Phineas Gage Essay Example for Free

Phineas Gage Essay Perhaps one of the most well known cases in cognitive psychology is that of Phineas Gage. A man who suffered from an injury to his prefrontal lobes thirty years before the field of Psychology even began (Moulin, 2006). However, psychologists’ continue to study his brain and the effects of his injury and its role in cognitive functions years later. Phineas Gage was a foreman at a railroad who suffered damage to his prefrontal lobes as a result of an accidental explosion in the year 1848. This explosion caused an iron bar about a meter long to be launched completely through Gage’s head and supposedly land about nine meters away. As a result of this accident Gage suffered severe brain damage to his prefrontal lobes, with the left side being almost completely destroyed (Moulin, 2006). There is not documentation of what Gage’s personality was like before the accident and few reports of the changes after the incident, many believed to be exaggerated. Two of the reports that do exist regarding Gage are written by John Martyn Harlow. Harlow was the physician who treated Gage and followed his case (â€Å"III. The Damage to Gage’s Skull and Brain†, 2002). Following his recovery of the accident there were no reports of apparent loss of interllectial function, yet his personality changed drastically. In fact Gage behaved so different that he while he went back to work for the railroad he never was given his job back as foreman (â€Å"II. The Sequelae of the accident, 1848-1868,† 2002). In fact, when asked his friends and acquaintances said he was â€Å"no longer Gage† (Moulin, 2006). Gage lived about eleven years after his accident before dying in 1860 which left people in the medical field curious about him and his condition (Moulin, 2006). In fact the changes in his behavior that were described was the first time that it was revealed that complex functions might be located in the brain. During the time and the immediate time after Gage lived there is not much medical documentation. Therefore it was years later when the exact parts of Gage’s brain that were damaged due to the iron bar were determined (â€Å"II. The sequelae of the accident, 1848-1868,† 2002). When Harlow learned of the passing of Gage, he sought out and received permission from his family to have the body exhumated in December of 1867 (â€Å"II. The sequelae of the accident, 1848-1868,† 2002). He did so in order to study the brain and learn from the injury of the skull and the result that the damages had on Gage’s personality. From the study he was able to determine that Gage suffered damage to three locations; the area under the zygomatic arch, the base of the skull where the iron rod had entered behind the eye, and at the top of the head where the iron rod emerged (â€Å"III. The damage to Gage’s Skull and Brain†, 2002). After studies of Gage’s skull where complete, psychologists’ have been able to take the measurements from the skull and use modern technology to determine the approximate location of the legion. Damage was caused to both the left and right prefrontal cortices in a pattern that caused a defect in rational decision making and the processing of emotion (Damasio, 1994). Studies that have been done since the case of Gage have determined that higher cognitive functions take place in the prefrontal lobes. Some of these functions include working memory, mental imagery, and willed actions that are associated with consciousness (Frith Dolan, 1998). Psychologists’ have been able to learn from this famous case of Phineas Gage. A man who took no part in experiments and whose injuries were sustained thirty years before the start of Psychology. From this case it has been determined that cognitive functions that can become impaired by prefrontal brain damage are abilities like planning, reasoning, and problem solving. It has also been shown that frontal lobe damage can affect a person’s memory in a subtle manner. While there can be no apparent loss of intellectual function as a result of prefrontal brain lesions it is can still be tragic to the lives of those involved (Gerhand, 1999).

The Scarlet Pimpernel :: Free Essay Writer

The Scarlet Pimpernel In 1792, during the French Revolution, a figure named the Scarlet Pimpernel saved many aristocrats from the French. Using daring plots and disguises he escaped from the French and his archenemy, Chauvlin. The richest man in England, Sir Percy Blakenley was married to the most beautiful woman in France, LadyMarguerite Blankenley. Sir Percy was an important character in The Scarlet Pimpernel. The story took place in both England and France. It started in Paris, France at the scene of the guillotine. Some of the story took place at The Fisherman's Rest in Dover, England. Otherparts of the story took place at Sir Percy's house in Richmond, England, The Chat Gris in Calais, France, Lord Greenville's Ball and The Covent Garden Theatre in England. The theme of the story was love and courage. It showed how much Sir Percy cared about and loved Marguerite. Marguerite once loved him, but now took him for granted and thought of him as a fop. It also limned how brave Sir Percy, The Scarlet Pimpernel, was in risking his life for the lives of the aristocrats. The Scarlet Pimpernel and a small band of devoted followers had dedicated their lives and fortunes to saving the innocent aristocrats of the French Revolution and the horror of the guillotine. They risked their lives on numerous occasions and rescued many French noblesse bringing them to the safety and security of England. Sir Percy Blakenley, one of the wealthiest men in England, was married to Lady Marguerite St. Just who was thought to be themost beautiful and smartest woman in Europe. She was perceived asa traitor to the French cause for having betrayed the Marquis de St. Cyr and his whole family to the bloody guillotine. This she was duped into doing because of her brother, Armond, who was almost killed by them for having dared to love the daughter of anaristocrat. Therefore Sir P ercy showed no love toward Marguerite and acted the part of a fool. She thought Sir Percy to be a vain,pompous dandy and could not conceive how she ever married him. Inspite of this she still had feelings of love for him. Sir Percy loved her deeply, though he also hated and detested her for what she did. He was emotionally torn between love and hate though he would have given or done anything for her, save revealing his true identity as The Scarlet Pimpernel.

Challenges of the Lgbt Population on College Campuses

Challenges of the LGBT Population on College Campuses A review of the Literature Challenges of the LGBT population on College Campuses A Review of the Literature The need for institutions of higher education to stay relevant dictates that change is necessary. For most, it will require a concerted effort to embrace diversity. Racial and ethnic diversity have historically been the most widely addressed dimensions of diversity. However, as institutions continue to advance their efforts, they create a more welcoming campus climate for all individuals and groups.A current focus of diversity efforts includes the lesbian, gay, bisexual and transgender (LGBT) population. This review will look at the issues and challenges of the LGBT population on college campuses; mainly covering the need to ease the levels violence and harassment on campuses and the desire for inclusion and social justice, and suggesting strategies to address these issues. Due to the nature of the coming out process, there are fundamental challenges to learning the experiences of the LGBT population.The labels lesbian, gay, bisexual and transgender as sexual identity labels present particular problems: A student may be able to articulate feelings of attraction to the same-sex, though are reluctant to adopt the label of lesbian, gay and/or bisexual (Rankin 2003). The challenges that the LGBT population face are neither new nor surprising but the need to address them is certainly relevant (Thiel, 2010). In fact, it appears that for as much progress that has been made on some campuses, there has been no progress on others.The presence of violence and harassment, as well as the desire for inclusion and justice, indicates the need for attention and research as a chilly campus climate can make for a distressing experience for LGBT students, faculty, and staff. As might be expected, LGBT students’ perceptions of the campus climate and their experiences differ from those of other members of the campus community (Rankin, 2003; Liang & Alimo, 2005). Some LGBT students feel that they are treated different because of their sexual orientation or gender identity.They have difficulty achieving their full academic potential and trouble fully participating in the campus community (Rankin, 2003; Brown, Clarke, Gortmaker, & Robinson-Keilig, 2004). In a study by Liang & Alimo (2005), students shared that they had been discriminated against, physically assaulted