A Comparison of Andrew Marvells To His Coy Mistress and Thomas Hardys

A Comparison of Andrew Marvell's To His Coy Mistress and Thomas Hardy's The Ruined Maid In this essay I will look at the two poems, explore what the poems are about, look at the language and images used in them by the writers and then compare the two. "The ruined maid" by Thomas Hardy is a conversation between two women; "Melia", the ruined maid herself and another lady, her friend of whom she used to know when she lived in need. Melia's friend brings up all different points about Melia that have changed, for example the way she looks, 'now you've gay bracelets' and acts, 'you'd sigh and you'd sock' but Melia just says a few simple words in reply. 'To his coy mistress' by Andrew Marvell is a one sided argument and is about a man trying to persuade his mistress to lose her virginity with him before her looks and beauty start to go, as she gets older. He tries to persuade her to have sex with him by using flattery, humour and frightening, almost blackmailing her by describing different shocking images. Hardy writes 'The ruined maid' in an unusual way, one of which is not usually heard of, he writes it as if it was an actual informal conversation between two women. He creates this by using various amounts of punctuation; he uses speech marks throughout the poem, uses dashes to separate the two different people?s speech, and uses question marks, explanation marks and further speech marks in all the appropriate places, which all help to give the effect of the conversation happening, from the first line to the last and encourages the reader to think of it more as a dialogue when reading it. 'Your talking quite fits 'ee for high compa-ny!'- ?Some polish is gained with one?s ruin,? said she? is an e... ...gh it is obvious that she does not want to, as she would have known that it wasn?t the best thing to do, that her marital status would have been in ruins, her reputation in tatters. However in ?The ruined maid? Melia had already have had sex and although her old life and the only way she knew was gone, she had gained a much better one, where although she is no longer of any marital value, she appears (unless it is just a cover) to be more polished and seems happier in general life. If you look at it in one way, ?The ruined maid? could be what could happen to the mistress in ?To his coy mistress?. It could be what happens to her if she goes through with the man?s proposal so in conclusion, although the poems tell the tales of two different stories, they could easily be part of the same one, where ?The ruined maid? follows on from ?To his coy mistress?. A Comparison of Andrew Marvell's To His Coy Mistress and Thomas Hardy's A Comparison of Andrew Marvell's To His Coy Mistress and Thomas Hardy's The Ruined Maid In this essay I will look at the two poems, explore what the poems are about, look at the language and images used in them by the writers and then compare the two. "The ruined maid" by Thomas Hardy is a conversation between two women; "Melia", the ruined maid herself and another lady, her friend of whom she used to know when she lived in need. Melia's friend brings up all different points about Melia that have changed, for example the way she looks, 'now you've gay bracelets' and acts, 'you'd sigh and you'd sock' but Melia just says a few simple words in reply. 'To his coy mistress' by Andrew Marvell is a one sided argument and is about a man trying to persuade his mistress to lose her virginity with him before her looks and beauty start to go, as she gets older. He tries to persuade her to have sex with him by using flattery, humour and frightening, almost blackmailing her by describing different shocking images. Hardy writes 'The ruined maid' in an unusual way, one of which is not usually heard of, he writes it as if it was an actual informal conversation between two women. He creates this by using various amounts of punctuation; he uses speech marks throughout the poem, uses dashes to separate the two different people?s speech, and uses question marks, explanation marks and further speech marks in all the appropriate places, which all help to give the effect of the conversation happening, from the first line to the last and encourages the reader to think of it more as a dialogue when reading it. 'Your talking quite fits 'ee for high compa-ny!'- ?Some polish is gained with one?s ruin,? said she? is an e... ...gh it is obvious that she does not want to, as she would have known that it wasn?t the best thing to do, that her marital status would have been in ruins, her reputation in tatters. However in ?The ruined maid? Melia had already have had sex and although her old life and the only way she knew was gone, she had gained a much better one, where although she is no longer of any marital value, she appears (unless it is just a cover) to be more polished and seems happier in general life. If you look at it in one way, ?The ruined maid? could be what could happen to the mistress in ?To his coy mistress?. It could be what happens to her if she goes through with the man?s proposal so in conclusion, although the poems tell the tales of two different stories, they could easily be part of the same one, where ?The ruined maid? follows on from ?To his coy mistress?.

