Anorexia Nervosa and Obsessive Compulsive Disorder Essay -- Essays on

Anorexia Nervosa and Obsessive Compulsive Disorder Anorexia Nervosa is an eating disorder often found in young adolescent women, that has been characterized by a distorted attitude towards weight and body image, a set of behaviors calculated to produce weight loss and other physiological and psychological symptoms. Physiological symptoms include (according to the DSM III- R criteria) starvation, amenorrhoea, and a refusal to maintain weight above 85% of their ideal weight. Psychological symptoms include an obsessive pursuit of thinness, along with obvious body preoccupation, and an incessant rumination about food. In addition, they are also engaged in compulsive calorie counting and excessive physical exercise. The personality of the anorexic is characterized as stereotypically rigid, ritualistic, perfectionistic and meticulous. This ritualism takes its form in eating patterns. For example an anorexic may cut her food into tiny pieces and weigh every piece of food before she eats it. These behaviors can be found in people who ar e on a normal, healthy diet, but in anorexics these behaviors are extremely exaggerated, in part because the act of dieting has become exaggerated. Anorexics also commonly have obsessions and compulsions related to symmetry and order. Obsessive-compulsive disorder (OCD), one of the anxiety disorders, is a potentially disabling condition that can persist throughout a person's life. Those who suffer from OCD become trapped in a pattern of repetitive thoughts and behaviors that are senseless and distressing. Some of the main components of OCD are obsessions, compulsions and insight into behavior. Obsessions are unwanted ideas or impulses that repeatedly well up in the mind of the person... ...6-969. Fahy, TA, Osacar, A, Marks, I (1993): History of Eating Disorders in female patients with Obsessive Compulsive Disorder. International Journal of Eating Disorders 14: 439-443. Garfinkel, PE and Garner DM, (1982): Anorexia Nervosa: A Multidimensional Perspective. Brunner Mazel: New York. Matsunaga, H, Kiriike, N, Iwasaki, Y, Miyata, A, Yamagami, S, Kaye, WH (1999): Clinical Characteristics in patients with anorexia nervosa and obsessive compulsive disorder. Psychological Medicine 29: 407-414. Rothenberg, A (1990): Adolescence and Eating Disorder: The Obsessive Compulsive Syndrome. Psychiatric Clinics of North America 13: 469-487. Zubieta, JK, Demitrack, MA, Fenick, A, Krahn, DD (1995): Obsessionality in Eating Disorder Patients: Relationship to Clinical Presentation and Two- Year Outcome. Journal of Psychiatric Research 29: 333-342. Anorexia Nervosa and Obsessive Compulsive Disorder Essay -- Essays on Anorexia Nervosa and Obsessive Compulsive Disorder Anorexia Nervosa is an eating disorder often found in young adolescent women, that has been characterized by a distorted attitude towards weight and body image, a set of behaviors calculated to produce weight loss and other physiological and psychological symptoms. Physiological symptoms include (according to the DSM III- R criteria) starvation, amenorrhoea, and a refusal to maintain weight above 85% of their ideal weight. Psychological symptoms include an obsessive pursuit of thinness, along with obvious body preoccupation, and an incessant rumination about food. In addition, they are also engaged in compulsive calorie counting and excessive physical exercise. The personality of the anorexic is characterized as stereotypically rigid, ritualistic, perfectionistic and meticulous. This ritualism takes its form in eating patterns. For example an anorexic may cut her food into tiny pieces and weigh every piece of food before she eats it. These behaviors can be found in people who ar e on a normal, healthy diet, but in anorexics these behaviors are extremely exaggerated, in part because the act of dieting has become exaggerated. Anorexics also commonly have obsessions and compulsions related to symmetry and order. Obsessive-compulsive disorder (OCD), one of the anxiety disorders, is a potentially disabling condition that can persist throughout a person's life. Those who suffer from OCD become trapped in a pattern of repetitive thoughts and behaviors that are senseless and distressing. Some of the main components of OCD are obsessions, compulsions and insight into behavior. Obsessions are unwanted ideas or impulses that repeatedly well up in the mind of the person... ...6-969. Fahy, TA, Osacar, A, Marks, I (1993): History of Eating Disorders in female patients with Obsessive Compulsive Disorder. International Journal of Eating Disorders 14: 439-443. Garfinkel, PE and Garner DM, (1982): Anorexia Nervosa: A Multidimensional Perspective. Brunner Mazel: New York. Matsunaga, H, Kiriike, N, Iwasaki, Y, Miyata, A, Yamagami, S, Kaye, WH (1999): Clinical Characteristics in patients with anorexia nervosa and obsessive compulsive disorder. Psychological Medicine 29: 407-414. Rothenberg, A (1990): Adolescence and Eating Disorder: The Obsessive Compulsive Syndrome. Psychiatric Clinics of North America 13: 469-487. Zubieta, JK, Demitrack, MA, Fenick, A, Krahn, DD (1995): Obsessionality in Eating Disorder Patients: Relationship to Clinical Presentation and Two- Year Outcome. Journal of Psychiatric Research 29: 333-342.

