Buncefield Disaster Essay Example | Topics and Well Written Essays - 2500 words - 1

Buncefield Disaster - Essay Example Disasters are major accidents which take place on a large scale in specific areas. However it is not necessary that the whole areas are affected by these large scale disasters. Such a disaster which would be described in this report would be a mass disaster which took place on the 11th of December 2005. The disaster famously known as the Buncefield disaster took place because of an overfilled storage tank at the Buncefield Oil Depot located close to Hemel Hempstead, Herfordshire UK. The disaster was so huge that it expanded and took over other 20 storage tanks and the fire further spread. The horrible incident resulted in the combustion of that area for several days (Buncefield Major Incident Investigation Board, 2006). The oil depot that was destroyed in that incident was one of the largest distribution terminals employed to store refined oil, petrol, aviation turbine fuel, diesel and other kerosene supplies. The explosion that started in the early morning of 11th December, 2005 resulted in the explosion of the large stocks of these refined products. The explosion was further fortified by petrol, diesel, gas and other products. The intensity of the disaster remained firm for 3-4 days. The last major combustions were stubbed out on Wednesday 14th December. However, the fire was not completely extinguished until 15th December. The explosion was so intense that the blast was heard up to about 200 miles (320 km) away. The devastating blast affected the nearby area including commercial buildings and the industrial area. The working week directed towards a great loss of many workers who were supposed to be residing there. 43 people were harmed; however, luckily no serious injuries or deaths were recorde d. The spectators and crews found this incident much destructive and confirmed that it is possibly the largest incident of this sort in peacetime Europe.

Macroeconomic Analysis of South Africa Research Paper

Macroeconomic Analysis of South Africa - Research Paper Example Hospitality Segment in South Africa Similar to any other industry, the hospitality industry has to face a significant impact due to the economic condition in any country. The economic conditions prevailing within an economy determines the trend of travel and thus the profitability of hospitality sector. Hotels require a major financial investment. Nevertheless, financial suppliers necessitate guarantee that the hospitality organizations are satisfactorily feasible to repay the invested amount. The situation of hospitality market is generally determined by income per room and occupancy rates. Increasing occupancy rate in hospitality industry denotes high demand which can open the opportunity for new entrants in the hospitality industry. It is worth mentioning that the hospitality industry is directly related with national as well as distant travelling trends for tourists and commercial visitors (PwC, 2011). Hospitality organizations can gain high return on investment in the presence o f strong and healthy economy. For instance, the macroeconomic factor such as growth rate has major impact on the travel because it entices and preserves customers and drive sales within the industry. Furthermore, the condition of economy creates an impact on both domestic as well as global corporate travel. It is in this context that South Africa has satisfactory demand for hospitality services. With the virtues of the macroeconomic environment prevailing in the business context of South African hospitality industry, the number of overnight visitors in South Africa has increased considerably from 2004 to 2006 by almost 10.23 million. The increase in number of travel has accelerated the room occupancy rate as well as hotel revenue (PwC,...This paper is one of the best examples of the macroeconomic analysis of South Africa, and the overview of its current state of hospitality segment. Even though the financial structure of South Africa is improving, it is facing two most important macroeconomic problems (i.e. unemployment and electricity) which can have a substantial impact on the industrial development of the economy. The paper analyzes the extent of these problems and how the government reacts with the problems through developing macroeconomic policies. Furthermore, the paper also describes the hospitality industry in South Africa and its relationship with current macroeconomic issues faced by the country in order to understand the potentiality of instigating a new venture in the particular industry. South Africa is regarded as the economic centre of the African continent. It has outstanding and advanced legal structure. The financial system of South Africa is observed to be in a healthy position. South Africa is not only considered as a major developing economy, but is also as the gateway to other African markets. In the region, South Africa plays a vital part for energy generation, transportation, industrialization and hospitality services. Similar to any other industry, the hospitality industry has to face a significant impact due to the economic condition in any country. The economic conditions prevailing within an economy determines the trend of travel and thus the profitability of hospitality sector. Analysts predict that South Africa will remain economically attractive for tourism and hospitality sector. Even though there are some unemployment and electricity shortage issues in the country, its overall market attraction is satisfactory.