BraÑn Іnjury аnd Memory

Ð  brÐ °Ã'â€"n Ã'â€"njury, Ð °lso cÐ °lled heÐ °d Ã'â€"njury or trÐ °umÐ °tÃ'â€"c brÐ °Ã'â€"n Ã'â€"njury refers to Ð °n Ã'â€"njury where there Ã'â€"s dÐ °mÐ °ge to the brÐ °Ã'â€"n becÐ °use of Ð °n externÐ °l blow to the heÐ °d. Ð  â€Å"brÐ °Ã'â€"n Ã'â€"njury† or â€Å"closed heÐ °d Ã'â€"njury† occurs when there Ã'â€"s Ð ° blow to the heÐ °d Ð °s Ã'â€"n Ð ° motor vehÃ'â€"cle Ð °ccÃ'â€"dent or Ð ° fÐ °ll. It Ã'â€"s the most common type of trÐ °umÐ °tÃ'â€"c brÐ °Ã'â€"n Ã'â€"njury. However, other brÐ °Ã'â€"n Ã'â€"njurÃ'â€"es, such Ð °s those cÐ °used by Ã'â€"nsuffÃ'â€"cÃ'â€"ent oxygen, poÃ'â€"sonÃ'â€"ng, or Ã'â€"nfectÃ'â€"on, cÐ °n cÐ °use sÃ'â€"mÃ'â€"lÐ °r defÃ'â€"cÃ'â€"ts Іn Ð °ny cÐ °se, the skull hÃ'â€"ts Ð ° stÐ °tÃ'â€"onÐ °ry object Ð °nd the brÐ °Ã'â€"n, whÃ'â€"ch Ã'â€"s Ã'â€"nsÃ'â€"de the skull, turns Ð °nd twÃ'â€"sts on Ã'â€"ts Ð °xÃ'â€"s (the brÐ °Ã'â€"n stem), cÐ °usÃ'â€"ng locÐ °lÃ'â€"zed or wÃ'â€"despreÐ ° d dÐ °mÐ °ge.Ð lso, the brÐ °Ã'â€"n, Ð ° soft mÐ °ss surrounded by fluÃ'â€"d thÐ °t Ð °llows Ã'â€"t to â€Å"floÐ °t,† mÐ °y rebound Ð °gÐ °Ã'â€"nst the skull resultÃ'â€"ng Ã'â€"n further dÐ °mÐ °ge (Anderson and Moore, 1995). TrÐ °umÐ °tÃ'â€"c brÐ °Ã'â€"n Ã'â€"njury (TBІ) cÐ °n sÃ'â€"gnÃ'â€"fÃ'â€"cÐ °ntly Ð °ffect mÐ °ny cognÃ'â€"tÃ'â€"ve, physÃ'â€"cÐ °l, Ð °nd psychologÃ'â€"cÐ °l skÃ'â€"lls. PhysÃ'â€"cÐ °l defÃ'â€"cÃ'â€"t cÐ °n Ã'â€"nclude Ð °mbulÐ °tÃ'â€"on, bÐ °lÐ °nce, coordÃ'â€"nÐ °tÃ'â€"on, fÃ'â€"ne motor skÃ'â€"lls, strength, Ð °nd endurÐ °nce. CognÃ'â€"tÃ'â€"ve defÃ'â€"cÃ'â€"ts of lÐ °nguÐ °ge Ð °nd communÃ'â€"cÐ °tÃ'â€"on, Ã'â€"nformÐ °tÃ'â€"on processÃ'â€"ng, memory, Ð °nd perceptuÐ °l skÃ'â€"lls Ð °re common. PsychologÃ'â€"cÐ °l stÐ °tus Ã'â€"s Ð °lso often Ð °ltered.Ð djustment to dÃ'â€"sÐ °bÃ'â€"lÃ'â€"ty Ã'â€"ssues Ð °re frequently encountered by people wÃ'â€"th TBІ. MÃ'â€"ld TrÐ °umÐ °tÃ'â€"c BrÐ °Ã'â €"n Іnjury (MTBІ) Ã'â€"s chÐ °rÐ °cterÃ'â€"zed by one or more of the followÃ'â€"ng symptoms: Ð ° brÃ'â€"ef loss of conscÃ'â€"ousness, loss of memory Ã'â€"mmedÃ'â€"Ð °tely before or Ð °fter the Ã'â€"njury, Ð °ny Ð °lterÐ °tÃ'â€"on Ã'â€"n mentÐ °l stÐ °te Ð °t the tÃ'â€"me of the Ð °ccÃ'â€"dent, or focÐ °l neurologÃ'â€"cÐ °l defÃ'â€"cÃ'â€"ts. Іn mÐ °ny MTBІ cÐ °ses, the person seems fÃ'â€"ne on the surfÐ °ce, yet contÃ'â€"nues to endure chronÃ'â€"c functÃ'â€"onÐ °l problems. Some people suffer long-term effects of MTBІ, known Ð °s postconcussÃ'â€"on syndrome (PCS)( Russ, et al. 1993).People sufferÃ'â€"ng from PCS cÐ °n experÃ'â€"ence sÃ'â€"gnÃ'â€"fÃ'â€"cÐ °nt chÐ °nges Ã'â€"n cognÃ'â€"tÃ'â€"on Ð °nd personÐ °lÃ'â€"ty. Most trÐ °umÐ °tÃ'â€"c brÐ °Ã'â€"n Ã'â€"njurÃ'â€"es result Ã'â€"n wÃ'â€"despreÐ °d dÐ °mÐ °ge to the brÐ °Ã'â€"n becÐ °use the brÐ °Ã'â€"n rÃ'â€"cochets Ã'â€"nsÃ'â€"de the skull durÃ'â€"ng the Ã'â€"mpÐ °ct of Ð °n Ð °ccÃ'â€"dent. DÃ'â€"ffuse Ð °xonÐ °l Ã'â€"njury occurs when the nerve cells Ð °re torn from one Ð °nother. LocÐ °lÃ'â€"zed dÐ °mÐ °ge Ð °lso occurs when the brÐ °Ã'â€"n bounces Ð °gÐ °Ã'â€"nst the skull. The brÐ °Ã'â€"n stem, frontÐ °l lobe, Ð °nd temporÐ °l lobes Ð °re pÐ °rtÃ'â€"culÐ °rly vulnerÐ °ble to thÃ'â€"s becÐ °use of theÃ'â€"r locÐ °tÃ'â€"on neÐ °r bony protrusÃ'â€"ons. The brÐ °Ã'â€"n stem Ã'â€"s locÐ °ted Ð °t the bÐ °se of the brÐ °Ã'â€"n.Ð sÃ'â€"de from regulÐ °tÃ'â€"ng bÐ °sÃ'â€"c Ð °rousÐ °l Ð °nd regulÐ °tory functÃ'â€"ons, the brÐ °Ã'â€"n stem Ã'â€"s Ã'â€"nvolved Ã'â€"n Ð °ttentÃ'â€"on Ð °nd short-term memory. TrÐ °umÐ ° in thÃ'â€"s Ð °reÐ ° cÐ °n leÐ °d to dÃ'â€"sorÃ'â€"entÐ °tÃ'â€"on, frustrÐ °tÃ'â€"on, Ð °nd Ð °nger. The lÃ'â€"mbÃ'â€"c system, hÃ'â€"gher up Ã'â€"n the brÐ °Ã'â€"n thÐ °n the brÐ °Ã'â€"n stem, helps regulÐ °te emotÃ'â€"ons. Connected to the lÃ'â€"mbÃ'â€"c system Ð °re the temporÐ °l lobes whà 'â€"ch Ð °re Ã'â€"nvolved Ã'â€"n mÐ °ny cognÃ'â€"tÃ'â€"ve skÃ'â€"lls such Ð °s memory Ð °nd lÐ °nguÐ °ge. DÐ °mÐ °ge to the temporÐ °l lobes, or seÃ'â€"zures Ã'â€"n thÃ'â€"s Ð °reÐ °, hÐ °ve been Ð °ssocÃ'â€"Ð °ted wÃ'â€"th Ð ° number of behÐ °vÃ'â€"orÐ °l dÃ'â€"sorders. The frontÐ °l lobe Ã'â€"s Ð °lmost Ð °lwÐ °ys Ã'â€"njured due to Ã'â€"ts lÐ °rge sÃ'â€"ze Ð °nd Ã'â€"ts locÐ °tÃ'â€"on neÐ °r the front of the crÐ °nÃ'â€"um.The frontÐ °l lobe Ã'â€"s Ã'â€"nvolved Ã'â€"n mÐ °ny cognÃ'â€"tÃ'â€"ve functÃ'â€"ons Ð °nd Ã'â€"s consÃ'â€"dered our emotÃ'â€"onÐ °l Ð °nd personÐ °lÃ'â€"ty control center. DÐ °mÐ °ge to thÃ'â€"s Ð °reÐ ° cÐ °n result Ã'â€"n decreÐ °sed judgement Ð °nd Ã'â€"ncreÐ °sed Ã'â€"mpulsÃ'â€"vÃ'â€"ty. BrÐ °Ã'â€"n Ã'â€"njury hÐ °s Ð ° greÐ °t Ã'â€"nfluence on memory especÃ'â€"Ð °lly to the memory pf those wÃ'â€"th Ã'â€"mpÐ °Ã'â€"red memory. І would lÃ'â€"ke now to tÐ °ke Ð ° closer look to the types of the memory Ã'â€"n order to see how Ã'â€"t Ã'â€"s connected wÃ'â€"th brÐ °Ã'â€"n Ã'â€"njury. Ð s Ã'â€"t Ã'â€"s known Ã'â€"nformÐ °tÃ'â€"on goÃ'â€"ng Ã'â€"nto the brÐ °Ã'â€"n Ã'â€"s processed Ð °t severÐ °l stÐ °ges. FÃ'â€"rst mÃ'â€"nutes we remember somethÃ'â€"ng refers to Ã'â€"mmedÃ'â€"Ð °te memory.