Gifted and Talented Education in the United States Essay

Abstract The purpose of this research is to find the best way for selecting and teaching gifted children for Gifted and Talented Education Programs in the United States. It explores who exactly are defined as â€Å"gifted students† and what their characteristics are like compared to regular students. Then it explains main ways of selecting and teaching them and listing pros and cons of each method. Finally it concludes that in order for Gifted and Talented Education in America to give full scope to gifted students’ ability, it is best to select children by using a set of Measures of Academic Progress Test, Otis Lennon School Ability Test, and Structure of Intellect and teach them in the method called cluster grouping. Introduction Although school districts in the United States recognize that gifted and talented students are children with unique advantage and excellence, state laws, local policies, and available funding vary widely in each state. Therefore each school has their own services and curriculum for gifted students and also there is uneven protection for gifted and talented students under the law. This holds back the progress of gifted students which means that the disparity of school districts is taking away the children’s capability, potential, and their future. Therefore, it is important to unify the selection method and the broad idea of how to teach gifted students. There are many ways of selecting and teaching them, but the best way to select children is to use a set of Measures of Academic Progress Test, Otis Lennon School Ability Test, and Structure of Intellect and teach them in the cluster grouping method because these are the most effective way to select and teach gifted students in order to cultivate unique their skills and expand the possibilities for their future. In this paper, it will define what Gifted and Talented Education Program and who gifted students are, and explain what kind of entrance exam for gifted education is the best. After that, according to the characteristics of gifted students, it will explore the best way of teaching them. Gifted and Talented Education Program Gifted and Talented Education is a broad term for â€Å"special practices, procedures and theories used to educate children who have been identified as gifted or talented†. National Association for Gifted Children, NAGC, estimates that approximately 6% of the student population is gifted and talented† (â€Å"National Association for Gifted Children†). The detailed aim of this education program differs from district to district, but the common aims that all school have are to develop students’ merits by following the lead of the gifted students since they have different speed of learning, most of the time faster, than regular students. Most of the decisions on gifted education are made at the state and local level. The Definition of Gifted Students There is no standard global definition for gifted students to this day. US Department of Education defines them as â€Å"children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment† (â€Å"US Department of Education†). However, there are many controversies among researchers over the definition of gifted students. In most school districts all over the United States, â€Å"students who generally score high scores on aptitude tests or on periodic examinations were offered a test to receive Gifted and Talented Education Program† (Maker and Nielson 5). However in this measurement, the students are selected based only on their general intelligence, which is a scholastic performance on coursework such as mathematical calculation capabilities and reading abilities in English. Therefore, in the past several years, the researchers have been challenging the theories and the definition of the gifted students. Some researchers say gifted students are children who are highly proficient based on triarchic theory of intelligence formulated by Sternberg. He discussed in his theory that intelligence consisted of three aspects. First is the analytic skill, such as ability to comprehend abstractly and evaluate information. Second is the synthetic skill or creativity, the ability to invent novel solutions or ideas. Third is practical skill, which enables people to cope with determinate situations. Also he proposed that intelligence involves distinct mental cognitive processes of three kinds: â€Å"(a) metacomponents, or executive processes needed for planning, monitoring, and evaluating problem solving; (b) knowledge-acquisition components, used to gather information necessary to solve problems; and (c) performance components, or processes needed to implement the commands issued by the metacomponents†(Sternberg 7). According to Sternberg, gifted students are not necessarily those who are good at processing general information but also students who are good communicating with people or who have more unique inspirations than others. Gardner defined intelligence as â€Å"the ability to solve problems of fashion products that are valued in at least one culture† (Gardner 4). In his research, it showed that there were at least seven different intelligences in people – linguistic, logical mathematical, spatial, musical, bodily