Loneliness in Of Mice and Men - 970 Words

Loneliness in Of Mice and Men The novel Of Mice and Men, by John Steinbeck, takes place during the Great Depression era in the 1930s. Life changed dramatically from the thriving 1920s. Work was hard to find because of the bad economy, and everybody lived tough lives. It was even tougher for African Americans, women, and the elderly because they were all considered useless at the time. Everyone had no respect for them, and they were very low on the social pyramid. Due to their low status and respect, these people were very lonely and wanted companionship of others. Steinbeck depicts these problems through the lives of Crooks, Curley’s wife, and Candy, who are social pariahs on the ranch because of their physical conditions, and therefore,†¦show more content†¦This shows that Candy is very desperate for companionship. Candy’s old age and disabilities get him left out of everybody’s activities, so he is very lonely and sees the dream of the farm as the only way for the rest of his life to be enjoyable. Steinbeck talks about how Crooks, Curley’s wife, and Candy are outcasts on the ranch and because of this they are very lonely and often seek attention of others. Crooks is discriminated against because of his race and he reads books to try to mollify his loneliness. Curley’s wife is the only woman on the ranch and all the men avoid her because of her misjudged behavior, so she is very lonely. Candy is very old so he is excluded from everyone else. His only friend was his dog but it eventually got killed. All of these characters live hopeless lives because they are lonely. Steinbeck’s message to us is that people need companionship and friendship in order for their lives to be joyful andShow MoreRelatedLoneliness in of Mice and Men721 Words   |  3 PagesLoneliness in â€Å"Of Mice and Men† Friends are needed in a person’s life for emotional stability whom without would lead to a life of loneliness and solitude. In the novel, Of Mice and Men by John Steinbeck, the characters Crooks, Candy and Curly’s wife exhibit a form of loneliness. They are driven to George and Lennie’s friendship because they lack support and that emotional stability in their own lives.A guy goes nuts if he aint got nobody. Dont matter no difference who the guy is, longs he withRead MoreLoneliness Of Mice And Men1364 Words   |  6 PagesLoneliness in Of Mice and Men REVISE Loneliness is defined as sadness because one has no friends or company, and people’s most common response to loneliness is looking for someone or something to take away their loneliness. This is a common trait in the characters of the novella Of Mice and Men by John Steinbeck which follows the experience of migrant farm workers George Milton and Lennie Small after they are run out of Weed, California and go to another ranch near Salinas, California during theRead MoreOf Mice and Men (Loneliness)2148 Words   |  9 PagesOf Mice and Men essay on Loneliness is a basic part of human life. Every one becomes lonely once in a while but in Steinbecks novella Of Mice and Men, he illustrates the loneliness of ranch life in the early 1930s and shows how people are driven to try and find friendship in order to escape from loneliness. Steinbeck creates a lonely and blue atmosphere at many times in the book. He uses names and words such as the town near the ranch called Soledad, which mea ns loneliness and the card gameRead MoreOf Mice And Men : Friendship And Loneliness1274 Words   |  6 Pages Of Mice and Men: Friendship and Loneliness Peyton Willett Period 1 In John Steinbeck’s Of Mice and Men a man and his mentally slow best friend embark on the journey of life together. Their friendship is very strong and this is unusual due to the other characters in the book being very lonely. Every time the two men get a job Lennie makes a mistake and they are forced to leave. After all of their intense work they hope they can finally have their dream and get a place theyRead MoreTheme Of Loneliness In Of Mice And Men998 Words   |  4 Pages In Of Mice and Men, John Steinbeck utilizes loneliness as an overarching theme, there is however one character that is noticeably longer than the others in Steinbecks novella. This character is Crooks, a bitter and aloof man, he used to have a family with brothers and a 10 acre chicken ranch. Now he lives the life of a stable buck isolated by his race (he is the only African American on the