Comment The Five Minds of a Manager Essay Example for Free

Comment The Five Minds of a Manager Essay The Five Minds of a Manager the five aspects of the managerial mind—has proved not only powerful in the classroom but insightful in practice, as we hope to demonstrate in this article. We’ll first explain how we came up with the five managerial mind-sets, then we’ll discuss each in some depth before concluding with the case for interweaving the five. The Five Managerial Mind-Sets Jonathan Gosling is the director of the Centre for Leadership Studies at the University of Exeter in Exeter, England. Henry Mintzberg is the Cleghorn Professor of Management Studies at McGill University in Montreal and the author of the forthcoming book Managers Not MBAs from Berrett-Koehler. The International Federation of Red Cross and Red Crescent Societies, headquartered in Geneva, has a management development concern. It worries that it may be drifting too far toward a fast-action culture. It knows that it must act quickly in responding to disasters everywhere—earthquakes and wars, floods and famines—but it also sees the need to engage in the slower, more delicate task of building a capacity for action that is careful, thoughtful, and tailored to local conditions and needs. Many business organizations face a similar problem—they know how to execute, but they are not so adept at stepping back to reflect on their situations. Others face the opposite predicament: They get so mired in thinking about their problems that they can’t get things done fast enough. We all know bureaucracies that are great at planning and organizing but slow to respond to market forces, just as we’re all acquainted with the nimble companies that react to every stimulus, but sloppily, and have to be constantly fixing things. And then, of course, there are those that suffer from both afflictions—for example, firms whose marketing departments are absorbed with grand positioning statements while their sales forces chase every possible deal. Those two aspects establish the bounds of management: Everything that every effective manager does is sandwiched between action on the ground and reflection in the abstract. Action without reflection is thoughtless; reflection without action is passive. Every manager has to find a way to combine these two mindsets—to function at the point where reflective thinking meets practical doing. But action and reflection about what? One obvious answer is: about collaboration, about getting things done cooperatively with other people—in negotiations, for example, where a manager cannot act alone. Another answer is that action, reflection, and collaboration have to be rooted in a deep appreciation of reality harvard business review †¢ november 2003 in all its facets. We call this mind-set worldly, which the Oxford English Dictionary defines as â€Å"experienced in life, sophisticated, practical. † Finally, action, reflection, and collaboration, as well as worldliness, must subscribe to a certain rationality or logic; they rely on an analytic mind-set, too. So we have five sets of the managerial mind, five ways in which managers interpret and deal with the world around them. Each has a dominant subject, or target, of its own. For reflection, the subject is the self; there can be no insight without self-knowledge. Collaboration takes the subject beyond the self, into the manager’s network of relationships. Analysis goes a step beyond that, to the organization; organizations depend on the systematic decomposition of activities, and that’s what analysis is all about. Beyond the organization lies what we consider the subject of the worldly mind-set, namely context—the worlds around the organization. Finally, the action mind-set pulls everything together through the process of change—in self, relationships, organization, and context. The practice of managing, then, involves five perspectives, which correspond to the five modules of our program: †¢ Managing self: the reflective mind-set †¢ Managing organizations: the analytic mind-set †¢ Managing context: the worldly mind-set †¢ Managing relationships: the collaborative mind-set †¢ Managing change: the action mind-set If you are a manager, this is your world! Let us make clear several characteristics of this set of sets. First, we make no claim that our framework is either scientific or comprehensive. It simply has proved useful in our work with managers, including in our master’s program. (For more on the program, see the sidebar â€Å"Mind-Sets for Management Development. †) Second, we ask you to consider each of these managerial mind-sets as an attitude, a frame of mind that opens new vistas. Unless you get into a reflective frame of mind, for example, you cannot open yourself to new ideas. You might not even notice such ideas in the first place without a worldly frame of mind. And, of course, you cannot appreciate the buzz, the vistas, and the opportunities of actions unless you engage in them. Third, a word on our word â€Å"mind-sets. † We page 2 The Five Minds of a Manager do not use it to set any manager’s mind. All of us have had more than enough of that. Rather, we use the word in the spirit of a fortune one of us happened to pull out of a Chinese cookie recently: â€Å"Get your mind set. Confidence will lead you on. † We ask you to get your mind set around five key ideas. Then, not just confidence but coherence can lead you on. Think, too, of these mind-sets as mind-sights—perspectives. But be aware that, improperly used, they can also be mine sites. Too much of any of them—obsessive analyzing or compulsive collaborating, for instance—and the mind-set can blow up in your face. Managing Self: The Reflective Mind-Set Managers who are sent off to development courses these days often find themselves being welcomed to â€Å"boot camp. † This is no country club, they are warned; you’ll have to work hard. But this is wrongheaded. While managers certainly don’t need a country club atmosphere for development, neither do they need boot camp. Most managers we know already live boot camp every day. Besides, in real boot camps, soldiers learn