kinesthetic, and intrapersonal. In this view, although it is true that students who score highly on standardized intelligence are somewhat gifted and talented, they are only adept in one aspect out of the many fields human being could be masterful. Gifted children are those who are adept in unique aspects. The Criteria for Determination of Gifted Students There are mainly three ways to test out students so that they can be identified as gifted and talented students: â€Å"a set of Otis Lennon School Ability Test and Stanford Achievement Test, WISC-IV, and a set of Measures of Academic Progress Test, Otis Lennon School Ability Test, and Structure of Intellect† (Porter, section 2). The set of Otis Lennon School Ability Test and Stanford Achievement Test, usually expects students to score 96 percent in at least one subject and score more than 86 percent in Otis–Lennon School Ability Test, OLSAT. The Stanford Achievement Test mainly measures basic academic skills. OLSAT is a test of abstract thinking and reasoning ability. â€Å"It is organized into five areas, and it includes an equal number of verbal and non-verbal items each area which are verbal comprehension, verbal reasoning, pictorial reasoning, figural reasoning, and quantitative reasoning† (â€Å"Otis-Lennon School Ability Test ®Ã¢â‚¬ ). This means that this measures students mostly students’ standard scholarship like standardized intelligence. WISC-IV shows IQ scores which shows essential information and critical clinical insights into a child’s cognitive functioning. However, theories and the results of experiments by Gardner and Sternberg imply that schools in the United States should not define giftedness only by general intelligence or on IQ test scores of students. In this view, although it is true that students who score highly on standardized intelligence are somewhat gifted and talented, they are only adept in one aspect out of the many fields human being could be masterful. Therefore, the two tests that were above-mentioned are not suitable to determine students as gifted and talented students since these focus mainly on basic academic achievements and not on other factors that students could be talented in. The set of Measures of Academic Progress Test, Otis Lennon School Ability Test, and Structure of Intellect, this focuses many aspects that children could be talented in, like regular scholastic abilities, artistic creativity, and interpersonal relationships unlike two of the tests mentioned above. Therefore if this method is used as the entrance examination system to receive gifted and talented education, students who are in gifted education program would be able to get opportunities to blossom further by getting motivated and inspired by other talented children who are gifted in other aspects because this method allows to accept many different kinds of talented students in the education program. Hence it is best to unify the Criteria for Determination of Gifted Students to the set of Measures of Academic Progress Test, Otis Lennon School Ability Test, and Structure of Intellect. Characteristics of Gifted Students and the Adequate Way to Teach Accordingly There are many characteristics that gifted students have which regular students do not. Gifted learners usually have â€Å"excellent memories and ability to understand concepts and principles quickly† (Maker 104). Some of the gifted students have extraordinary capacity to input information and strategies with incredible fast time and naturally without so much effort put into it. This means that they only need little practice in order to acquire knowledge. However, they still do need to learn how to use the knowledge they acquired by analyzing, synthesizing, and by evaluating. It goes without saying that they already have this type of strategy, but it is important to develop their merits even more to their full extent. Dewy explains that most gifted learners fit into at least one of the following aspects: â€Å"(a) extraordinary ability to communicate ideas and feelings through words, actions, symbols, sounds, or other media of expression; (b) outstanding ability to think things through and consider implications or alternatives; (c) goal-oriented thought; (d) abilities to use ideas, processes, or materials ingeniously; and (e) an unusual capacity for information acquisition and retrieval† (344). He also explains that these kind of students need â€Å"opportunities to express in some form that leads them to show their ideas, problem solutions, or conclusion and to make connections to previous knowledge or experience† (351). Opportunity for students to express what they have in their mind is important since learners can benefit from hearing, seeing, or reading how others analyzed their opinions because the method of expressing could be different from their own. Second reason is because others have a chance to analyze and evaluate their process and also their finished product of their thinking. Also, it is important because â€Å"students need to be aware of their own mental processes in order to learn to control them† (Clarke 118). Expressing is one of the best ways for gifted students to educate themselves and also get education from other peers in class. Group