and harassed in residence halls, and marginalized in their classes. Physical and verbal anti-gay and lesbian harassment has been documented on all campuses where research on the LGBT population has been conducted, and these behaviors seem to be on the rise nationwide (National Lesbian and Gay Task Force, n. . ). This homonegativity affects LGBT individuals’ physical as well as psychological health (Liang & Alimo, 2005). The LGBT campus experience is at best benign and at worst hostile (Rankin, 2003). Among these challenges, Ran kin (2003) states are mental health issues, discrimination, relationship issues, and harassment/abuse. Likewise, LGBT faculty, staff, and administrators may suffer because of the same prejudices, limiting their ability to achieve their career goals and to mentor or support students.Because the LGBT population is an invisible minority, LGBT individuals may experience anxiety about who knows their sexual orientation or gender identity and who they can safely share that information with (Rankin, 2003). In addition, individuals who identify as LGBT are often at higher risk for substance abuse and suicide because of these issues and the lack of a positive support system. LGBT individuals do not share the same protections as other minorities groups in the United States.While it is no longer legal to discriminate based on race, skin color, ethnicity, disability, age, sex, or veteran’s status, it is still legal to discriminate based on sexual orientation or gender identity. Relations hips may also suffer. A LGBT’s social network may ebb and flow drastically as they come out to individuals they consider â€Å"friends. † LGBT individuals may lose some friends and gain others as they come out. This could drastically change their social network.Similarly, LGBT individuals often face rejection from their families. This can manifest as a loss of financial assistance, being â€Å"kicked-out† of the home, or being completely cutting off from all communication and ties to their families. Harassment and abuse can also be a problem. LGBT individuals may face harassment in many different forms. LGBT individuals may encounter increased negative attitudes, jokes, verbal taunting, or bullying because of their sexual orientation or gender identity (National Lesbian and Gay Task Force, n. d. ).In addition, LGBT individuals may be intimidated or blackmailed by others who threaten to â€Å"out† them if they do not do something. This population may also be targets of violence. They could be targeted because they may be seen as â€Å"weaker† or less likely to either fight back or report the crime/incident (Thiel & Diehl, 2010; University of North Carolina Chapel Hill, n. d. ). LGBT individuals are less likely to report these incidents because they do not want to disclose their sexual orientation or gender identity to authorities for fear of further repercussions from colleagues, friends, or family.Research shows that involvement in college life positively affects the LGBT experience (Rankin 2003). In addition, there are indications that the campus climate affects students’ social and emotional development, as well as their academic performance (National Lesbian and Gay Task Force, n. d. ). It also appears that there is much more in the way of student support on college campuses than there is faculty support. It is no surprise then, that the student experiences are somewhat better while the faculty experiences a chillie r climate (Brown et al. 2004). These findings suggest that an effective strategy for improving the campus climate for LGBT students needs to include system-wide efforts and involves promoting the acknowledgement, acceptance, and affirmation of all people. Campus diversity leaders and student affairs professionals will likely to be the most receptive, while some faculty and administrators will be more supportive than others will be (Brown et al. , 2004).Other recommendations to improve the campus climate for LGBT students include recruiting and retaining LGBT faculty, staff, and students, demonstrating institutional commitment to LGBT issues and concerns, integrating LGBT issues and concerns into the curriculum, providing educational programming on LGBT issues, and creating safe spaces for dialogue and interaction (Rankin, 2003; Liang & Alimo, 2005; University of Wisconsin Madison, 2008).Incorporating sexual orientation and gender identity topics into student, parent, faculty, and st aff orientation courses is important, as is informing parents of LGBT students about resources and services available on campus for their child (Angeli, 2009). Freshmen seminars and other first-year courses could be important venues for discussions of LGBT-related topics. Residence hall assistants (RAs) are also an important target group for training, as RAs are often a first esource for LGBT students dealing