funny,’† (Philips 89) so he decided to write â€Å"an absurd black comedy and allegorical satire, populated with caricatures rather than fully developed characters† (Philips 15). Kubrick’s deliberate decision to make the film satirical is important because it indicates the satire conveys meanings essential to deciphering the message of the film. The humor in the film is evident from the out set. In the opening scene, the refueling of a bomber denotes a sexual act and the refueling rod becomes a phallic symbol as the camera pans back and forth. Humor also manifests itself in the names Kubrick gives to General Jack D. Ripper and General ‘Buck’ Turgidson as well as Burpleson Airforce Base. When the viewer laughs at Kubrick’s satire he is recognizing the absurdities of bureaucratic society and laughing at and symbolically rejecting that society. As Bakhtin explains, laughter constitutes rejection because â€Å"‘Laughter demolishes fear and piety before an object, before a world, making it an object of familiar contact and thus clearing the ground for an absolutely free investigation of it.’† (Craig 76-77). Thus, the satire augments the criticism of bureaucratic society Kubrick expresses in the plot.Throughout Dr. Strangelove, Kubrick not only satirizes the world he depicts generally but frequently employs satire in depicting Ripp er and Turgidson because Kubrick wants the reader to laugh at these characters who embody the bureaucratic system. As Ripper tells Mandrake about Plan R, Kubrick uses an extreme low-angle close up to emphasize the phallic cigar jutting from between Ripper’s lips (Falsetto 29). When Ripper speaks with this phallic cigar jutting from his mouth, the viewer cannot help but laugh at him. The satire Kubrick uses to portray Ripper prevents the viewer from taking Ripper or the values he represents seriously. This phallic image is not arbitrary because it relates to Ripper’s justification for ordering the execution of Plan R, which is that â€Å"his diminishing sexual potency†¦[stems from] an international communist conspiracy to poison the drinking water† (Philips xix). In this scene, Ripper undercuts the validity of his justification for war and the seriousness of his own character because his theory is palpably absurd and laughable and emphasizes his insanity. T he phallic imagery and bureaucracy are intertwined and jointly satirized later when Ripper whips a phallic gun out of a golf bag to defend against approaching troops. The phallic nature of the gun reminds the viewer of Ripper’s absurd theory and the golf bag reminds the viewer of Ripper’s connection to bureaucracy. Kubrick is mocking the fact that for bureaucrats, like Ripper, war, like golf, is nothing more than a game because it is their subordinates, and not they, who are personally affected. Turgidson embodies the bureaucratic system in the same way Ripper does, so he is also an object of satire. The prominently depicted phallic cigar that prevents Ripper from being taken seriously when he speaks is replaced for Turgidson by farcical facial contortions, that Kubrick emphasizes with close camera shots. Even when Turgidson is not speaking he cannot be taken seriously as his behavior parallels that of an immature boy: he chews his gum obnoxiously, pouts when Presiden t Muffley rejects his plan, instigates a wrestling match with the Russian ambassador, and gesticulates wildly as he describes with glee how the remaining bomber can survive and set off the Doomsday Device. By inducing the reader to laugh at Ripper and Turgidson, Kubrick â€Å"change[s] the truth value of what those characters [represent] so as to undermine [their] seriousness, [their] claim to†¦authority, and so to call [them] into question† (White). Thus, by satirizing Ripper and Turgidson, Kubrick undermines their seriousness and authority and thus the seriousness and authority of the bureaucratic system they represent. The laughter Kubrick’s satire induces is thus a form of rejection because it signifies a recognition of the absurdities of the bureaucratic system. In Catch-22, the narrative techniques employed by Heller are similarly essential to his criticism of bureaucratic society. In Catch-22, the chaotic structure is not accidental, but is an intentional m echanism designed to force the reader to look beyond the plot. Heller does not want the reader to simply analyze the plot; he wants the reader to analyze the satiric techniques that make the book unique. Heller’s satire most frequently appears in his descriptions of the officers who comprise the upper echelons of the bureaucracy or the policies of the bureaucracy. Heller mocks the inefficiency of bureaucratic society through his satiric depiction of the Glorious Loyalty Oath Crusade, a campaign started by Captain Black to get back at Major Major for stealing his promotion. Heller writes, â€Å"The Glorious