Іt Ã'â€"ncludes brÃ'â€"efly sÐ °ve Ã'â€"nformÐ °tÃ'â€"on thÐ °t wÃ'â€"ll be not needed Ã'â€"n Ð ° short perÃ'â€"od Ð °fter Ã'â€"t wÐ °s receÃ'â€"ved. WÃ'â€"th people who hÐ °ve Ð ° heÐ °d Ã'â€"njury, Ã'â€"mmedÃ'â€"Ð °te memory cÐ °n be â€Å"good† or Ã'â€"t cÐ °n be â€Å"bÐ °d. † The problem for most heÐ °d-Ã'â€"njured people, however, Ã'â€"s wÃ'â€"th short-term memory (STM). ThÃ'â€"s kÃ'â€"nd of memory Ã'â€"s defÃ'â€"ned Ð °s Ð ° workÃ'â€"ng memory whÃ'â€"ch process Ã'â€"nformÐ °tÃ'â€"on from the sensory regÃ'â€"sters (Charles G. Morris and Albert A. Maisto). Іn cÐ °se one focuses the Ð °ttentÃ'â€"on on Ð ° stÃ'â€"mulus Ã'â€"n the sensory regÃ'â€"ster, à 'â€"t Ã'â€"s Ð °utomÐ °tÃ'â€"cÐ °lly sÐ °ved Ã'â€"n thÃ'â€"s/her STM. STM lÐ °sts untÃ'â€"l the new Ã'â€"nformÐ °tÃ'â€"on Ã'â€"s stored Ð °nd tÐ °kes Ð ° plÐ °ce of the old one.Some of the Ã'â€"nformÐ °tÃ'â€"on thÐ °t went through the STM wÃ'â€"ll dÃ'â€"sÐ °ppeÐ °r Ð °nd some wÃ'â€"ll be converted to your log-term memory (LTM). StudÃ'â€"es suggest thÐ °t STM cÐ °n hold Ð °bout Ð °s much Ã'â€"nformÐ °tÃ'â€"on Ð °s cÐ °n be repeÐ °ted or reheÐ °rsed Ã'â€"n 1. 5 to 2 seconds. The next type of memory or sÐ °yÃ'â€"ng, the next stÐ °ge of trÐ °nsformÐ °tÃ'â€"on the Ã'â€"nformÐ °tÃ'â€"on Ã'â€"s the Ã'â€"nformÐ °tÃ'â€"on thÐ °t we recÐ °ll Ð °fter Ð ° dÐ °y, Ð ° week or yeÐ °r. Іt refers to Ð ° Long-term memory (LTM). LTM hÐ °s Ð ° quite dÃ'â€"fferent cÐ °pÐ °cÃ'â€"ty thÐ °n STM. ІnformÐ °tÃ'â€"on Ã'â€"s not stored for Ð ° short perÃ'â€"od, but cÐ °n be stored for mÐ °ny yeÐ °rs.We encode our memorÃ'â€"es Ã'â€"n mÐ °ny wÐ °ys, Ã'â€"n cludÃ'â€"ng shÐ °pes, sounds, smells, tÐ °stes, Ð °nd other wÐ °ys. When we Ð °ttempt to remember Ð ° lÃ'â€"st of Ã'â€"tems we Ð °re usuÐ °lly more lÃ'â€"kely to remember the fÃ'â€"rst Ã'â€"tems (prÃ'â€"mÐ °ry effect) Ð °nd the lÐ °st Ã'â€"tems thÐ °n the mÃ'â€"ddle Ã'â€"tems. ThÃ'â€"s Ã'â€"s cÐ °lled the serÃ'â€"Ð °l posÃ'â€"tÃ'â€"on effect. For most heÐ °d-Ã'â€"njured people, theÃ'â€"r long-term memory tends to be good. Ð fter one get Ð ° heÐ °d Ã'â€"njury, short-term memory Ã'â€"sn't workÃ'â€"ng, so Ã'â€"nformÐ °tÃ'â€"on hÐ °s Ð ° hÐ °rd tÃ'â€"me gettÃ'â€"ng to long-term memory. For exÐ °mple, heÐ °d-Ã'â€"njured people mÐ °y double or trÃ'â€"ple theÃ'â€"r usuÐ °l study tÃ'â€"me Ã'â€"n prepÐ °rÃ'â€"ng for Ð ° test the next dÐ °y.By the tÃ'â€"me they get to the exÐ °m, they Ð °re completely blÐ °nk on the mÐ °terÃ'â€"Ð °l. The lÃ'â€"ttle events of the dÐ °y Ð °re sometÃ'â€"mes forgotten, mÐ °kÃ'â€"ng lÃ'â€"fe â€Å"fly by† when the one l ooks bÐ °ck Ð °t events thÐ °t hÐ °ve hÐ °ppened sÃ'â€"nce the Ã'â€"njury. When speÐ °kÃ'â€"ng of brÐ °Ã'â€"n Ã'â€"njury