activities build leadership and characteristics of each student. Maker and Nielson states that â€Å"because of the high degree of participation and the rapid pace of most games, gifted students usually maintain their interest in group-process† (129). In most cases in an active group interaction, some kind of structure forms. For example, one is perceptive, responsive, and assertive to their opinions and feelings, one is seasoned listener and knits up discussion when needed, and one has sense of humor unifying the group with a warm atmosphere. One could even not be participating in a group interaction at all. In structured performance like this, students can extend their uniqueness and skills they have and also influence each other positively by interacting with each other. One who is not participating at all seems like student is giving a negative influence, but in a group of gifted students, others who are participating have possibility to improve communication competency by trying to cope with him. Group process activities can be just a simple group discussion, or simulated social situations, or even games that need trust, willingness to open them up, and develop ability to support the group process activities. Considering all the characteristics of the gifted student learners, the best way to teach is to use the method called the cluster grouping. Cluster grouping is â€Å"an educational process in which four to six gifted and talented (GT) and/or high achieving students are assigned to an otherwise heterogeneous classroom within their grade to be instructed by a teacher that has had specialized training in differentiating for gifted learners† (Winebrenner 177). Clustering is not simply putting all the academiclly accelerated students into one classroom to study like other methods such as pull-outs, compacting, and enrichment which U.S. Government reported that these methods are generally unsuccessful in 1993. In cluster grouping, talented students are able to receive the place to express themselves to others in their individual way, develop their ability to use the knowledge they have acquired by analyzing, synthesizing, and by evaluating, and group activities. Schuler emphasizes that â€Å"through cluster grouping the intellectual, social, and emotional needs of the gifted students can be addressed† (section 4). There are many cleasr evidence that shows the advantages in cluster grouping. According to one survey, advantages include: â€Å"cost effectiveness, high challenge and expectations of students, faster progression through curricula, administrative ease in observation of services, increased understanding of GT students, and an improved opportunity to address the psychological needs of the GT students† (Rogers 249). Other research has shown â€Å"a 99% positive approval rating among parents of clustered children and a 90% positive approval rating among the children themselves.† (Rogers 226). Therefore, it is clear that cluster grouping is a successful method to teach gifted students. Conclusion There is clear evidence and reasonings that cluster grouping method and the set of Measures of Academic Progress Test, Otis Lennon School Ability Test, and Structure of Intellect for selective examination are the most effective and efficient way to use gifted education in America. However, there are still many questions and problems unsolved even though the gifted and talented education in the United States started more than 100 years ago. One of the reasons is because that there are only few researchers who collect numerical data of gifted children. Many researchers most of the time only come up with new method of teaching or selecting gifted students but they do not publish clear evidence why they are successful. United States is in need of furthur research and experiments on gifted education and gifted students for the success of the future children and for the future of the United States. Clarke, John. Patterns of thinking: Integrating learning skills in content teaching. Columbus, OH: Merrill, 1986. Dewey, John. The child and the curriculum and the school and society. Chicago, IL: University of Chiago Press, 1956 Gardner, Howard. Five Forms of Creativie Activity: A Developmental Perspective. Dayton, OH: Ohio Psychology Press, 1994 Maker, C. June and Aleene B. Nielson. Curriculum Development and Teaching Strategies for Gifted Learners. 2nd ed. Austin, TX: Pro ed, 1995 Rogers, Karen. Re-forming Gifted Education. Scottsdale, AZ: Great Potential Press, 2002 Schuler, Patricia. Cluster Grouping Coast to Coast, Neag Center for Gifted Education and Talent Development. Danbury, CT: University of Connecticut, 2005 Sternberg, Robert. Conceptions of giftedness. New York, NY: Cambridge University Express, 1986 Winebrenner, Susan. Teaching Gifted Kids in the Regular Classroom. Minneapolis, MN: Free Spirit Publishing, 2001 â€Å"Gifted and Talented Students† U.S. Department of Education. < http://www2.ed.gov/policy/elsec/leg/esea02/pg72.html>. â€Å"What is Gifted† National Association for Gifted Children. < http://nagc.org/WhatisGiftedness.aspx >. â€Å"America no Gifted Education no Kyouiku Jijyou† Washington State University. 2 November. 2011. < http://www.blog.crn.or.jp/report/02/130.html >.