Loyalty Oath Crusade was a glorious pain in the ass, since it complicated their task of organizing crews for each combat mission. Men were tied up all over the squadron signing, pledging and singing, and the missions took hours to get under way. Effective emergency action became impossible, but†¦Captain Black†¦scrupulously enforced the doctrine of ‘Continua l Reaffirmation’†¦, a doctrine designed to trap all those men who had become disloyal since the last time they signed a loyalty oath the day before† (Heller 124). The Glorious Loyalty Oath Crusade and Continual Reaffirmation are meant to serve as microcosms for the inefficient and unnecessary policies of bureaucracy. While Black is trying to make Major Major look bad by not allowing him to sign a loyalty oath, and thus make him look disloyal, ironically, it is Black who is allowing his petty squabble to impede the war effort. The satire is evident because the policies are self-defeating insofar as they are meant to help the war effort by ensuring loyalty, but in fact hurt it by preventing the organization of crews. Moreover, the reader cannot help but laugh at Continual Reaffirmation because it is absurd to think that it could actually weed out disloyal soldiers and that soldiers would become disloyal overnight. While the example itself is extreme and absurd, Helle r’s satire is effective because the reader recognizes that this example serves as a microcosm of, and references the reality of, the inefficiency of bureaucracy. By inducing the reader to laugh, Heller directs the reader’s attention to this flaw and causes the reader to recognize the absurdity of the bureaucratic system. In Catch-22, Heller also uses satire to mock the officers who espouse the values of the bureaucratic system. As Craig notes, â€Å"its objects of satire are portrayed as being fools and knaves† (Craig 27). By having the officers say things that upon reflection are asinine, Heller makes the officers appear to be fools. During an inspirational speech, Colonel Cargill says to the men, â€Å"You’re American officers. The officers of no other army in the world can make that statement. Think about it.† This statement is humorous because Cargill asks the men to reflect upon the statement, but when one reflects upon the statement its absur dity is evident. It is merely a statement of fact, not a statement of the men’s abilities. Thus, Cargill’s inspirational speech is not inspirational at all. Frequently, Heller’s satire takes the form of self-negating â€Å"statements that deny the meaning they have just advanced† (Craig 26). For example, in describing Colonel Cathcart, Heller writes â€Å"Colonel Cathcart had courage and never hesitated to volunteer his men for any target available† (Heller 64). While Cathcart might be courageous in volunteering himself to attack any target available, his willingness to volunteer others does not make him courageous. Heller does not directly say that Cathcart is a coward, but the insinuation is clear. The self-negating sentence is an effective tool because it allows Heller to portray as absurd seemingly valid arguments. This occurs when Major Sanderson rebukes Yossarian for having â€Å"no respect for excessive authority or obsolete traditions. You’re dangerous and depraved and you ought to be taken outside and shot† (Heller 309). While the argument that during times of war individuals must sometimes cede to, and make sacrifices for, the common good, Sanderson’s argument is undercut because Yossarian’s challenging â€Å"excessive authority and obsolete traditions† presumably is a good thing. Heller thus uses the self-negating sentence to control how the arguments he rejects are portrayed and force the reader to recognize their absurdity and reject them as well. As Craig notes, â€Å"‘a sympathetic reader, laughing at its satirized subjects, feels himself to be a member of a select aristocracy based on virtue and intelligence†¦.Catch-22 allows its readers to celebrate their ethical superiority over, and distance from, the military machine and bureaucratic machine, which are made to look ridiculous and insane in the novel’† (Craig 27). Through his satire, Kubrick in duces the reader to laugh at, and to accept, the absurdity of the policies and manifestations of the bureaucratic system and to distance himself from it. Thus, the worlds depicted by both Kubrick and Heller are horrific and comically absurd not because of the war, but because of the arbitrary and inaccessible bureaucracy that wields omnipotent authority over the lives of the individuals subject to its control. When the analyst laughs at the bureaucratic society Kubrick and Heller depict, he recognizes its absurd and arbitrary nature and commits to resisting its totalizing effects. While the criticism Kubrick presents in Dr. Strangelove is to some extent linked specifically to the military bureaucracy, insofar as he is criticizing its policy of deterrence through mutually assured destruction, Heller’s criticism is not. To ensure that his criticism will not be considered inextricably linked to war or the military bureaucracy, Heller â€Å"sets his book at [WWII’s] end, when Germany was no longer a military threat† (Merrill 12) and â€Å"does everything he can to dissociate his own satiric attack from the actual war against Nazism† (Merrill 53). Unlike Kubrick, who links his criticism specifically to the military bureaucracy’s handling of nuclear war during the Cold War, Heller is intentionally ambiguous so that his criticism will not be considered indelibly connected to war or the military. Although war is the context for the book, Catch-22 is intended to warn the reader of and satirize the bureaucratic structure of the business world. To this end, Heller inundates the novel with â€Å"references to nonmilitary practices e.g., the ‘farming’ policies of Major Major’s father, Doc Daneeka’s prewar medical practice, the legend of Chief White Halfoat’s tribe and the oil industry† (Merrill 12). It is because of these references to the business world and Heller’s intentional ambiguity i n relating it to war that the novel remains timely. To describe Catch-22 as a war novel then is to describe it inadequately and do it injustice. Catch-22 intentionally, and Dr. Strangelove, even if unintentionally, are applicable not simply to war or the military bureaucracy, but to the â€Å"‘the contemporary regimented business society’† (Merill 53). Thus, Heller’s and Kubrick’s critical depictions and satire are applicable to today’s society and individuals because they warn of the totalizing bureaucratic systems that are present in the business world of which these individuals may be a part.

Assessment Questions On The Virginia Convention Essay

Brianna Tredway Ms. Laura Brown AP Language 11a 26 September 2016 Assessment Questions 1. According to Patrick Henry, what is the basic question being debated at the Virginia Convention? According to Patrick Henry the basic question being debated is a question of freedom or slavery. Throughout the speech Mr. Henry discusses the immensity of the situation. 2. What reasons does Henry offer to suggest that the British were not worthy of trust at that time? One of Mr. Patrick’s main reasons is that the British communities were stock piling militant forces that were meant for America. 3. What argument does Henry provide against the notion that the colonies are too weak to fight the British? Henry points out the fact that they are strong enough to win the battle if they would get up and just try rather than sitting around. Henry claims that God has provided them with the power and strength to fight their enemy. 4. What is Henry implying when he says that he is loyal to the majesty of heaven...above all earthly kings? What tone (manner in which an author expresses his attitude) does this statement hold? When Patrick says that he is loyal to â€Å"the majesty of heaven...above all earthly kings he is saying that is loyal to the greater power and greater being over all the earth, God. When Henry says this, I believe he is using a humble and respectful tone. 5. Why are Henry s final words so effective and memorable? The statement â€Å"give me liberty of give me death† is a veryShow MoreRelatedThe Articles Of Confederation Were Not A Productive Form Of Government1595 Words   |  7 Pagescompetent government for society, maintain control over new lands, and defend national involvements outside the borders. 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Business Process Outsourcing (Bpo) - 2672 Words

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New Workplace Culture Graduate Nurses

Question: Discuss about the New Workplace Culture for Graduate Nurses. Answer: Introduction: Graduate RN nurses face a host of challenges when transitioning from the nursing school setting to a new workplace after placement. These include a number of barriers that hinder a smooth transition from student nursing to graduate nursing practice. The main problem is that majority of the graduate nurses have little knowledge on the approaches that can be used to successfully adapt to their new workplace culture for nursing practice (Fetherstonhaugh, et al, 2008). While some may take a short time to adapt, it sometimes remains difficult for others to acclimatize themselves within new nursing facilities and settle down within the first 6 months (Eskola al, 2016). Different studies have tried to establish workplace-specific approaches that can bring about successful transition for graduate nurses. Even so, majority have focused mainly on orientation programs, which remain a responsibility of the hospital management. However, there is need for individual initiated efforts to that can e nable graduate nurses