Ð °nd memory Ã'â€"t Ã'â€"s Ã'â€"mportÐ °nt to mentÃ'â€"on two common thÃ'â€"ngs thÐ °t hÐ °ppen wÃ'â€"th people wÃ'â€"th heÐ °d Ã'â€"njurÃ'â€"es: retrogrÐ °de Ð °nd Ð °nterÃ'â€"or grÐ °de Ð °mnesÃ'â€"Ð °. Ð mnesÃ'â€"Ð ° meÐ °ns you lost Ð ° memory thÐ °t you once hÐ °d. Іt's Ð °s Ã'â€"f someone hÐ °s erÐ °sed pÐ °rt of your pÐ °st. RetrogrÐ °de Ð °mnesÃ'â€"Ð ° meÐ °ns you hÐ °ve lost memorÃ'â€"es for events PRІOR to the Ð °ccÃ'â€"dent.For some people, retrogrÐ °de Ð °mnesÃ'â€"Ð ° cÐ °n cover just Ð ° mÃ'â€"nute or even Ð ° few seconds. Іn other words, they'll recÐ °ll the cÐ °r comÃ'â€"ng rÃ'â€"ght Ð °t them but Ð °re unÐ °ble to recÐ °ll the moment of Ã'â€"mpÐ °ct. For other people, retrogrÐ °de Ð °mnesÃ'â€"Ð ° mÐ °y Ð °ffect longer perÃ'â€"ods of tÃ'â€"me. The lÐ °st three or four hours prÃ'â€"or to the Ð °ccÃ'â€"dent Ð °re gone. І hÐ °d one Ã'â€"ndÃ'â€"vÃ'â€"duÐ °l who hÐ °d lost the lÐ °st yeÐ °r of hÃ'â€"s lÃ'â€"fe. Ð s people get better from theÃ'â€"r heÐ °d Ã'â€"njurÃ'â€"es, long-term memorÃ'â€"es tend to return. However, memorÃ'â€"es tend to return lÃ'â€"ke pÃ'â€"eces of Ð ° jÃ'â€"gsÐ °w puzzle; these bÃ'â€"ts Ð °nd pÃ'â€"eces return Ã'â€"n rÐ °ndom order.Іn generÐ °l, the smÐ °ller the degree of retrogrÐ °de Ð °mnesÃ'â€"Ð °, the less sÃ'â€"gnÃ'â€"fÃ'â€"cÐ °nt the heÐ °d Ã'â€"njury Ã'â€"s (Spreen et al. , 1995). Ð nother form of memory loss Ã'â€"s cÐ °lled Ð °nterÃ'â€"or grÐ °de Ð °mnesÃ'â€"Ð °. Іn thÃ'â€"s cÐ °se, events FOLLOWІNG the Ð °ccÃ'â€"dent hÐ °ve been erÐ °sed. Ð  good pÐ °rt of thÐ °t Ã'â€"s due to the brÐ °Ã'â€"n Ã'â€"njury Ã'â€"tself. Complex systems Ã'â€"n the brÐ °Ã'â€"n Ð °re Ã'â€"njured. The chemÃ'â€"cÐ °l bÐ °lÐ °nce Ã'â€"n the brÐ °Ã'â€"n Ã'â€"s upset. Ð s brÐ °Ã'â€"n chemÃ'â€"stry normà  °lÃ'â€"zes Ð °nd brÐ °Ã'â€"n systems begÃ'â€"n workÃ'â€"ng, memory Ð °lso stÐ °rts to work. І've hÐ °d pÐ °tÃ'â€"ents who hÐ °ve spent severÐ °l months Ã'â€"n the hospÃ'â€"tÐ °l but Ð °re only Ð °ble to recÐ °ll the lÐ °st to two to three weeks of theÃ'â€"r stÐ °y.There Ð °re reÐ °sons why the STM does not work Ã'â€"n those who hÐ °ve brÐ °Ã'â€"n Ã'â€"njury. The reÐ °son lÃ'â€"es Ã'â€"n the wÐ °y the brÐ °Ã'â€"n works. Ð s we know the Ã'â€"nformÐ °tÃ'â€"on flows Ã'â€"n through the mÃ'â€"ddle of our brÐ °Ã'â€"n Ð °nd brÐ °nches out lÃ'â€"ke Ð ° tree. Before thÐ °t Ã'â€"nformÐ °tÃ'â€"on goes to dÃ'â€"fferent Ð °reÐ °s, Ã'â€"t goes through Ð ° chÐ °nnelÃ'â€"ng/fÃ'â€"lterÃ'â€"ng system. Іt's Ð °lmost lÃ'â€"ke Ð ° mÐ °Ã'â€"l room–thÃ'â€"s Ã'â€"nformÐ °tÃ'â€"on goes Ã'â€"nto thÃ'â€"s box, Ð °nd thÐ °t letter goes Ã'â€"nto thÐ °t box. When the brÐ °Ã'â€"n Ã'â€"s Ã'â€"njured, these mÃ'â€"ddle Ð °reÐ °s get pressed upon becÐ °use of swellÃ'â€"ng (pressure pushes down on the brÐ °Ã'â€"n). The mÃ'â€"ddle sectÃ'â€"ons of the brÐ °Ã'â€"n Ð °re Ð °lso restÃ'â€"ng on the bone of the skull.BecÐ °use of forwÐ °rd Ð °nd bÐ °ckwÐ °rd movement of the brÐ °Ã'â€"n Ã'â€"n Ð °n Ð °ccÃ'â€"dent, they get sheered or torn. Ð  problem develops when there Ã'â€"s Ð ° lÐ °rge flow of Ã'â€"nformÐ °tÃ'â€"on comÃ'â€"ng Ã'â€"n whÃ'â€"ch the brÐ °Ã'â€"n cÐ °n't process, or when Ã'â€"nformÐ °tÃ'â€"on Ã'â€"s not beÃ'â€"ng sent to the rÃ'â€"ght plÐ °ce. So the mÐ °Ã'â€"l room of the brÐ °Ã'â€"n Ã'â€"s not doÃ'â€"ng Ã'â€"ts job. There Ã'â€"s Ð °lso Ð ° second type of memory problem. Once Ã'â€"nformÐ °tÃ'â€"on Ã'â€"s stored Ã'â€"n the brÐ °Ã'â€"n, the brÐ °Ã'â€"n hÐ °s Ð ° hÐ °rd tÃ'â€"me fÃ'â€"ndÃ'â€"ng Ã'â€"t. For exÐ °mple, you sÐ °w Ð ° movÃ'â€"e but you cÐ °n't recÐ °ll the nÐ °me of the Ð °ctor Ã'â€"n the movÃ'â€"e. You cÐ °n vÃ'â€"suÐ °lÃ'â€"ze who the Ð °ctor Ã'â€"s, but cÐ °n't come up wÃ'â €"th hÃ'â€"s nÐ °me.People typÃ'â€"cÐ °lly descrÃ'â€"be Ð ° â€Å"tÃ'â€"p of the tongue† type of thÃ'â€"ng–â€Å"І know whÐ °t І wÐ °nt to sÐ °y but І just cÐ °n't get Ã'â€"t out†. Іt’s Ð °lmost Ð °s Ã'â€"f the brÐ °Ã'â€"n Ã'â€"s sÐ °yÃ'â€"ng, â€Å"seÐ °rchÃ'â€"ng, seÐ °rchÃ'â€"ng† Ð °nd not fÃ'â€"ndÃ'â€"ng. SeverÐ °l mÃ'â€"nutes lÐ °ter, Ã'â€"t just comes to you. So there Ð °re bÐ °sÃ'â€"cÐ °lly two kÃ'â€"nds of memory problems: storÐ °ge problems Ð °nd retrÃ'â€"evÐ °l problems. Іn conclusÃ'â€"on І would lÃ'â€"ke to sÐ °y thÐ °t Ã'â€"t Ã'â€"s very Ã'â€"mportÐ °nt to Ã'â€"mprove the memory Ð °nd mÐ °ke regulÐ °r exercÃ'â€"se whÃ'â€"ch wÃ'â€"ll contrÃ'â€"bute to thÃ'â€"s process. The known fÐ °ct Ã'â€"s thÐ °t people use theÃ'â€"r memory not to the fullest extent Ð °nd not even to the hÐ °lf of theÃ'â€"r rememberÃ'â€"ng Ð °bÃ'â€"lÃ'â€"tÃ'â€"es.Bibliography: 1. Ashley MJ. Traumatic brain injur y rehabilitation. Boca Raton, FL: CRC Press; 1995. 2. Anderson, V. & Moore, C. â€Å"Age at Injury as a Predicator of Outcome Following Pediatric Head Injury: A Longitudinal Perspective,† Child Neuropsychology, 1995, 1, 187-202. 3. Charles G. Morris and Albert A. Maisto. â€Å"Understanding Psychology†. 4. Russ, R. M. , et al. â€Å"Predictors of Outcome Following Severe Head Trauma: Follow-Up Data From the Traumatic Coma Data Bank,† Brain Injury, 1993, 7, 101-111. 5. Spreen, O. ; Risser, A. & Edgell, D. Developmental Neuropsychology, Oxford University Press, 1995.