ranch) among other things (Steinbeck,2002). This loneliness truly characterises him and causes no end toRead MoreOf Mice and Men Loneliness Essay1123 Words   |  5 PagesOf Mice and Men Essay: ‘Soledad’ means loneliness. Why is this relevant in ‘Of Mice and Men’? The relevance of ‘Of Mice and Men’ being set in the town of Soledad comes from the parallels drawn between the meaning of the name ‘Soledad’ and the deeper sense of loneliness expressed through the characters of the novella. The symbolism of the loneliness that is associated with the town of Soledad establishes an underlying sense of loneliness in all characters. The author uses a variety of techniquesRead MoreTheme Of Loneliness In Of Mice And Men1368 Words   |  6 PagesOf Mice, Men and Loneliness John Steinbeck is the author of the story Of Mice and Men. He grew up in the Salinas River Valley in California, where Of Mice and Men takes place. Steinbeck grew up in 1929 when the Great Depression was going on. Of Mice and Men also takes place during the Great Depression. There were many migrant workers during the Great Depression. Migrant farm workers are men who move around the country working and earning wages and then moving to the next farm. These migrantRead More Of Mice And Men Essay On Loneliness1267 Words   |  6 Pages In the novel Of Mice and Men, John Steinbeck looks at the theme of loneliness as it affects many characters on the ranch. Crooks, Curleys wife, and Candy are the most excluded characters on the ranch, because they all have dreams that they will not be able to live out and they all are at loss when it came to companionship. Crooks is lonely because he is the only black man on the ranch. Since this book is set during the Depression, Jim Crow laws are still in effect, whites and blacks had separateRead MoreLoneliness Isolation in of Mice and Men862 Words   |  4 PagesAn idea I found interesting in the novel ‘Of Mice And Men,’ by John Steinbeck was loneliness and isolation. I found this idea interesting because it helped me understand how important it is to be surrounded by people. George and Lennie’s friendship contrasts this idea as they are friends and they have each other, whereas most of the other ranch workers travel alone. The idea of loneliness was strongly conveyed through the characters Crooks and Curley’s wife, they are both key examples of lonely andRead MoreOf Mice and Men Essay on Loneliness1318 Words   |  6 PagesMarch 2014 Of Mice and Men Literary Analysis Essay on Loneliness â€Å"Actually, feeling lonely has little to do with how many friends you have. It s the way you feel inside. Some people who feel lonely may rarely interact with people and others who are surrounded by people but don t feel connected† (Karyn Hall 2013). Truthfully, loneliness is something almost all people fear. It s a deeper feeling then just being isolated. It s feeling distant or disconnected from others. Loneliness is so much more

Spanish Language and Latin America Free Essays

1 International Baccalaureate History of the Americas HL Required Summer Reading Study Guide Born in Blood and Fire: A Concise History of Latin America By John Charles Chasteen Foreign Affairs November/December 2000 states: Born in Blood and Fire is a briskly written yet sophisticated introduction to Latin America that will be greatly welcomed by non-specialists and experts alike. Chasteen paints on a very broad canvas, but he succeeds in capturing with enviable conciseness the major ingredients of Latin America’s uniqueness and complexity. Especially welcome is his graceful integration of Brazil into the overall picture, which general histories of Latin America often lack. We will write a custom essay sample on Spanish Language and Latin America or any similar topic only for you Order Now He first takes the reader from the European conquest through the colonial consolidation by Spain and Portugal before looking at the role of indigenous communities in the new order imposed by the Europeans and African slavery’s social and cultural consequences. He then follows with the independence movements and the uneven attempts at nation-building in the nineteenth century; race, ethnicity, religious and liberal ideologies, and the roles of key individuals are also covered. Chasteen concludes with the recent return to economic liberalism, this time in the context of open elections, continuing poverty, and social exclusion of large segments of the population. A