to march and obey, not to stop and think. These days, what managers desperately need is to stop and think, to step back and reflect thoughtfully on their experiences. Indeed, in his book Rules for Radicals, Saul Alinsky makes the interesting point that events, or â€Å"happenings,† become experience only after they have been reflected upon thoughtfully: â€Å"Most people do not accumulate a body of experience. Most people go through life undergoing a series of happenings, which pass through their systems undigested. Happenings become experiences when they are digested, when they are reflected on, related to general patterns, and synthesized. † Unless the meaning is understood, managing is mindless. Hence we take reflection to be that space suspended between experience and explanation, where the mind makes the connections. Imagine yourself in a meeting when someone suddenly erupts with a personal rant. You’re tempted to ignore or dismiss the outburst—you’ve heard, after all, that the person is having problems at home. But why not use it to reflect on your own reaction—whether em- Mind-Sets for Management Development In 1996, when we founded the International Masters Program in Practicing Management with colleagues from around the world, we developed the managerial mind-sets as a new way to structure management education and development. Managers are sent to the IMPM by their companies, preferably in groups of four or five. They stay on the job, coming into our classrooms for five modules of two weeks each, one for each of the mindsets, over a period of 16 months. We open with a module on the reflective mind-set. The module is located at Lancaster University in the reflective atmosphere of northern England—the nearby hills and lakes inspire reflection on the purpose of life and work. Then it is on to McGill University in Montreal, where the grid-like regularity of the city reflects the energy and order of the analytic mind-set. The worldly mind-set on context comes alive at the Indian Institute of Management in Bangalore, where new technologies jostle ancient traditions on the crowded streets. Then comes the collabora- harvard business review †¢ november 2003 tive mind-set, hosted by faculty in Japan, where collaboration has been the key to managerial innovations, and Korea, where alliances and partnerships have become the basis for business growth. Last is the action mind-set module, located at Insead in France, where emerging trends from around the world convert into lessons for managerial action. So our locations not only teach the mindsets but also encourage the participating managers to live them. And so have we, in the very conception of the program. Our approach to management development is fundamentally reflective. We believe managers need to step back from the pressures of their jobs and reflect thoughtfully on their experiences. We as faculty members bring concepts; the participants bring experience. Learning occurs where these meet—in individual heads, small groups, and all together. Our 50-50 rule says that half the classroom time should be turned over to the participants, on their agendas. The program is fully collaborative all around. There is no lead school; much of the organizational responsibility is distributed. Likewise, the faculty’s relationship with the participants is collaborative. And faculty members work closely with the participating companies, which over the past eight years have included Alcan, BT, EDF Group and Gaz de France, Fujitsu, the International Red Cross Federation, LG, Lufthansa, Matsushita, Motorola, Royal Bank of Canada, and Zeneca. We think of our setting as being especially worldly, because the participating managers and faculty host their colleagues at home, in their own cultures, and are guests abroad. We also believe that the program’s reflective orientation allows us to probe into analysis more deeply than in regular education and work. Finally, our own purpose is action: We seek fundamental change in management education worldwide—to help change business schools into true schools of management. page 3 The Five Minds of a Manager These days, what managers desperately need is to stop and think—to step back and reflect thoughtfully on their experiences. barrassment, anger, or frustration—and so recognize some comparable feelings in yourself? Your own reaction now becomes a learning experience for you: You have opened a space for imagination, between your experience and your explanation. It can make all the difference. Organizations may not need â€Å"mirror people,† who see in everything only reflections of their own behavior. But neither do they need â€Å"window people,† who cannot see beyond the images in front of them. They need managers who see both ways—in a sense, ones who look out the window at dawn, to see through their own reflections to the awakening world outside. â€Å"Reflect† in Latin means to refold, which suggests that attention turns inward so that it can be turned outward. This means going beyond introspection. It means looking in so that you can better see out in order to perceive a familiar thing in a different way—a product as a service, maybe, or a customer as a partner. Does that not describe the thinking of the really successful managers, the Andy Groves of the world? Compare such people with the Messiers and Lays, who dazzle with great mergers and grand strategies before burning out their companies. Likewise, reflective managers are able to see behind in order to look ahead. Successful â€Å"visions† are not immaculately conceived; they are painted, stroke by stroke, out of the experiences of the past. Reflective managers, in other words, have a healthy respect for history—not just the grand history of deals and disasters but also the everyday history of all the little actions that make organizations work. Consider in this regard Kofi Annan’s deep personal understanding of the United Nations, a comprehension that has been the source of his ability to help move that complex body to a different and better place. You must appreciate the past if you wish to use the present to get to a better future.