Workplace Is A Complicated Concept Essay - 728 Words

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Social Networking Sites A Way Of Life And A Prominent Form...

Social Networking Sites Social networking sites (SNS) have become a way of life and a prominent form of communication. They provide a platform for users to professionally network, to socialize, to share personal adventures and achievements, and to express emotions and feelings. SNS allow users to observe family members, friends, acquaintances, or even strangers and learn what activities they are participating in or how they might be feeling at any given moment. With access to an abundance of information about others at the tap of a finger, lives have been consumed and overwhelmed with this new form of technology. From 2005 to 2015, nearly two-thirds of American adults report they use SNS and 90% of young adults, age 18 to 29, are involved with social media (Perrin, 2015). Social networking sites have changed the way people live their everyday life. Sherry Turkle, a clinical psychologist, stated, People love their new technologies of connection. 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The Effects Of Sleep On A Public Health Epidemic - 955 Words

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Zero Fee Tour-Making an Ethical Decision Free Essays

string(139) " labors and resources in order to save money, to communicate to the stakeholders and to gain others’ loyalty in order to be sustainable\." Zero Fee Tour-Making an Ethical Decision? Generally, ethic is similar to moral value that regulates the behavior of people and we use ethic to justify what is right and wrong. Business Ethic is therefore the standard to justify what is good or bad in making a business decision or in running a business (Geer, 1994). Business ethic is relevant to both conducts of individuals and business organizations. We will write a custom essay sample on Zero Fee Tour-Making an Ethical Decision? or any similar topic only for you Order Now Some of the enterprises just simple ignore the business ethics and run the business practically as profit was the sole target for them. Ethical action may not be practical to a business, while practical action may not be ethical to others. It constitutes an ethical dilemma. A manager should therefore strike a balance between â€Å"ethical† and â€Å"practical† before making a decision. In this paper, I will explore approaches to address ethical dilemma and what aspects will be considered before making an ethical business decision. I will use the tourism industry as an example to examine that can an enterprise only focus on business ethic or the profit and whether or not the business ethics are the key element for it to consider before making decision. I will examine both the positive correlation and negative correlation and draw a conclusion at last. We always wonder what are our ethical standards base on and how can we apply those standard to different circumstances. Many ethicists and philosophers have suggested several approaches to address ethical dilemma. The most common three approaches suggested are the utilitarian approach, moral right approach, justice approach (Velasquez, Moberg, Meyer, Shanks, McLean, DeCosse, Andre, Hanson, 2009). Utilitarian approach is to make a decision base on ethical action that can maximize the benefit or minimize the harm for the majority of people. It deals with consequences and emphasizes the result of a decision. According to the definition, ethical business action is an action that benefits the stakeholders, the community, and the environment most. However, it is difficult to find out what is good due to changing characters and behaviors (Velasquez, Andre, Shanks, Meyer, 2010) and people may not always have the same view on what is a good and what is harm. The moral right approach is based on human nature that people can decide what they want to do on their own. They have the right of free consent, the right to privacy, the right of freedom of conscience, the right of free speech, the right to due process and the right to life and safety (BrowneM. Neil Browne (Author)†º Visit Amazon’s M. Neil Browne PageFind all the books, read about the author, and moreSee search results for this authorAre you an author? Learn about Author Central , Giampetro-Meyer, Williamson,2003). According to this approach, ethical action is the best action to protect and respect the stakeholders’ moral right. Right also imply duty, base on this approach people also have duty to respect others’ rights. However, we cannot ensure that the companies maintain the ethical standards depend on their highest value priority. The justice approach bases on the teachings of the ancient Greek philosopher Aristotle that all equals should be treated equally. According to this approach, the ethical actions treat all people equally or fairly based on a standard which is defensible (Conroy, 2010). Favoritism and discrimination are therefore unjust and wrong. However, this approach may not have adequately accounts for the rights and needs of everyone affected and it is difficult to see if the decision