stellar performance! Summer Reading Directions: The answers to these questions should be well thought out, typed, 12 point font, single spaced, New Times Roman. The completed review sheet is a summer long process that is not designed and should not be attempted at the last minute. This assignment will be due on the first full school day of the 2011 – 2012 academic school year. These questions will prepare you for the first 2 day examination made up of 96 multiple choice questions and 57 matching terms. This is the first grade of the course and will set the study tempo for the remainder of the school year. 2 Study Guide/ Discussion Questions John Charles Chasteen’s Born in Blood and Fire: A Concise History of Latin America. Chapter 1 – First Stop, the Present 1. 2. 3. 4. According to Chasteen, what is the unifying theme or unifying conflict that characterizes Latin American history? Is this a good choice? What might be some strengths or weaknesses of this focus? Why do Cuba and Brazil have such high populations of African Americans? Define â€Å"liberalism† as Chasteen uses the term: What are the different attitudes toward Latin Americans that have been common in the U. S. during the twentieth century? Chapter 2 – Encounter (1492-1600) 1. 2. 3. 4. 5. 6. What were some of the ways the historical and cultural context of the Iberian peninsula shaped the attitudes and practices of Europeans who first sailed to the Americas? Compare the Portuguese colonization of Brazil with the Spanish Colonization of what would become Mexico and Peru. Important similarities and differences? What larger significance does Chasteen see in the name change from â€Å"Island of the True Cross† to â€Å"Brazil†? What three areas of Africa provided the majority of Black slaves for the Americas? Members of which European country became the most active slave traders? From Chasteen’s perspective, what were the key factors that enabled vastly outnumbered Spanish forces to conquer the Aztec and Inca empires? In what specific ways do Las Casas’s life and values stand in contrast to those of the majority of Spaniards who came to the Americas? Briefly define or identify the following terms: Encomienda Tupi Pedro Alvarez Cabral Moors Francisco Pizarro Malinche (Marina) Salvador (Bahia) Chapter 3 – Colonial Crucible (1600-1810) 1. 2. 3. 4. In what ways did economic realities contribute to the prosperity and influence of colonial Spanish America in comparison to colonial Brazil? Name the four viceroyalties and their capitals that came to exist in Spanish America: What does Chasteen mean on p. 77 when he says that â€Å"transculturation and hegemony often went together† in Latin America? Do you think he’s right? Name four areas that Chasteen considers peripheral areas or â€Å"backwaters† of colonial Latin America: 3 5. Compare attitudes toward race in Latin America as described in this chapter with attitudes in the U. S. as you understand them. What significant similarities or differences do you see? Briefly define or identify the following terms: Sor Juana de la Cruz â€Å"honor† in Latin America Gracias al sacar Quilombos and Palenques Potosi Zumbi Rebellion of Gonzalo Pizarro Tupac Amaru II Engenho Aleijadinho Chapter 4 – Independence (1810-1825) 1. 2. 3. 4. In what ways did events in Europe affect the movements for independence in Latin America? According to Chasteen, which independence movements in Spanish America were actually popular revolutions? Which were primarily â€Å"revolutions from above†? How did the Brazilian independence movement compare with those in Spanish America? What impact did the independence movements have on patterns of colonialism in Spanish America? Briefly define or identify the following terms: Creoles Jose Maria Morelos Llaneros Simon Bolivar Jose Antonio Paez Peninsulars Vicente Guerrero and Augustin de Iturbide Nativism Battle of Ayacucho Miguel Hidalgo Pedro I Chapter 5 – Postcolonial Blues (1825-1850) 1. 2. 3. 4. 5. Why did liberalism in Latin America seem to collapse in the years following the wars of independence? What were some of the main characteristics of a caudillo? What factors helped Brazil maintain its territorial unity during the years when many regions of Spanish America were splintering into numerous new nations? In what ways does Chasteen suggest the social structure in Latin America remained the same after independence? How did it change? Who were the main â€Å"outsiders† involved in Latin America during this period? This outside involvement was particularly notable in the two former centers of colonial power, Mexico and Peru. What shape did it take in each place? Briefly define or identify the following terms: Juan Manuel de Rosas â€Å"El Supremo† Caste War of Yucatan Antonio Lopez de Santa Anna The regency years â€Å"el pueblo† Rafael Carrera â€Å"La Nina† Central American Republic 4 Chapter 6 – Progress (1850-1880) 1. 