Effect of WWII and Pearl Harbor on the US

Effect of WWII and Pearl Harbor on the US In David Halberstam’s book, The Powers that Be, he states the following quote about World War II and Edward R. Murrow: â€Å"WWII was special and he was special.† World War II was special because it established the United States of America as one of the world’s superpowers, while the events at Pearl Harbor provided an example of how isolationism and detachment can lead to ignorance and subsequently, vulnerability. Murrow was also special, as he united the nation by detailing his experiences in the war front and setting forth a shift towards public transparency and enlightenment. The significance of the World War II and Murrow was their inspiration to achieve a level of awareness of foreign affairs in order to avoid a repeat of the events at Pearl Harbor and the wars influence on the rise of the United States. The hope for the United States to not get involved with World War II was never a realistic option. The conflict between the Axis Powers (Imperial Japan, Nazi Germany, and Fascist Italy) and the Allied Powers (Great Britain and France) were as much ideological as it was territorial. While the ultimate goals of each of the Axis Powers were different, they agreed on the desire to expand and to stop capitalism and democracy. When the United States signed the Lend-Lease bill in 1941, this brought more motivation for the Axis Powers to attack the United States. Later that year, Imperial Japan conducted a surprise attack on Pearl Harbor, leading to the United States’ entry into World War II and ending American Isolationism. Not only was the idea of isolationism foolish, but it left the United States unprepared and unwary of an attack by Imperial Japan. The surprise attack on Pearl Harbor highlighted the importance of maintaining a strong military whether or not the United States were in war. The significance of the attack on Pearl Harbor is not the attack itself but that it was such a shock and that we were unprepared for it. â€Å"The Japanese attack at Pearl Harbor decisively shattered the illusion of invulnerability that Americans had enjoyed ever since the end of the Napoleonic Wars of the early 19th century.† (Chafe et al, A History of our Time, page 9). Two lessons military strategists took from this experience was that â€Å"the nation’s military power must never again be allowed to atrophy† and that â€Å"technology and air power had so contracted the globe that America’s vaunted two-ocean barrier no longer afforded sufficient protection from external assault.† (Chafe et al, A History of our Time, pages 9-10). This episode of World War II not only drew the United States into the war but al so serves as a reminder of how past impartiality and ignorance left the United States vulnerable. While World War II left all the other participating countries devastated financially, territorially and militarily, the United States emerged relatively unscathed and actually stronger. â€Å"Of the major wartime combatants, only the United States emerged from the war stronger than when it began. The United States was the most powerful nation in the world.† (Chafe et al, A History of our Time, page 1). The total war nature of the war had brought together the people and citizens of the United States for the sole goal of victory. There was no separation between men, women, and children. Preparation of war helped boost the economy and eventually lead us out of the Great Depression. â€Å"The nation’s gross domestic product doubled between 1941 and 1945, bestowing the wonders of a highly productive, full-employment economy on a citizenry that had become accustomed to the deprivations imposed by a decade-long depression.† (Chafe et al, A History of our Time, page 8-9) . World War II had caused a breakdown of the European Empires and had established the United States as one of the new superpowers of the world. During World War II, a reporter by the name of Edward R. Murrow was broadcasting his first-hand experiences to the people of the United States. Unprecedented in broadcast journalism, Murrow put him and his team on the front line and in the action of the war. When Murrow caught wind that Adolf Hitler was going to Vienna to proclaim Anschluss with Austria, he flew to Vienna personally to cover the reaction of the people of Vienna in a March 13th 1938 broadcast. Murrow was also right there in the action during the dangerous times, such as the London Blitz. â€Å"I’m standing on a rooftop looking out over London For reason of national as well as personal security, I’m unable to tell you the exact location from which I’m speaking. Off to my left†¦ I can see just the faint red angry snap of antiaircraft bursts against the steel-blue sky†¦ Now you’ll hear two bursts a little nearer in a moment. There they are! That hard, stony sound.† (Murrow | M atusow, The Evening Stars, page 53). Murrow’s innovative broadcasts allowed the people of the United States to become aware of what was going on in the war, such as the London Blitz in the United Kingdoms, while America continued to exercise isolationism. Murrow’s ability to captivate the attention of and unify the American people stems from his mastery with words and his keen eye for talent. Murrow prepared his scripts by dictating them, as opposed to writing them, which made listeners feel like he was having a conversation and not just reading something. The details in his reports were stunning and provided listeners with strong visual images. â€Å"He had a flair for those small details that make a scene come alive; once he illustrated the eerie silence between air raids by putting his microphone next a pierced can of peaches, catching the sound of the syrup falling drop by drop.