is based on a defensible standard or an imbalance of power (Yuter, 2008). All approaches mentioned above help us to address ethical dilemma and to know what we do can be considered as ethical. Although, it is difficult to putting the approaches together as they explain what is â€Å"ethical† in different ways, they give us some information to determine what is ethical in different circumstance. The majority of business decisions contain ethical issues, we only have to decide how to fit the issues into the business actions and weigh how much they should be considered (Cadbury, 2002). We should have the ability to determine ethical issues and then weigh the consideration that should influence our business action in order to make a good decision (Velasquez, Moberg, Meyer, Shanks, McLean, DeCosse, Andre, Hanson, 2009). There are five elements enterprises used to think of before evaluating a decision. They are profit, fairness, reputation, community care and sustainability. Profit generally means economic profit, that is, the difference between the total revenue and the total cost (both explicit and implicit) of an enterprise. As assumed in economics, everyone is self-interested and they tend to maximize their profit to achieve profit maximization. Profit is important in business world, especially in profit-making company as profit and money give motivation for business to survive (Williams, 2010). It therefore is an essential element being considered when making business decision. Fairness and reputation is another two elements. Fairness is the mechanism of how we achieve the ideas of just, equal, good, ethical or moral (Bothamley, 1993). Reputation is the feeling or opinion of other people towards an enterprise. It can be defined as the result of what you do, what you say, and what other people say about you. When a company’s reputation for honesty or safety is damaged, it may cause serious impact on the business (Burkhardt, 2008). Community Care will be considered as an element for making business decision also. Community Care is a firm’s obligation as a moral agent extends beyond its legal and economic obligations, to the pursuit of long-term goals are good for society. Assumed that all businesses obey law and pursue economic interest, community care is done voluntarily, but not what it must do by law or they choose to do because of economic sense (Besser, 2002). Sustainability is the capacity that an enterprise can endure or survive in the market. It is about the doing business better, working with others and staying in business in long run. The enterprise should use division of labors and resources in order to save money, to communicate to the stakeholders and to gain others’ loyalty in order to be sustainable. You read "Zero Fee Tour-Making an Ethical Decision?" in category "Essay examples" Enterprises should consider these five aspects with the approaches mentioned before making business decision. For example, if an enterprise wants to make profit ethically, it should focus more on the fairness when it makes decisions. Take the Hong Kong tourism industry as an example. In March this year, a Hong Kong tour guide of Win’s Travel Agency discontented with the insufficient shopping amount of the tourists. She threatened the mainland tourists that if they did not go shopping, she would not let them to eat and did not provide hotel to them for accommodation. She used unethical method to force tourist to shop in order to earn more. A tourist recorded what she said and has spread the video online, which seriously influence the tourism image of Hong Kong (Sina, 2010). The cause of this case is the introduction of zero-fee tour. Zero-fee tour was introduced during 2003 the SARS period in Hong Kong. It is tour which charges tourists less than the basic cost of airline tickets, accommodation and attraction tickets. As this kind of tour is charged under-cost, the travel agencies can only earn a profit by receiving commission and tipping from shops (Lu, 2006). According to Wong (2010), we can examine the business ethical problems in two ways. In the view of the travel agency, that is the enterprise, they have to transfer the costs to the service providers in order to save costs of the company as the tour is charged under-cost. The travel agencies therefore do not give basic salaries to the tour guides, and force them to push shopping in order to earn commissions from different shops. Also, some of the travel agencies may require the tour guides to pay in some cost component in advance and delay the repayment to the guides. In the view of tour guides, they don’t receive any salaries in zero-fee tours. They will earn nothing if the tourists do not shop therefore they tend to force or even threaten tourists to buy in order to earn shopping commissions and tipping. This damages the tourism image of Hong Kong seriously. Using utilitarian approach, the business action should be base on ethical action that can maximize the benefit or minimize the harm for the majority of people. According to Velasquez, Andre, Shanks and Meyer (2010), to use utilitarian approach we should first determine the course of the