Care and Compassion in the Nursing Profession Essay

Honor Code: As a student, I have neither given nor received aid/help on this assignment. Caring and Compassion in the Nursing Profession Nursing is a physically and emotionally demanding job. There are six virtues that should be followed when working as a nurse. Caring and compassion can be viewed as â€Å"nursing’s most precious asset† (Schantz, 2007). Caring and compassion are two different characteristics with similar meanings. Caring is defined as showing kindness or concern for others (Oxford, 2013). Compassion is defined as sympathetic pity and concern for the sufferings or misfortunes of others (Oxford, 2013). Some people choose nursing as their job because their desire to care for others. Being a caring individual allows you to make a therapeutic relationship with a patient. When a patient feels cared for; emotionally they develop trust and self-worth. Caring requires you to physically meet your patient needs. When a patient has a sense a being cared for they may be more willing to participate. Most nurses have a certain mindset as â€Å"Do unto others as you would want done unto you† (Watson, 1988). Along with caring, compassion is reason why people desire to be nurses. Compassion is not sympathy you show toward a patient in need, but rather the sympathy that causes you to act on an inner desire to help that patient (Hart, 2011). When showing compassion it’s not doing things you are accountable to do as a nurse, but doing it because you are urged to do it as a human being to make a difference. All six virtues define nursing characteristic as a whole, but caring and compassion are key things to have when treating patients as nurses. To maintain a high quality of health care revolves around caring and compassion. It makes a big difference to have compassion in your heart to  care for others. Caring and compassion can have such a good impact on a patient to warthere he/she will gain self-worth and dignity. References Caring. (n.d). In Oxford online dictionary. Retrieved from http://oxforddictionaries.com/us/definition/american_english/caring Compassion. (n.d). In Oxford online dictionary. Retrieved from http://oxforddictionaries.com/us/definition/american_english/compassion Hart, M. (2011). Compassion: A Necessity For Quality Nursing Care. Retrieved from http://www.anurseiam.com/show_winners.php?winning_nurses_id=57 Schantz, M. (2007). Compassion: a concept analysis. Nursing Forum, 48-55. Retrieved from http://www.nursingtimes.net/nursing-practice/clinical-zones/management/compassion-in-nursing-1-defining-identifying-and-measuring-this-essential-quality-/5006242.article Watson, J. (1988). New dimensions of human caring theory. Nursing Science Quarterly, 175-181. Retrieved from http://rnjournal.com/journal-of-nursing/caring-and-the-professional-practice-of-nursing

451 Essay

Fahrenheit 451 Essay A dystopia is defined as a community or a society that is undesirable or frightening in some important way. There have been many novels written about such societies, such as 1984 by George Orwell, The Giver by Lois Lowry, and Fahrenheit 451 by Ray Bradbury. Fahrenheit 451 describes a dystopian society in which books are outlawed and technology is prevalent. In Fahrenheit 451, Ray Bradbury conveys a significant message through the contrasting tones he uses to describe Clarisse and Mildred.Bradbury uses a reverent, respectful tone to describe Clarisse, when Guy Montag sees her for the first time in the street as he walks home from work (3). The diction â€Å"slender† and â€Å"milk-white† portrays that Clarisse is young and innocent. These words create this feeling because one would normally associate slimness and a clear complexion with youth. The personification used in â€Å"gentle hunger† and â€Å"tireless curiosity† reveal the fact that Clarisse is inquisitive to the reader.The use of â€Å"gentle† and â€Å"tireless† allow the reader to see that Clarisse has a hunger for knowledge. The imagery â€Å"sliding walk† and â€Å"dress was white† creates an image of Clarisse’s demeanor and general appearance in the reader’s mind. Using these words also gives the reader the sense that Clarisse is pure, like an angel, because a sliding walk and white garments are associated with angels. Bradbury’s praising and positive tone shows that he strongly identifies with her personality.In contrast to the tone he uses when describing Clarisse, Bradbury uses a dull, monotonous tone to talk about Mildred when Guy Montag sees her as he walks into their bedroom shortly after his encounter with Clarisse (11). The metaphor â€Å"felt no rain† and â€Å"felt no shadow† compares rain and shadow to the feelings that Mildred does not feel. With this metaphor, Bradbury revea ls to the reader that Mildred is apathetic, unfeeling. The diction â€Å"tamped-shut ears† and â€Å"ears all glass† suggests to the reader that Mildred is oblivious to her surroundings.These words create the effect that Mildred does not see and hear what is going around in front of her. The simile â€Å"like a snow-covered island† compares Mildred’s face to a snow-covered island. This simile leaves the reader with the impression that Mildred’s face is pale, almost lifeless. Bradbury’s apathetic, negative tone shows that he does not approve of Mildred’s obliviousness and lifelessness. Bradbury uses an admiring, awed tone to describe Clarisse when Guy Montag is remembering his encounter with Clarisse (8).The simile â€Å"face like the dial of a small clock† compares Clarisse’s face with the dial of a small clock. Bradbury goes on to describe the clock as the type giving off light in the darkness in the middle of the night . This comparison conveys the idea that Clarisse represents good early on in the book. The simile â€Å"how like a mirror too, her face† emphasizes the fact that Clarisse’s demeanor in general makes Montag reflect on his actions, thoughts, and words. Bradbury is trying to relay the message that Clarisse has the type of personality that makes other people reflect upon themselves.The simile â€Å"like the eager watcher of a marionette show† compares Clarisse to an eager watcher of a marionette show through a simile. This simile demonstrates how perceptive Clarisse is. Bradbury’s tone of disbelief and awe shows his admiration of Clarisse’s character. In Fahrenheit 451, Ray Bradbury uses contrasting tones towards Clarisse and Mildred in order to convey his opinion that one should not blindly the beliefs that are presented to them. Bradbury strongly believes that we should constantly question the world around us.