with coming out issues (Brown et al. , 2004). Other recommendations for improving student recruitment are as follows: Improve accessibility to LGBT information on college web sites (create one if there is not), attend national LGBT recruitment fairs, and work with the LGBT Campus Center to create a recruiting pamphlet on LGBT life on campus. For campuses without an LGBT Campus Center, the school should work to create one.LGBT Centers exist to reduce violence and harassment, and aid in the effort to promote inclusion and social justice (University of Wisconsin Madison, 2008). To ensure fair and equal treatment in the classroom, the main priority for faculty is to involve the students in the process of teaching/learning. With the many races, cultures, and groups that make up classes, having a continually engaged classroom is a challenging proposition at best and no one wants to feel marginalized.Additionally, when discussing current events, include LGBT issues as one of the topics, and be very clear with your students that homophobic and heterosexist comments and actions are not acceptable (Lock Haven University, 2000). Another initiative that could help support the LGBT student population while at the same time demonstrate institutional commitment to would to create â€Å"safe spaces† or â€Å"safe zones† where faculty/staff/students can choose to make their office or department a place for mentoring, peer counseling, dialogue, and interaction with LGBT students, faculty, and staff (Angeli, 2009).Faculty/staff leaders should work closely with campus diversity leaders (and the LGBT Campus Organization, if there is one) to ensure the inclusion of LGBT faculty and staff in the campus’ various recruitment efforts and to provide programs and services important to LGBT faculty and staff retention. This would include working to achieve domestic partner benefits for LGBT and other unmarried campus faculty and staff, and the creation and funding of an LGBT faculty/staff mentoring program (University of Wisconsin Madison, 2008).Such initiatives should be the combined efforts of administrative, faculty and staff representatives (University of Wisconsin Madison, 2008). Encouraging openly LGBT students, faculty, and staff to join and lead university committees and organizations without fear of repercussion is also a step in the right direction (Angeli, 2009). Campus administrators should enforce local anti-discrimination laws and policies on campus, ban discrimination in instructional materials and textbooks, and encourage th e use of materials that reflect gender diversity.Angeli (2009) reported that not all campuses have established such inclusive policies, and this leaves LGBT students without many options for repercussion when they experience discrimination. For example, hateful graffiti on campus should be removed quickly and those who did it punished appropriately. Sexual orientation and gender identity could be considered its own demographic and colleges should collect and report LGBT data in the same manner as gender, race, ethnicity, and disability data (Angeli, 2009).As more surveys and forms include questions on sexual orientation and gender identity, and, as campuses provide assurance that students’ privacy will be protected, it is likely that data that are more complete will become available. In other words, as the climate becomes â€Å"less chilly,† more students, faculty, and staff will feel more welcomed and, thus, more likely to share more about themselves (Angeli, 2009). P ositive attitudes of heterosexual peers can help to provide a campus climate that is welcoming and more supportive of the LGBT population, which may facilitate the development of a positive identity (Liang & Alimo, 2005).Heterosexuals have a large role in perpetuating this climate, as they have been the source for much of the homonegative behavior (Liang & Alimo, 2005). If the campus promotes itself an advocate for justice, it is not enough just to change a policy or to use ‘buzzwords;’ a new culture/atmosphere has to be created. Implementing such a campus-wide approach will necessitate support from top campus administrators (Rankin, 2003; Tierney, 1992).In addition, just because an anti-discrimination statement has been updated to include sexual orientation & gender identity, this does not mean inclusion, or even a consistent welcoming climate (University of Wisconsin Madison, 2008). Not seeing any progress in any of the areas discussed above is an indication that the campus has not yet integrated LGBT issues into the university’s understanding of its responsibilities to create a diverse and inclusive climate (Lock Haven University, 2000; University of Wisconsin Madison, 2008).The right thing to do is to create a more welcoming campus climate for all individuals and groups by reducing violence and harassment, and advancing social