2. 3. 4. 5. What were some of the significant aspects of liberalism emphasized by the key Latin American liberals mentioned in this section (be as specific as possible)? Why did Maximilian fail to reinstate conservative rule in Mexico? Based on Chasteen’s examples, what seems to have been the most common way for women to become public figures during the nineteenth century (the few, that is, who did become public figures)? Give two examples. Liberals in Argentina agreed on the traditional tenets of Latin American liberalism. What issue divided them? Compare the way Argentine and Brazilian liberals confronted what they considered the â€Å"national tragedy† of racially mixed societies. Do leaders in one of these countries seem to be less racist in their thinking than leaders of the other? Briefly explain the issues and significance of the following wars (and note the dates when each took place): The Triple Alliance War The War of the Pacific The Chaco War Briefly define or identify the following terms: Benito Juarez Birds Without a Nest (1889) â€Å"Golden Law† William Walker Ten Years War Domingo Faustino Sarmiento 6. Chapter 7 – Neocolonialism (1880-1930) 1. Describe the â€Å"great export boom† that marked Progress for Latin America between 1870-1930. What were its most important characteristics? Which crops or exports seemed most beneficial to Latin Americans and why? Which one seemed most harmful? Compare the governments of Mexico and Brazil during the neocolonial period: Based on this chapter how do the ideas of neocolonialism and â€Å"importing Progress† relate to one another? Early in the chapter, Chasteen suggests that the concept of neocolonialism is both an internal and an external phenomenon. What does he mean, and, after reading the chapter, would you agree with that analysis? Describe the rise of U. S. influence in Latin America: Why did the South Cone region of Latin America attract the majority of the new immigrants? 2. 3. 4. 5. 6. Briefly define or identify the following terms: â€Å"banana republics† Ruben Dario Porfiriato Cientificos Rebellion in the Backlands Paulina Luisi Roosevelt Corollary to the Monroe Doctrine Cesar Augusto Sandino Positivism Pan o palo Jose Marti Jose Enrique Rodo 5 Chapter 8 – Nationalism (1910-1945) 1. 2. 3. . 5. Based on the chapter, what were the most important aspects of nationalism in Latin America? Why did nationalism emerge in the early decades of the twentieth century? Compare and contrast nationalism in Mexico with that in Argentina and Uruguay and also with Brazil. Did nationalism in any one of these countries seem more thoroughgoing than in the others? Why? Why did import-substitution industrialization (ISI) provide greater benefits for countries such as Brazil, Mexico, and Argentina than for places like the Dominican Republic or Honduras? Why did the wave of nationalism seem to have very little impact on Central America? Briefly define or identify the following terms: Constitution of 1917 Pancho Villa Constitutionalists Diego Rivera and Frida Kahlo Batllismo Hipolito Yrigoyen Victor Raul Haya de la Torre Indigenismo ISI Getulio Vargas Estado Novo Heitor Villa Lobos Lazaro Cardenas â€Å"Good Neighbor Policy† Mexico’s â€Å"declaration of economic independence† Populists Juan and Evita Peron Emiliano Zapata Chapter 9 – Revolution (1945-1960) 1. 2. 3. 4. 5. Why would Brasilia represent the â€Å"perfect symbol of the ost-Vargas moment in Brazil† and the PRI the perfect symbol for Mexico at the same time (252)? Chapter 8 talked about the popularity of Roosevelt’s Good Neighbor Policy. Why did relations between the U. S. and major Latin American countries begin to sour in the post-WWII years? Why did the U. S. tolerate the National Revolutionary Movement (MNR) in Bolivia while it actively supported a proxy force to oust Arbenz in Guatemala? Based on this textbook, would you say the Cuban revolution was more an expression of Marxism or of nationalism? Why? What were the goals of liberation theology? Briefly define or identify the following terms: Raul Prebish Jacobo Arbenz Che Guevara Bay of Pigs (1961) Declaration of Caracas (1954) Pablo Naruda Fulgencio Batista Cuban Missile Crisis (1962) Juan Jose Arevalo Jorge Luis Borges Granma Paulo Freire 6 Chapter 10 – Reaction (1960-1990) 1. 