† (Matusow, The Evening Stars, page 52). Murrow connected to the American people by talking about the people they can relate to, the little people. â€Å"But I found that one bombed house looks pretty much like another bombed house. It’s about the people I’d like to talk, the little people who live in those little houses, who ha ve uniforms and get no decorations for bravery.† (Murrow, August 18th 1940). In addition to his prowess as a reporter, Murrow was also an excellent scout who surrounded himself with a strong staff. â€Å"Besides his gifts as a writer, reporter, and dramatist, Murrow was a superb judge of talent in others†¦ He looked for university graduates with a good, solid, print background. He didn’t care much what his recruits sounded like; they had to be able to think, and they had to be able to write.† (Matusow, The Evening Stars, page 53). Through his reporting, the people of America were able to become aware of the events of World War II despite the United States’ initial lack of participation. Murrow understood that the role of the press was to raise the level of awareness in the United States. He believed that news broadcasting was supposed to inform, not to just entertain. â€Å"This instrument can teach, it can illuminate; yes, and it can even inspire. But it can do so only to the extent that humans are determined to use it to those ends. Otherwise its nothing but wires and lights in a box. There is a great and perhaps decisive battle to be fought against ignorance, intolerance and indifference. This weapon of television could be useful.† (Murrow, RTNDA Speech, 1985). Murrow was special because he knew the importance of being well informed and he made sure to do that throughout his career as a reporter. World War II and Edward R. Murrow were significant because they helped contribute to the rise of the United States while highlighting the need for awareness of foreign affairs. While the United States ended up benefiting the most and losing the least from the war, the surprise attack by Imperial Japan on Pearl Harbor is still disturbing. American insistence on isolationism should not have left the United States so vulnerable to the surprise military strike. However, this event will go on to remind us never to allow ourselves be that ignorant again and to always be aware of foreign affairs. Murrow’s role in reporting also inspired America to be more aware of foreign affairs. His ability to captivate his American audience and articulate the details of the war front allowed the people of the United States to know what was going on in the war and how brutal it was. Had it not been for Murrow’s radio reporting, the United States may have not understood how important it was f or the United States to enter the war and put an end to Imperial Japan, Fascist Italy and Nazi Germany and continue to exercise isolationism despite the attack on Pearl Harbor. Through World War II and Murrow, the United States not only established itself as a world’s superpower, but also provided the blueprint to maintaining this power.

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With reference to no more than four art works, discuss the state of public art in Singapore or any one in SE Asian country. Does it integrate into its physical environment or otherwise? What function does it perform? Introduction on Public Art According to Wikipedia, public art refers to works of art in any media with the specific intention of being situated or staged in the physical public domain. In other words, they are known as artworks that are displayed anywhere in public; in an indoor or outdoor setting. These artworks are carefully planned and executed so that they compliment and integrate with its physical environment. According to Henry Moore (XXXX), displaying sculptures outdoors is best because the artwork is able to relate to the sky, rather than trees, buildings, and people because these elements may cause conflict in the artwork’s interest which will definitely lose its true meaning. In relation to the sky, only then will the public be able to contrast infinity with reality so that they are able to discover the artist’s true intention behind the artwork without making a comparison. Public art may come across to the general public as a form of physical engagement. The notion of â€Å"can see, can touch† of accessible artworks as compared to the artworks displayed in museums which is usually, in a rather controlled setting. Public art breaks that rigidity and restricted boundaries. These artworks are usually aesthetically pleasing as they humanize and provide a touch of decor to the physical environment, thereby invigorating public spaces. It provides an engaging intersection between the past, present and future across various ideas and disciplines. Public art also reflects the country’s public history and evolving cult... ...t. It activates the public’s imagination and it encourages them to pay close attention to the artwork in the physical environment. It transforms a city or country through public spaces, into something more vibrant and interesting with the expression of the artists’ imagination. Carefully conceived public art installations are able to capture the eye and mind of public walking through the public spaces. It allows the public to experience and celebrate the essence of rich connections to the history yet at the same time, it helps to define & reach out to the community within the community itself through the conceptual idea behind the artwork. Such example will be, Goh Yixiu’s site-specific installation with raffia string entitled â€Å"Paranoia†. Vito Acconci quoted, â€Å"If you want change, you must be prepared to think differently. The function of public art is to de-design†.