justice and inclusion efforts. All groups deserve this consideration because they matter. References Angeli, M. California Postsecondary Commission at its meeting on June 9, 2009. Access and equity for all students: Meeting the needs of LGBT students. Retrieved online on March 24, 2010 from http://www. cpec. ca. gov /completereports/2009reports/09-14. pdf Brown, R. D. , Clarke, B. Gortmaker, V. , & Robinson-Keilig, R. (2004). Assessing the campus climate for gay, lesbian, bisexual, and transgender (GLBT) students using a multiple perspectives approach. Journal of College Student Development, 45(1), 8-26. Liang, C. T. H. & Alimo, C. (2005). The impact of white heterosexual students’ interactions on attitudes toward lesbian, gay and bisexual people: A longitudinal study. Journal of College Student Development, 46(3), 237-250. Lock Haven University Safe Zone. (n. d. ). Originally written by Troy Gilbert of StanfordUniversity, then modified by Martha Ann Spruill (Jan 14, 2000), then modified again for the LHU community. Retrieved online on March 24, 2010 from http://www. lhup. edu/safezone/support. html National Lesbian and Gay Task Force. (n. d. ). Retrieved March 23, 2010 from www. thetaskforce. org /issues/hate_crimes_main_page/overview. Rankin, S. R. (2003). Campus climate for gay, lesbian, bisexual, and transgender people: A national perspective. New York: The National Gay and Lesbian Task Force Policy Institute. www. ngltf. org Thiel, M. J. , & Diehl, S. (2010).Campus gay and lesbian issues in the new millennium. Retrieved on 3/20/2010 from http://www. gvsu. edu/allies/index. cfm ? id=80B3F0D0-A5DC-ECEE-44313D44883F471B University of North Carolina Chapel Hill. (n. d. ). Issues/concerns for the LGBTQ Population. Retrieved March 23, 2010 from http://safezone. uncc. edu/allies /ally-manual/issues. University of Wisconsin Madison Faculty Document 2056. (2008). Report of the committee on gay, lesbian, bisexual and transgender issues. Retrieved onlineMarch 23, 2010 from http://acstaff. wisc. edu/FacDoc2056LGBT-AR07. pdf

Illegal Immigration Reform in America Essay examples

One of the most controversial topics today in politics is what to do about illegal immigration in the United States. Should we consider all of the illegal immigrants felons? Should we give them full citizenship rights? These are all important questions related to illegal immigration. In 1986, the Immigration Reform and Control Act made it illegal for employers to knowingly hire undocumented workers and imposed fines of up to $11,000 for each violation. Recently, the United States House of Representatives passed a bill, entitled H.R. 4437 (The Border Protection, Antiterrorism, and Illegal Immigration Control Act of 2005). Just recently, due to massive overpopulation, the problem of illegal immigration is really starting to be taken†¦show more content†¦Those that have been here less than two years will be the only people that will have to leave the country. I do believe that illegal immigrants do contribute to the economy in some ways, like doing many of the jobs that most ci tizens will not do. My opponents would counter by saying that Immigrants helped build this country and that immigrants come to America for a better life and end up investing their money here, buying houses, and opening businesses that help the economy. When addressing the fact that there are roughly 12 million illegal immigrants here and this Act could quite possibly make them all felons, many wonder where we are going to put all of these felons. Our prisons are already overpopulated and adding millions more is completely out of the question. Also, many people opposing this Act believe that if we got rid of all of the illegal immigrants that our society would quickly fall into an economic depression. They believe that they are such a vital part of our economy that we could not afford to deport them. I agree that our country cannot afford to consider all 12 million of the immigrants here illegally felons. One of the many reasons why we have so many illegal immigrants in the country i s partly due to the fact that the number of immigration investigators in the U.S. fell from 240 in 1999 to just 65 in 2004, according to the Government Accountability Office.Show MoreRelatedImmigration Problem Of Illegal Immigration1530 Words   |  7 PagesAmerica can easily be defined as the greatest country in the world, but every country has its own unique problems. One of its greatest problems is that of illegal immigration. Recently, the country has been made aware that its illegal immigration problem that it is working so hard to correct, is frankly failing. To date, it has seemingly not done its best to correct the issue though. America must fix the major problem of illegal immigration before it becomes too out of hand. 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