overcome the barriers in their first 6 months of nursing practice in a new workplace (Madsen et al, 2009). This is in consideration to the fact that an individuals personality also determines their ease of adapting to a new workplace as heighted in the journal by Fetherstonhaugh, et al (2008). It is crucial to note that Graduate nurses have individual goals apart from institutional objectives which they have to follow. Among these goals according to Edgecombe Bowden (2009) include job satisfaction, an important factor that determines how long an individual nurse is likely to stick to a certain facility as part of staff. Therefore, graduate nurses must individually initiate self-based approaches to overcome the barriers to successful transition (Rydon et al, 2008). These self-based approaches include the willingness to take part in the initial orientation to learn, must embrace moral values such as politeness, punctuality and self-sufficiency, learn from mistak es, and keep their work journals that will enable them make references on crucial observations and milestones made. This discussion presents the different self-based approaches that can be used by graduate nurses to overcome transition barriers from student nursing to graduate nursing practice and thus adapt first to their new workplace culture. Barriers Facing By Graduate Nurses during Transition Several Australian journals that have focused on the barriers that graduate nurses face, while transiting from student nurses into graduate nurses have provided a number of conclusions. According to Dyess Sherman (2009), one of these barriers includes inadequate support to adapt to the new workplace especially from the older nurses and staff. This translates into a lack of direction, confusion and general loss of morale. Another barrier includes horizontal violence from older staff members, especially those within the same departments in the nursing facilities as described by Newton McKenna (2009). There have been cases of abrasive staff members who harass others, including the graduate nurses. This ranges from sexual violence to verbal insults which demotivate graduate nurses, making them to opt for transfers from such facilities, within the first year of practice (Fetherstonhaugh, et al, 2008). Further, having too many expectations on the actual nursing practice by novice nurses b rings about frustrations when they realize that the hospital setting is really different from nursing school setting (Edgecombe Bowden, 2009). In Australia, a section of graduate nurses who find adapting to a new workplace difficult, have reported to experience job dissatisfaction and low morale while on duty. Retention rates for graduate nurses according to Newton McKenna (2009) have also been affected as a result of graduate nurses moving from public facilities to private institutions where there are better transitional programs and where they feel satisfied with their jobs. In this regard, finding solutions to this problem remains imperative for the Australian government, in the effort to shaping the future of public health institutions in the country. There are a number of approaches that new graduate nurses need to practice so as to overcome the earlier mentioned barriers to adapting into the new workplace. Among the approaches according to Kelly Ahern (2008) include the need to be respectful, polite, understanding, keeping a work journal for reference, being ready to learn from other staff members. Punctuality for new nurses is crucial as it helps the new nurses to carry out tasks independently and/or as an assistant to older staff members within time (Newton McKenna, 2009). Acceptability of the new nurses determines their productivity at the workplace and even at home. New nurses often get assigned senior members of staff who ensure that newbies put under them develop their skills confidently and comfortably. The graduate nurses must therefore be able to practice politeness for instance, punctuality, maintaining respect and remaining reflective (Fetherstonhaugh, et al, 2008). They should understand that mistakes are opportuni ties for them to learn but should not be concealed. As nursing schools try to come up with ways to cultivate student nurse social skills according to (Levett-Jones, et al, 2008), there is need for these newbies to understand the expectations of the workplace. A careful observation among newbies and readiness to learn will make them to easily adapt to the workplace culture. Willingness to Learn and Participate in Orientation Programs New graduate nurses to accept to learn from existing staff members and proactive participation in orientation programs within the health facility they have been posted. Graduate nurses must understand that as beginners, they have a lot of things to learn from the older staff members (Newton McKenna, 2009). Research