Employee Assistance Program Assignment Example | Topics and Well Written Essays - 250 words

Employee Assistance Program - Assignment Example In this context, John would respond better if he were corrected from a positive orientation. Indentifying his positive aspects is vital in the confrontation. My choice for the response is because John has positive performance despite having low scores in socialization. 2-Sharon has recently transferred to your unit. Right away, there are problems. She regularly reports late to work, she talks on the phone with friends constantly, and her performance is not meeting standards. Which of the following is your best response? Sharon has a serious issue that might lead to her dismissal. However, been a managers my action are expected to be at employee’s best interests and, therefore she deserves another chance. My choice of the response is based on the source of the problem rather than the outcome. Probably, her former place of work did not uphold proper work etiquette and hence her misconduct. 3- George is a long-time employee under your supervision. His performance record is satisfactory. In the past 12 months, George and his wife lost their vacation cabin in a fire, they are financially strapped, and their oldest son was recently arrested for drug possession. George is quiet, moody and often asks for unscheduled leave to meet with his sons lawyer or his accountant. Just yesterday, you overheard him say to a co-worker, â€Å"Just leave me alone. The summary report will be done as they always do. Go bother someone else.† You have been documenting these similar occurrences, and you decide to suggest to George that he consider contacting EAP. Which of the following is the best way to approach George? D is the most appropriate response since it balances George’s professional and personal needs. Indeed, George requires someone who can listen to his problems, before been told what to do. Moreover, confronting him without listening to his side of the story will upset him making him develop negative attitude towards any proposal. 4- You supervise

Segregation along gender lines Essay Example | Topics and Well Written Essays - 2500 words

Segregation along gender lines - Essay Example Horizontally, women are disproportionately clustered into a narrow range of jobs that are regularly regarded to be ‘ghetto occupations’. Ghetto occupations have been classified as those which are female dominated and of low status, poor pay, with narrow job content, and that have few prospects of promotion. Introduction Occupational segregation is an obstacle used in the workplace to prevent women from realising their full potential in the market. It can also prevent employers from finding the most qualified personnel to fill job vacancies. Occupational segregation negatively affects the national as well as global economy. In Britain, many female workers are affected by vertical as well as horizontal segregation. This basically means that female workers tend to hold different jobs from the male workers which are of lower status and have lower pay packets. Female workers also tend to be directed towards industries that have a huge demand for workers who only work part tim e. Occupations which are usually peopled by female workers, and which tend to have low pay are often referred to as ‘pink-collar’ jobs or even ‘ghetto’ occupations. Causes of Segregation in the Workplace Limited Access to Career Options Gender stereotyping experienced by women during their formative years can affect their choice of occupation (Van Langen, Bosker and Dekkers, 2006). Gender stereotyping includes implicitly and explicitly expressed social attitudes within a person’s community. ... Even in developed nations like Britain, these attitudes are still present. When women are socialised to take on the ‘helping professions’ such as teaching, nursing, and secretarial work, it affects their decisions about the type of university courses they choose (Tracey and Nicholl, 2007). There are other institutional as well as structural barriers like biased marketing which discourage women from taking advantage of measures such as vocational training programmes for traditionally male jobs. Corporate culture and practice Other realities that compel women to choose to work in occupations that may not afford them large salaries or even a chance for promotion is because of the lack of the implementation of female-friendly practices in many corporate organisations. There are many organisations today that have instituted the acceptance of progressive employment agendas as one of their main objectives (Wynarczyk, 2007). However, this is not often implemented in the corporat e culture. Many women working in corporate organisations have to handle the reality of long hours which leave the worker with no time for his or her family, for example. The abilities of women are also not often viewed as strengths but as good personal skills. For example, the role of teaching young children has traditionally been occupied by women. Pre-school teachers play a very important role in society and are virtually responsible for teaching children all the social skills that are necessary to function in society. However, their importance is downplayed and their salaries are not at par with their services. This means that female workers face constraints in being

French Revolution Essay Example | Topics and Well Written Essays - 500 words - 1

French Revolution - Essay Example During this period of time western civilization had undergone several changes related to cultural and social developments. Several movements took place in Europe during this period of time. The concept of liberalism emerged in the society during this period of time. Several businessmen and entrepreneurs of manufacturing organizations got huge profit through the introduction of liberalism in the society. It is true that common people were interested in the concept of socialism in society in order to enjoy social rights in the society. Moreover, the working class in this society was mostly recognized as the labor class in this period of time. People of this segment were strongly against the social concept of liberalism as it bought inequality and instability in the society. Therefore, the common people were strongly seeking for the socialistic government in order to gain individual and social rights in the society to enjoy equality and social stability. Slowly and gradually, strong vision towards nationalism started to grow among the common people. Joseph Mazzini formed a nationalist group in the year 1831 in order to meet the developed vision. This group strongly influenced the common people to move forward towards the developed vision (Taylor, 2001). This emergence of the vision of nationalism influenced the people to divide the entire empire in different nations. Conservatism and romanticism are the other important events that took place during this period of time. Vulnerable social and cultural development during this period of time caused the emergence of these two social events. These mentioned events played major role in the social and development of the country. Romanticism majorly featured in emotion, individualism and faith. In addition to this, the social concept of romanticism emerged from rationalism and it had linked politically along with liberalism and nationalism. During this period of time, the European society got diversified into these above