2. 3. 4. 5. 6. 7. 8. On what basis does Chasteen argue that the Soviet Union was not involved in Latin American Marxist movements outside of Cuba during the 1960s and 1970s? Why did rule by military juntas become widespread in Latin America by the mid-1970s? What did the Brazilian generals mean when they said that the cake had to rise before it could be sliced? Why didn’t the poor ever get their slice? How did the Argentine experience of military rule differ from that of Brazil? What were the most important factors that contributed to the overthrow of the Popular Unity government in Chile? In which countries of Latin America were â€Å"dirty wars† most intense and devastating? What were the main factors that fueled guerilla wars in Nicaragua and El Salvador? Why does Chasteen place Colombia in the â€Å"countercurrents† section at the end of the chapter? What was different about Colombia? Briefly define or identify the following terms: â€Å"national security doctrine† Alliance for Progress Gabriel Garcia Marquez Las Madres de la Plaza de Mayo Tupamaros Salvador Allende Augusto Pinochet Tlatelolco massacre â€Å"dirty war† Somoza family Sandinista National Liberation Front (FSLN) Contras Daniel Ortega Violeta Chamorro â€Å"fourteen families† Oscar Romero Farabundo Marti National Liberation Front (FMLN) La Violencia Pablo Escobar and the Medillin Cartel M-19 U. S. School of the Americas Chapter 11 – Neoliberalism (1990- ? ) 1. 2. 3. 4. Why did neoliberalism become the popular political/economic ideology for Latin America during the 1990s? Compare neoliberalism with the liberalism with the liberal reforms that swept the region from 1870-1930—in what important ways are they similar? How do they differ? What insights does the Chilean success story provide into the strengths and weaknesses of neoliberalism? What are the primary environmental issues surrounding the Amazonian rain forest? Briefly define or identify the following terms: Neoliberalism MERCOSUR Zapatistas NAFTA Maquiladora Candomble, Umbanda, Santeria How to cite Spanish Language and Latin America, Essays

Critical Care Nursing Diagnosis and Management

Question: Discuss about the Critical Care Nursing for Diagnosis and Management. Answer: Introduction: The systolic blood pressure in a range of 120-129 mmHg and diastolic blood pressure in a range of 80-84 mmHg considered as normal (NHFA, 2016, p.12). The blood pressure ranges for grade 1 hypertension attribute to 140-159 mmHg (systolic) and 90-99 mmHg (diastolic) (NHFA, 2016). The ranges for grade 2 hypertension recorded as 160179mm Hg (systolic) and 100-109mm Hg (diastolic) (NHFA, 2016). Grade 3 hypertension identified by systolic blood pressure of 180 mmHg and diastolic blood pressure of 110mm Hg (NHFA, 2016). The systolic blood pressure of 140 mmHg and diastolic pressure of 90 mmHg is identified as isolated systolic hypertension (NHFA, 2016). The respiratory rate of the patient requires manual recording by the physician while investing 30 seconds in the process of its observation (Anon., 2010). Respiratory rate warrants its recording with the vital signs during each patient observation. The respiratory rate of the patients needs recording on the general observation chart on a daily basis and the abnormal pattern of respiratory rate requires its counting for one complete minute in the context of retaining the accuracy of the recorded value. The pattern of high respiratory rate of the patient requires nursing evaluation of his probable clinical manifestations attributing to anxiety, fear, acidosis, hypercapnia, hypoxia and shock (Urden et al., 2014, p.572). The investigation of medication administration and metabolic demand of the patient also required for tracking the causative factor of patients elevated respiratory rate. The registered nurse professional requires recording of patients ABG and should regularly visit the patient for providing reassurance during the process of clinical intervention. The registered nurse also requires configuring a therapeutic relationship with the patient for reducing the state of distress related to his elevated respiratory rate. The diabetes