indicates that the environment in the real world for nurses is very different from the clinical environment while in the nursing schools. Staff members within the workplace will always teach a newbie how to bond within the team, how they carry out their nursing practice around the workplace both during orientation and while still adapting ((Edgecombe Bowden, 2009). The values one acquires within this initial orientation and while on the job as a newbie, must be inculcated into their roles (Fetherstonhaugh, et al, 2008). Therefore, there is need for new nurses to accept this new knowledge as they get shaped by the experts themselves while on the job. Paying attention at t he time of introduction to the new facility and staff members is vital (Levett-Jones, et al, 2008). At this point, new nurses will be briefed on different issues reading the health facilities including corporate culture, workplace values, organizational structure, departmental factors and the office environment (Levett-Jones, et al, 2008). At this point, the new nurses are shown the good side of the institution and to further their understanding of the facility. There is need for new nurses to take advantage of such briefing so as to rapidly be familiar with the institutional background, workplace culture, and additional code of conduct, styles of working and the related departments (Rydon et al, 2008). While all nursing facilities focus on providing curative and preventive care as their major objective, it is imperative for graduate nurses to understand that the workplace culture varies from facility to the other (Rydon et al, 2008). Therefore, they should be open-minded in choosin g to follow any special directions from senior staff members, and those already used to the workplace. In this regard, there is need to seek every clarification from the staff members on different issues and operations within the departments that one is likely to interact with as a nurse in practice (Fetherstonhaugh, et al, 2008). Usually, every interaction between the old staff members and the newbie nurses should be a learning opportunity, especially during the first few months in the workplace. In most hospitals, there are older staff members who are put in-charge of orienting newbies and making them to comfortably fit into the workplace culture (Rydon et al, 2008). Orientation may only take a week for busy health facilities and therefore, there is need for graduate nurses to remain relevantly inquisitive even beyond this period so as to learn further, the workplace culture. Moral Values: Respect and Politeness Punctuality There is need for graduate nurses to embrace politeness and maintain respect when communicating with the rest of the staff members. Communication remains an important factor in nursing practice (Fetherstonhaugh, et al, 2008). Nurses must always embrace hospitality through a polite way of communication when interacting with patients and still when assisting each other in carrying out duties. There are times when some patients become rude, co-workers refuse to help out to solve an issue, and/or the nursing manager becomes impatient with new graduate nurses (Rydon et al, 2008). These factors have been reviewed by different occupational safety and health psychologists who advice graduate nurses to still cope, despite the challenges. There is need for the graduate nurses at the point of transition to understand that such behaviors among old staff members and patients might not be about them personally (Duvall, 2009). At one point, the patients might be in pain; while coworkers might also be too busy to assist a new graduate nurse in particular situations (Edgecombe Bowden, 2009). On the other hand, the nurse managers might also be late for meetings and therefore have little time to interact and/or provide particular clarifications. Even so, there is need for new graduate nurses to notify the nurse managers in cases where such behaviors are consistent, among some old staff members (Rydon et al, 2008). The hostile staff members may be approached and advised to accommodate the newbies so that they feel part of the team in the workplace. They should also be punctual and therefore arrive in time for every allocated shift. Usually according to Forrest (2013), nurses get irritated when they are held back, waiting for another person to take over the next shift. In cases where an old staff nurse has worked the whole night for instance, they are very tired and therefore want to hand in their report and break off (Johnstone et al 2008). Starting a shift behind schedule and hu rrying to catch up leads to overlooking of crucial information regarding patient care (Duvall, 2009). It also brings about friction between the new graduate nurse and the old staff members. It should be the priority of every graduate nurse to ensure that they professionally