What can neuropsychologists learn by studying individuals with damaged brains?

Introduction One of the best ways to learn about the normal functioning of the brain is to study how it functions when it is damaged (Rosvold, Mirsky, Sarason, Bransome et al., 1956). This paradigm for research in neuroscience involves comparing the neural functioning and performance on cognitive tasks of normal controls to that of patients with brain damage (for example, Fellows and Farah, 2003). Studies of localised brain damage can have especially important implications, since the impaired functional area is likely to be associated with that location in the brain containing the lesion. Though this is just one paradigm used in mapping the functional areas of the brain, other methods involve using only healthy participants and studying the pattern of neural activation during specific tasks designed to stimulate different cognitive faculties. But by comparing the functioning of healthy individuals to patients with brain damage it has been possible to distinguish very specific areas of the brain b ased on their functional purpose. Purpose of specific areas is either based around sensation and perception, information processing, memory or executive decision-making. This essay will examine some of the most pertinent findings gleaned from studies of brain damaged patients and elaborate on the avenues for future research in this context. The review of literature will proceed in a systematic manner evaluating the function of various brain areas through examination of the effects of lesions in these areas, as well as elaborating on the limitations of the methodologies employed. There are many ways in which the brain can be damaged, but the factor that seems more important in determining the effects of brain damage rather than how the brain damage occurred is the location of the damage. Evidence for this comes from reviews such as Ommaya and Genarelli (1974) who correlated clinical and experimental observations with the location of lesions in the brain. This essay will now proceed by analysing the effects of brain damage in different functional areas and the neural correlates of these effects. Brain damage can have a diverse range of effects depending on the region that is damaged, including disturbances in emotion, attention, memory and executive decision-making (Brewer and Perret, 1971). Prominent in this field of research are studies such as that of Robinson, Kubos, Starr, Rao and Price (1984) who studied patients with stroke lesions in various locations in the brain. Their findings showed a greater incidence of depression in individuals with anterior lesions on the left cerebral hemisphere. The inverse was true of right cerebral lesions, with posterior lesions leading to more depressed mood. This suggests that the location of lesions has an effect on the form that mood change takes following a stroke. To generalise further from this, different areas of the brain are differently responsible for emotional regulation and the cerebral hemispheres are oppositely arranged with regard to the operation of emotion. This research however was purely correlational, and therefore s uggests nothing of the mechanism behind the effect, and in fact cannot imply cause and effect at all between observations. Also, only depression was taken into account, measured with standard instruments for gauging levels of the disorder. This methodology misses a potential wealth of nuanced information on the subtle temperament changes that surely accompany mood disorders following stroke, qualitative methods could perhaps have uncovered more, and future research is needed to investigate other aspects of mood effects of brain damage. Brain damage can also profoundly affect memory in various ways as well as affecting mood and demeanour (Graham and Hodges, 1997). The effects of brain damage on memory are as variable as the forms of memory itself. The empirical research into this area has elucidated not only the effects of brain damage but also the processes by which different kinds of memory are encoded, stored and retrieved and the structures primarily involved. This is possible through deduction based on the pattern of impairment in a particular patient in relation to their specific lesion (Graham and Hodges, 1997). In the case of working memory, research has shown that even patients with mild brain damage show a tendency towards enhanced activation of circuitry associated with information-processing when tested on the same working memory tests as controls (McAllister, Sparling, Flashman, Guerin, Mamourian and Saykin, 2001). This kind of research has elucidated the structures and pathways associated with working memory, but it cannot rule out the possibility that these areas of the brain are involved in multiple pathways necessary for other cognitive processes. This is perhaps only a fraction of the information which could be extracted by study of working memory circuitry and how it functions in conjunction with the rest of the brain. Although this research has highlighted areas relevant to working memory it says little about the processes involved or how the brain functions as a whole in this function. In addition to working memory, damage in different areas has been shown to affect long-term memory which will now be explored. Research into dementia and Alzheimer’s disease as well as patients with frontal lobe damage has uncovered information about the encoding and storage of long-term memory (Graham and Hodges, 1997). Graham and Hodges (1997) investigated the role of subcortical structures in the formation of new memories through the study of patients with degradation of hippocampal structures (Alzheimer’s patients) as compared