educator assists in disseminating the basic information regarding the disease process of diabetes to the affected patients in the context of elevating the level of their awareness regarding the disease (Goldstein Mueller-Wieland, 2007, p.48). They facilitate the physical activity, nutritional management and medication monitoring of the diabetes patients while coordinating with physicians and nurses. Since, Mr. Hardy exhibits a 30 year history of diabetes type 2, the diabetes educator requires promoting healthy eating habits in the patient while regularly monitoring his blood glucose level. The diabetes educator needs to educate the patient regarding various healthy coping strategies and problem solving skills for reducing his risk of developing the debilitating diabetic manifestations (Goldstein Mueller-Wieland, 2007). As per Mr. Hardys scenario, the physiotherapist requires customizing appropriate exercise interventions for normalizing his body mass index and blood glucose level (Azurin, 2016). Aerobic exercise approaches along with resistance training interventions require administration by the physiotherapist for stabilizing the HbA1C level of the patient. The physiotherapist needs to monitor the blood glucose level of patient and recommend the exercise interventions in accordance with the allowable limit of blood glucose following its evaluation. The physiotherapist also requires instructing the patient regarding the self-evaluation of skin redness, breaks and swelling for their prophylactic management (Turan et al., 2015). The physiotherapist also needs to facilitate the activities of daily living of the patient while administering therapeutic exercises for increasing his mobility pattern, range of motion, muscular endurance and strength. Since Mr. Hardy is overweight, the general practitioner requires evaluating the cardiovascular risk of the patient while ordering cholesterol lab interventions (RACGP, 2014, p.xi). The general practitioner requires administering first line pharmacotherapy for controlling the elevated blood pressure of the patient. The physician might utilize thiazide diuretics, beta-blockers, or ACE inhibitors in accordance with the clinical condition and CVA status of the affected patient (Gupta Guptha, 2010). The general physician should also recommend appropriate life style interventions and weight and diet management approaches for reducing the risk of the patient in terms of developing the cardiovascular manifestations. The conditions including diabetes, obesity, hypertension and smoking addiction primarily contributed to the development of Mr. Hardys cerebrovascular accident (Alkali et al., 2013). The abnormal blood glucose level of the patient over the course of 30 years facilitated the development of clots on the inside walls of the blood vessels that disrupted the brains oxygen supply leading to the development of stroke. The state of patient's obesity could also have resulted in the deposition of plaques on the arterial walls leading to the formation of arterial clots that might have assisted in the development of stroke in the affected patient (NIH, 2012). The hypertensive state resulted in the development of consistent pressure on the blood vessels near the brain of the patient leading to the occurrence of cardiovascular accident. The pattern of patients smoking might have assisted in the elevation of triglycerides and damaged the internal lining of the blood vessels (CDC, 2016). It could hav e increased the viscosity of blood inside the vessels and facilitated the deposition of cholesterol and calcium on the endothelium of the blood vessels. Resultantly the thickened and narrowed blood vessels could have ruptured due to excessive vascular pressure leading to the appearance of stroke. Within the cardiovascular system, high blood pressure (hypertension) can damage blood vessels by causing the thickening and hardening of the arteries. The pattern of high blood pressure leads to the consistent exertion of additional force against the walls of the arteries. The arteries then eventually narrowed and predisposed towards the development of fibrolipid plaques across their interior walls. The development of stenosis and arteriosclerosis across the arterial region leads to the gradual weakening of the affected arteries and increases their risk of rupture (Carl et al., 2014, p.403). This damage to the blood vessel walls may cause cerebral ischemia leading