practice within the accepted deadlines and set goals. Learning From Mistakes In nursing practice, making mistakes is inevitable and this is evident even among the most experienced nurses (Halfer Graf, 2006). It is only that these mistakes should be a learning other approach that new graduate nurses need to fit in the new workplace culture involves expecting to make mistakes and being sure to learn from them. New nurses are mostly vulnerable to being very enthusiastic (Johnstone et al 2008). Normally when an individual enters a new work environment, they always want their abilities recognized. For new nurses, this is likely to make them too proactive and also very talkative (Edgecombe Bowden, 2009). Usually at such an initial stage, any careless mistake may lead them to confinement within the periphery of their current work team and thus lead to difficulty for them to fit in the society. Any mistakes made by new nurses must however not be concealed from the nurse manager and/or a fellow nurse on the same shift (Johnstone et al 2008). In the day-to-day nursin g practice, it is possible to avoid a lot of mistakes and in the same way, it is possible to make some mistakes. It is clear that even the most experienced nurses through their practice over time have made mistakes (Halfer Graf, 2006). New graduate nurses therefore do not need to put extra pressure on themselves trying to avoid making any mistake by all means. While doing so may help them avoid a number of mistakes, this behavior sets them up for failure as it increases their anxiety according to ((Duchscher, 2008)). They also feel overwhelmed and likely to conceal these mistakes. Usually, hospitals have laid down procedures on reporting minor and major mistakes. Therefore, new nurses need inform other nurses of any mistakes made and then follow the policies of the facility in regard to documentation and reporting of issues (Kelly Ahern, 2008). It is against the nursing practice code of ethics to conceal mistakes that might especially lead to life-threatening situations for both p atients and others at the workplace. In extreme cases when the mistakes are identified, one may have their nursing licenses revoked by the government and termination of the contract at a workplace (Duvall, 2009). Equally so as to fit in the workplace culture, a new nurse should be able to offer their support to any coworker who has made a mistake in the practice. This will not only help reduce the effect of the mistake if minor, but will bring about bonding among the coworkers. Keeping a Work Journal for Reflection Further, keeping an updated work journal for new nurses helps one to check their adaptation to workplace culture and make improvements where necessary (Kelly Ahern, 2008). New graduate nurses should be able to write down their experiences on patient care, their preceptor feedback and their self-reflection at the end of a given. A review of the work journal including some time to reflect and meditate on the same, helps them to easily cope with workplace stress((Duchscher, 2008). Since it is a personal journal, one is free to write down whatever information they may want to remember including any descriptions of horrible shifts, patient and their families thank-you cards, among others. Even so, there is need to keep such a work journal confidential according to Newton McKenna (2009) and use name initials for those coworkers and people that you write about. Preferably, it should be stored securely at home. The work journal according to Mann et al (2009) also helps write down the diffe rent mistakes one might have made at a given time so that they cannot be repeated at a later time. In regard to adapting to the workplace culture, work journals helps a newbie to remember the names of their coworkers, members of their shifts, the different departmental heads in the facility and even their contacts (Kelly Ahern, 2008). The work journals should help the new nurse remember the reporting procedures, departmental objectives and any acquired knowledge as newbies in the nursing practice. Conclusion In conclusion therefore, this discussion presents the different approaches that new graduate nurses must practice in order to not only overcome the transition barriers from student nursing to graduate nursing but also to easily fit into a new workplace. Among the approaches include the need to be respectful, polite, understanding, keeping a work journal for reference, being ready to learn from other staff members. Further, punctuality for new nurses is crucial as it helps the new nurses to carry out tasks independently within time. More particularly, the nurses must always remember to be positive enough and charming to work with. Acceptability of the new nurses determines their productivity at the workplace and even at home. Most often, new nurses are assigned senior