to those with comparably spared hippocampal structures but atrophy in neocortical areas (patients with semantic dementia). Their findings show that patients with spared hippocampal structures had greater recall for recent memory than more distant memory, whereas patients with Alzheimer’s disease showed the opposite pattern. These observations have helped to establish the pathway via which short-term memory passes into long-term memory, and thus has important implications of our understanding of the storage of memory in the brain. This study does provide strong evidence for the proposed conclusion, although the specific mechanisms by which short-term memory is transferred and stored between regions remains mysterious. Indeed, the actual location of long-term memory storage itself remains mysterious. It seems likely then that this process is not as simple as is proposed here. Of course not all stimuli are represented the same way in memory, some are emotionally charged. This essay will now explore how research into brain damage has helped the understanding of emotional activation in the brain. Emotional memory and functioning is another area in which study of brain damage can supplement valuable information. It is well known that the amygdala plays a large role in the experience of emotion, so it follows that Cahill, Babinsky, Markowitsch and McGaugh (1995) found that memory for emotionally charged stimuli and events was impaired in patients with damage to the amygdala, whereas memory for neutral autobiographical events and experimental stimuli was within the normal range. The benefits of research on brain damaged patients can perhaps best be seen in this area because of the rarity of patients with selective lesions localised in the amygdala (Adolphs, Tranel, Damasio and Damasio, 1994). Although research into the function of the amygdala in healthy participants successfully revealed that it is involved broadly in emotion (for example, LeDoux, 2003) research into the rare cases of localised damage to the amygdala (with normal functioning elsewhere) have enabled researchers to add clarity and specificity to this statement. Adolphs et al. (1994) discovered that the amygdala functions with a social dimension as well as an emotional one. Specifically, it is essential for the recognition of emotion (especially fear) in other people, but it is not necessary to discern individual identity from faces. This shows a clear contribution to the knowledge base from studies of brain damage; the constraints were added to the general statement that the amygdala is simply involved in emotion. It would have been difficult to discern this information from examining only the activation patterns in the brain and behavioural functioning of healthy participants, as the lone influence of the amygdala could not easily be isolated from the rest of the brain without it being removed. Necessarily though, such studies lack a certain ecological validity because the observations are naturally limited to such a low number of cases due to the rarity of localised amygdala damage. Anoth er important functional area brain damage can influence is cognition and executive decision-making. By studying patients with frontal lobe damage it has been possible to determine the role it plays in cognition, problem-solving and decision-making. In procedures such as the Wisconsin card-sorting test, participants can be accurately assessed for frontal lobe damage based on how well they can sort the cards into categories and their flexibility in doing so with shifting classification criteria (Stuss, Levine, Alexander, Hong, Palumbo, Hamer and Izukawa 2000). This task can even be used to distinguish the location of the damage within the frontal lobe by varying the amount of specificity in external direction. The fact that cognitive functioning can so accurately reflect the location of damage in the brain shows again the opportunity for mapping brain functions based on data collected from patients with impaired functioning in specific areas. This kind of test has particularly good reliability since the test thoroughly assesses cognitive decision-making with the absence of activation in only one very specific area. A criticism must be that the task is probably quite dissimilar from anything the participants are likely to perform in their daily life; it is contrived to be carried out under experimental conditions, and therefore the results may not be as valid as they appear in naturalistic situations. Although the accuracy with which the test can distinguish the specific location of damage gives it criterion validity. This concludes the review of research into the influence of brain damage on functional ability and demeanour. This essay has presented research on the effects of damage in various locations within the brain on behaviour, sensation, memory and cognitive processing. The contribution to knowledge of the purpose and integration of various regions in the brain have been discussed, the general conclusion being that it would be difficult to gain the same insight into the specific role of structures and the form of neural pathways without the study of patients with localised brain damage. Other paradigms exist in neuroscience, but studying the pattern of impairment in patients with localised brain damage compared to controls provides perhaps one of the best ways to assess the function and contribution of that particular damaged area. There are of course confounding variables though such as the way the damage occurred, and individual differences in participants. References Adolphs, R., Tranel, D., Damasio, H., & Damasio, A. (1994). Impaired recognition of emotion in facial expressions following bilateral damage to the