to the reduction in the supply of oxygenated blood to the brain vasculature. This vascular insufficiency leads to the development of cerebrovascular accident in the affected patient. It is worth noting that the pattern of narrowing of the lumen of blood vessels, deposition of plaques and platelet adhesion results in the establishment of thrombosis in the blood vessels of the brain that leads to their maximum occlusion (Galvagno, 2003, p.303). The occluded vessels experience high risk of rupture and the eventual establishment of acute ischemic stroke. Untreated high blood pressure can decrease the vascular resistance and elevates the risk of the development of acute ischemic stroke (Mayo-Clinic, 2016). It also causes arterial narrowing and damage and facilitates the deposition of dietary fats on the arterial lumen. The development of arterial stenosis results in the blockage of vascular supply to the vital organs as well as extremities. High blood pressure, if left untreated, might also cause enlargement and bulging of weakened arteries in the form of aneurysm (Mayo-Clinic, 2016). Untreated high blood pressure also facilitates the development of coronary artery disease, cardiac enlargement and cardiac failure. The other brain conditions that might develop because of untreated blood pressure include transient ischemic attack, dementia and mild cognitive impairment (Mayo-Clinic, 2016). When a stroke, caused by cerebral hemorrhage within the central nervous system (the brain) occurs, effects depend on the development of hypertension and cerebral amyloid angiopathy (Aguilar Brott, 2011). Furthermore, conditions arising from factor deficiencies, antiplatelet medication and anticoagulant-induced coagulopathy lead to the establishment of cerebral hemorrhage and subsequent occurrence of stroke in the affected patients. The lymphoproliferative as well as thrombocytopathic conditions also assist in the development of cerebrovascular infarction followed by cerebral hemorrhage (Aguilar Brott, 2011). Patients affected with white matter ischemic disease and hypertension experience the high risk of developing the pattern of cerebral hemorrhage. The development of cerebral hematoma is also a risk factor for the occurrence of cerebral ischemia, cerebral hemorrhage and associated stroke pattern. Conditions like chronic kidney disease, alcoholism and drug abuse also increase the risk of stroke development among the affected patients. Advancing age of the diabetic patient also influences the occurrence of cerebral hemorrhage and cerebrovascular infarction (Aguilar Brott, 2011). Age associated degenerative change in the cerebral arterioles facilitates the development of lacunar stroke and associated manifestations. The clinical conditions like hyperlipidemia, smoking addiction, coagulopathy and utilization of recreational drugs also increase the risk of development of cerebral hemorrhage and infarction in predisposed patients (Aguilar Brott, 2011). The pattern of hemorrhagic stroke might result in the development of abnormal involuntary movements in the affected patient (Siniscalchi et al., 2012). The patient might also experience headache, nausea, vomiting and alteration in consciousness in relation to the episode of hemorrhagic stroke (Liebeskind O'Connor, 2016). Hemorrhagic stroke can lead to the development of seizures and increased intracranial pressure. The paralysis of dormant or non-dormant side of the body and weakness of extremities considered as the direct outcomes of hemorrhagic stroke (Liebeskind O'Connor, 2016). Focal neurological conditions like facial droop, monocolular/binocular blindness, blurred vision, dysarthria, vertigo and aphasia also result from the development of hemorrhagic stroke in the affected patient (Liebeskind O'Connor, 2016). Stroke that arises from subarachnoid hemorrhage leads to the development of syncope, photophobia, ocular pain and nuchal rigidity (Liebeskind O'Connor, 2016). Stroke a ssociated with cerebral hemorrhage in many clinical scenarios lead to the development of anemia and fever (Caceres Goldstein, 2012). The patient might also experience a decline in the blood glucose level after the onset of hemorrhagic cerebral infarction (Caceres Goldstein, 2012). The two significant deficits experienced by Mr. Hardy that require nursing care include the pattern of his immobility and lack of personal hygiene. The mobility restriction of Mr. Hardy relates