members of staff who ensure that newbies put under them do not get discouraged. As nursing schools try to come up with ways to encourage newbies on how to interact, there is need for these newbies to understand the expec tations of the workplace. A careful observation among newbies and readiness to learn will make them to easily adapt to the workplace culture. References Duchscher, J.B. (2008) Transition shock: the initial stage of role adaptation for newly graduated registered nurses. Journal of advanced nursing. doi:10.1111/j.1365-2648.2008.04898.x Duvall, J. (2009). From Novice to Advanced Beginner. Journal for Nurses in Staff Development (JNSD), 25(1), 25-27. https://dx.doi.org/10.1097/nnd.0b013e318194b4fc Dyess, S.M. Sherman, R.O (2009) The first year of practice: new graduate nurses transition and learning needs. The journal of continuing education in nursing 40 (9) pp. 403-410 doi: 10.3928/00220124-20090824-03 Edgecombe, K. Bowden, M. (2009) The ongoing search for best practice in clinical teaching and learning: a model of nursing students evolution to proficient novice registered nurses. Nurse education in practice 9 pp. 91-101 doi:10.1016/j.nepr.2008.10.006 Eskola, S., Roos, M., McCormack, B., Slater, P., Hahtela, N., Suominen, T. (2016). Workplace culture among operating room nurses. J Nurs Manag, 24(6), 725-734. https://dx.doi.org/10.1111/jonm.12376 Evans, J., Boxer, E. Sanber, S. (2007) The strengths and weaknesses of transitional support programs for newly registered nurses. Australian Journal of advanced nursing 25 (4) pp. 16-22 Fetherstonhaugh, D. Nay, R. Heather, M. (2008) Clinical school partnerships: the way forward in nursing education, research and clinical practice. Australian Health Review 32 (1) pp. 121-126 Forrest, C. (2013). Adapting to workplace change. Independent Nurse, 2013(3). https://dx.doi.org/10.12968/indn.2013.5.3.97245 Gaynor, L., Gallasch, T., Yorkston, E., Stewart, S. Turner, C. (2006) Where do all the undergraduate and new graduate nurses go and why? A search for empirical research evidence. Australian journal of advanced nursing 24 (2) pp26-32 Halfer, D. Graf, E. (2006) Graduate nurse perceptions of the work experience. Nursing economics 24 (3) pp. 150-155 Hodges, H.F., Keeley, A.C. Troyan, P.J. (2008) Professional resilience in Baccalaureate-prepared acute care nurses: first steps. Nursing Ethics 14 (6), pp 716-740 Johnstone, M., Kanitsaki, O. Currie, T. (2008) The nature and implications of support in graduate nurse transition programs: an Australian study. Journal of professional nursing 24(1) pp 46-53 doi: 10.1016/j.rofnurs.2007.06.003 Kelly, J. Ahern, K. (2008) Preparing nurses for practice: a phenomenological study of the new graduate in Australia. Journal of clinical nursing 18 pp910-918 doi:10.1111/j.13652702.2008.02308.x Levett-Jones, T. Fitzgerald, M. (2006) A review of graduate nurse transition programs in Australia. Australian journal of advanced nursing 23 (2) pp 40-45 Levett-Jones, T., Lathleen, J., Higgins, I., McMillan, M. (2008) The duration of clinical placements: a key influence on nursing students experience of belongingness. Australian journal of advanced nursing 26 (2) pp. 8-16 Madsen, W., McAllister, M., Godden, J., Greenhill, J. Reed, R. (2009) Nursings orphans: How the system of nursing education in Australia is undermining professional identity. Contemporary Nurse 32(12) pp 918. Mann, K., Gordon, J. MacLeod, A. (2009) Reflection and reflective practice in health professions education: a systematic review. Advances in health science education 14 pp. 595621 doi: 10.1007/s10459-007-9090-2 Newton, J.M., McKenna, L. (2009) Uncovering knowing practice during the graduate year: an exploratory study. Contemporary nurse 31 (2) pp 153-162 Rydon, S.E., Rolleston, A. Mackie, J. (2008) Graduates and initial employment. Nurse education today 28 pp. 610-619 doi: 10.1016/j.nedt.2007.10.002

IELTS Essay Band Nine Samples

IELTS Essay Band Nine SamplesThere are two ways to approach an IELTS essay. You can either rely on a trained essay writer or you can go the manual route and rely on IELTS essay band nine samples. Both have their advantages and disadvantages. Which way should you choose?If you think you are good enough to write your own essays, by all means go for it. Just be sure that your time is really well spent. Why? The fact is that there is always a chance that the school of thought to write a paper will not be used when it comes to a similar situation in the IELTS essay band. A lot of schools have different ways of conducting interviews, and it is important to adapt them to suit your own essay.Most students would say that the essay band is the toughest part of the test. Some people also argue that it is one of the hardest parts of the exam. It is up to you to determine if you really want to tackle this subject alone or if you want to ask