human amygdala. Nature, 372(6507), 669-672. Brewer, C., & Perrett, L. (1971). Brain Damage due to Alcohol Consumption: An Air?encephalographic, Psychometric and Electroencephalographic Study. British Journal of Addiction to Alcohol & Other Drugs, 66(3), 170-182. Cahill, L., Babinsky, R., Markowitsch, H. J., & McGaugh, J. L. (1995). The amygdala and emotional memory. Nature, 377(6547), 295-296. Fellows, L. K., & Farah, M. J. (2003). Ventromedial frontal cortex mediates affective shifting in humans: evidence from a reversal learning paradigm. Brain,126(8), 1830-1837. Graham, K. S., & Hodges, J. R. (1997). Differentiating the roles of the hippocampus complex and the neocortex in long-term memory storage: Evidence from the study of semantic dementia and Alzheimer’s disease. Neuropsychology, 11(1), 77. LeDoux, J. (2003). The emotional brain, fear, and the amygdala. Cellular and molecular neurobiology, 23(4-5), 727-738. McAllister, T. W., Sparling, M. B., Flashman, L. A., Guerin, S. J., Mamourian, A. C., & Saykin, A. J. (2001). Differential working memory load effects after mild traumatic brain injury. Neuroimage, 14(5), 1004-1012. Ommaya, A. K., & Gennarelli, T. A. (1974). Cerebral concussion and traumatic unconsciousness correlation of experimental and clinical observations on blunt head injuries. Brain, 97(4), 633-654. Robinson, R. G., Kubos, K. L., Starr, L. B., Rao, K., & Price, T. R. (1984). Mood disorders in stroke patients: importance of location of lesion. Brain, 107(1), 81-93. Rosvold, H. E., Mirsky, A. F., Sarason, I., Bransome Jr, E. D., & Beck, L. H. (1956). A continuous performance test of brain damage. Journal of consulting psychology, 20(5), 343. Stuss, D. T., Levine, B., Alexander, M. P., Hong, J., Palumbo, C., Hamer, L.., †¦ & Izukawa, D. (2000). Wisconsin Card Sorting Test performance in patients with focal frontal and posterior brain damage: effects of lesion location and test structure on separable cognitive processes. Neuropsychologia, 38(4), 388-402.

When Hitler Stole Pink Rabbit Personal Reflection

The book, when Hitler Stole Pink Rabbit introduces a very intelligent, smart, and social girl Anna, who has a brother named Max, and lives with her mother and father. Her father has many connections to other people since he is a well known Jewish writer; therefore, he knew to move to Switzerland in case Hitler won the elections and took control. Anna does not know how lucky she is to be saved from all the trouble taking place in all of Germany.Going from country to country is hard for any family, and I know it would be hard for me, but Anna showed me that it does not matter what appends as long as we have our family together. When Anna warned her dad about almost being led to the train to Germany, it showed how bright she was. She adapted to the Switzerland lifestyle very quickly. She made many new friends and even the boys wanted to play with her. Instead of being homesick and complaining about wanting to go back, she taught me to make the best of difficult situations and find the p ositive in everything.A few months later she had to move to Paris, France. Moving constantly is something I would hate to do, especially on train, but she kept a positive attitude the whole way. She struggled to speak French and in school, and sometimes she could not do anything about it. Her difficult time are an example that nothing can always go the way you want It to. During the story, there was a problem where one of the beds ended up breaking, and they needed to hire someone to fix It. The person who they hired to fix the bed turned out to be anta- Jewish and rude.Her mother was extremely upset and kicked him out of the house. They decided to move away to England with an uncle. Her mom Is a strong example of letting the negative Influences go away and Instead being with better, positive Influences like family. Father worked hard in his writing Job and It reminds me of my parents and their hard work to support my family. Without the work they do, we would not be able to have wh at we have. Mother also relates to my mom, they both make sure we do well In school and stay focused.Without mother, Anna would not be motivated to continue to try and learn French. When Max and Anna fight, It reminds me of how I do not always get along with my siblings and sometimes we get Into arguments. In the end, the argument never matters. When Hitler Stole Pink Rabbit Is a great book that shows the world through the perspective of a ten year old girl. I related to Anna and her life struggles. Anna and her family stay together through the whole experience, and they find out a way to make their dangerous situation work.This story leads me to believe that everything happens for a reason, and whatever happens, have a positive look to It because everything happens for a reason. When Hitler Stole Pink Rabbit Personal Reflection By lawlessly always go the way you want it to. During the story, there was a problem where one of the beds ended up breaking, and they needed to hire someon e to fix it. The person who they hired to fix the bed turned out to be anti- Jewish and rude. Her mother was England with an uncle.Her mom is a strong example of letting the negative influences go away and instead being with better, positive influences like family. Father worked hard in his writing Job and it reminds me of my parents and their hard what we have. Mother also relates to my mom, they both make sure we do well in to try and learn French. When Max and Anna fight, it reminds me of how I do not always get along with my siblings and sometimes we get into arguments. In the end, the argument never matters. When Hitler Stole Pink Rabbit is a great book that positive look to it because everything happens for a reason.