to his left side paralysis in relation to the pattern of cerebrovascular accident. Mr. Hardys unwillingness regarding practicing personal hygiene measures relates to the absence of support systems and home care services that has affected his state of mind to a significant extent. Therefore, the administration of appropriate nursing interventions highly warranted for assisting him in terms of activities of daily living and personal care while overcoming the hygiene issues and treatment related challenges. Nursing interventions warranted for Mr. Hardy include the administration of assistance to facilitate his activities of daily living and mobility level. The reduction in cardiovascular deconditioning of the patient while assisting him in acquiring various sitting postures required for improving his physical condition. The administration of walking intervention required for increasing the confidence of the client in terms of enhancing the level of his mobility. Assisting the patient in accomplishing the requirements of personal hygiene will decrease his risk of acquiring contagious conditions across the hospital environment. The regular evaluation, of patients skin condition also required for preventing the onset and establishment of bed sores (in relation to the pattern of his immobility) during the process of clinical intervention. The major barriers to the nursing interventions include the patients unwillingness in attaining mobility and hygiene measures with the assistance of nursi ng professional. References Aguilar, M.I. Brott, T.G., 2011. Update in Intracerebral Hemorrhage. The Neurohospitalist, 1(3), pp.148-59. Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3726132/. Alkali, N.H. et al., 2013. Stroke risk factors, subtypes, and 30-day case fatality in Abuja, Nigeria. Nigerian Medical Journal, 54(2), pp.129-35. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3687865/. Anon., 2010. Royal Prince Alfred Hospital Patient Observation (Vital Signs) Policy. Policy Directive. Sydney: Sydney South West Area Health Service (NSW Health). Azurin, C.R., 2016. Physiopedia. [Online] Available at: https://www.physio-pedia.com/Diabetes [Accessed 20 September 2016]. Caceres, J.A. Goldstein, J.N., 2012. Intracranial Hemorrhage. Emergency Medicine Clinics of North America, 30(3), pp.77194. Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3443867/. Carl, L., Gallo, J. Johnson, P., 2014. Practical Pharmacology in Rehabilitation. USA: Human Kinetics. CDC, 2016. CDC. [Online] Available at: https://www.cdc.gov/tobacco/campaign/tips/diseases/heart-disease-stroke.html [Accessed 20 September 2016]. Galvagno, S.M., 2003. Emergency Pathophysiology: Clinical Applications for Prehospital Care. USA: Teton NewMedia. Goldstein, B.J. Mueller-Wieland, D., 2007. Type 2 Diabetes: Principles and Practice. 2nd ed. Florida: CRC. Gupta, R. Guptha, S., 2010. Strategies for initial management of hypertension. IJMR, 132(5), pp.531-42. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3028941/. Liebeskind, D.S. O'Connor, R.E., 2016. Medscape - Hemorrhagic Stroke Clinical Presentation. [Online] Available at: https://emedicine.medscape.com/article/1916662-clinical [Accessed 20 September 2016]. Mayo-Clinic, 2016. Diseases and Conditions - High blood pressure (hypertension). [Online] Available at: https://www.mayoclinic.org/diseases-conditions/high-blood-pressure/in-depth/high-blood-pressure/art-20045868 [Accessed 20 September 2016]. NHFA, 2016. Guideline for the diagnosis and management of hypertension in adults. Melbourne: National Heart Foundation of Australia. NIH, 2012. National Heart, Lung, and Blood Institute. [Online] Available at: https://www.nhlbi.nih.gov/health/health-topics/topics/obe/risks [Accessed 20 September 2016]. RACGP, 2014. General practice management of type 2 diabetes. Australia: RACGP. Siniscalchi, A. et al., 2012. Current Neuropharmacology. Post-stroke Movement Disorders: Clinical Manifestations and Pharmacological Management, 10(3), pp.254-62. Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3468879/. Turan, Y., Ertugrul, B.M., Lipsky, B.A. Bayraktar, K., 2015. Does physical therapy and rehabilitation improve outcomes for diabetic foot ulcers? World Journal of Experimental Medicine, 5(2), pp.130-39. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4436937/. Urden, L.D., Stacy, K.M. Lough, M.E., 2014. Critical Care Nursing: Diagnosis and Management. Missouri: Elsevier Mosby.