someone else to help you. One thing is for sure: if you do not like to read, then it will be really difficult for you to practice and work on your essay. Hence, go for a tutor who can teach you the tricks of the trade.Another problem with tackling the essay band is that there are different tests for different band levels. You may only be at B-band level and still be required to write an essay. Before you even come across such a situation, check the course outline so that you will know how many essay band papers you will be required to write. If you feel that you are not well equipped, then take the help of the IELTS Essay Band Nine samples. You may also be able to use these samples as guides to go through the IELTS essay.If you have written a number of essays that are not quite good enough, then you will need to spend more time practicing your oral work. On the other hand, if you are not confident in writing, then you may want to avoid using the essay band. The best solution for you is to use an independent tutor who can go through the I ELTS essay and give you hints about how to write an essay. This will surely help you improve your writing skills.When you are able to write well and present your points in a clear manner, you will be able to do a better job when it comes to delivering the essay. However, your English-speaking skills are an essential ingredient of an essay and hence you will have to make them strong in order to write an essay well. Hence, check your skills on the IELTS essay band nine samples. The first test may not be too difficult, but as you go on, you will be able to come across more complex situations and obstacles.Write down the points that you felt when you read the sample questions. There are lots of books that you can find over the internet that can help you improve your skills and techniques when it comes to speaking and writing. You will definitely benefit from this. You will also get some tips that will serve as your IELTS essay band guide.A final note: before you get too confident and ta ke on the IELTS essay, make sure that you use the sample questions wisely. Sometimes, the question that you are trying to answer may be difficult to understand. If you are not clear about the English grammar, then it is better to stop.

Essay Topic Ideas for Illustration Essay Topics

Essay Topic Ideas for Illustration Essay TopicsWhen you are writing your illustration essay, make sure that the topic of your essay is not just something that you want to research, but also something that you need to know. When this is the case, you will need to find out what the problem of your college is and ask yourself if your personality fits that category of a college student.One good illustration essay topic for a college student is 'how to deal with your college's lack of funding'. If you can get into this section of your essay by explaining how much your school really does need funding, you can create a link between your illustration essay topic and your main topic.You may also want to think about asking your faculty advisor about your illustration essay topic. They could give you ideas of topics that you should write about in your illustration essay topic. With all the other things that you need to do, this can be a great topic to start with.Just because your school is stru ggling to keep up with its funding does not mean that you need to rely on yourself to find extra funds. This means that you may need to look for other ways to make money. Just make sure that you don't over exaggerate this need.If your college does have an overall college budget, you will also want to make sure that you also find out if your school will be requiring students to sign waivers to complete their assignments. A lot of colleges are requiring students to sign these waivers so that they don't have to repay the cost of tuition to their colleges. These waivers can be very difficult to get so this is another illustration essay topic that you might want to focus on.If your illustration essay is focused on topics related to the college itself, then you can put a little more focus on your illustration essay topic. This means that you can choose topics like, 'why do studentsmove to different colleges?' or, 'how do colleges have to change to stay competitive?'Make sure that you also take into consideration all the other subjects that you want to discuss when you are writing your illustration essay. Remember that the topic that you choose should be something that you need to know so that you can give your reader something to look forward to. Think about the way that you will describe your illustration essay, but also think about all the other topics that you will be talking about as well.

Shocking Information Regarding Speech Writing Services for College Students Unveiled

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