business action and then find the benefits and harms of taking the action for all stakeholders. In this case, only Win’s Travel Agency gains benefit. The tour guide has no salary in serving a zero-fee zero, she did not earn much benefit and had to force the tourists to shop. The business action harmed the tourists, as they were treated badly by the tour guide and are forced to shop. The tourists also had to buy things in unreasonable price as the shops marked up the price of their products in order to pay for the shopping commissions. Also, the action harmed the image of Hong Kong tourism. The action is not ethical as the courses of it cannot maximize the benefit or minimize the harm for the majority of people. By using moral right approach, we should first indicate what rights are involved in a specific case, and then see if the business action conflicts with the rights (Hamilton, 2009). In this case, the tourists had the right of freedom; they can refuse to shop if they do not want to. The tour guide’s action was unethical as she threatened the tourists and forced them to shop in order to fulfill the shopping amount. Also, the tour guide’s action conflict the tourists’ right to life and safety as she threatened them that they would not be provided a place for accommodation. We should know the distribution first when using justice approach. We have to know who gain benefits and who suffer from losses, and then see if the distribution of the business action is fair (Hamilton, 2009). According to this case, Win’s Travel Agency gained benefits as it have saved costs and the tour guide suffered from losses as she did not earn any salary. It is unethical that the enterprise did not provide the tour guide with basic salary. The tour guide really provided service for the company, and it was not fair for her to receive no pay while other guides not serving zero-fee tour received salaries. Also, it is unfair that those tourists who bought few products were treated badly as all tourists joined the same tour and they had not required to shop when they joined the tour. Now, I would examine why Win’s Travel Agency made the decision to provide this kind of tour according to the five aspects mentioned. Firstly, the enterprise mainly focused on profit. Providing this kind of tour, the enterprise need not to pay salaries to the tour guides and it can receive a great deal of commission from shops as most tourists from mainland spend a lot in shopping. Also providing zero-fee tour attracts a great deal of people from mainland to visit Hong Kong, the volume of sales of the enterprise would therefore increase (TICHK, 2009). The enterprise considered less in fairness and reputation. It did not pay the tour guide any salary except the shopping commission although the tour guide deserved to get salary after providing service. It is unfair that the enterprise did this action. As the tour guide was not paid, she treated the tourists badly, this not only damaged the reputation of the enterprise but also that of Hong Kong tourism. In sustainability, the enterprise can use division labors and resources to save costs. However, it communicated to the stakeholders unsatisfactorily as it did not know what the tour guide and the tourists needed. Also, it cannot gain others’ loyalty in order to be sustainable. Finally, in community care, the enterprise did less beyond its legal and economic obligations. Other than increased the sales figure in the tourism industry, it did less that benefited the society. Win’s Travel Agency therefore made decision mainly based on profit rather than business ethics. In conclusion, different businesses would make decisions base on different aspects. They should use the utilitarian approach, moral right approach and justice approach to address ethical issues before evaluating a decision base on the five elements. According to the case above, purely base on making profit practically does not really bring much benefit to an enterprise. Enterprises should therefore strike a balance between practically making profit and the business ethics. It is very important for enterprise to consider ethical issues before making decisions as it is unavoidable. Reference Andre . C, Velasquez . M, Moberg . D, Meyer . M. J, Shanks . T (2010), Calculating Consequences:The Utilitarian Approach to Ethics Andre . C, Velasquez . M, Moberg . D, Meyer . M. J, Shanks . T, McLean . M. R, DeCosse . D, Hanson . K. O (2009), A Framework for Thinking Ethically Besser T. L (2002), The Conscience of Capitalism: Business Social Responsibility to Communities Bothamley . J (1993), â€Å"Dictionary of Theories,† London:Gale Research International Browne . M. N, Meyer . A. G . , Williamson. C (2003), Practical Business Ethics for the Busy Manager Burkhardt . R (2008), Reputation Management in Small and Medium-sized Enterprises Cadbury . A (2002), Case Histories in Business Ethics, Conroy . M (2010), An ethical approach to leading change : an alternative and sustainable application Geer . H. D. (1994), Business Ethics in Progress Hamilton J,B (2009), How to Use the Justice Test Hamilton J,B (2009), How to Use the Rights Test TICHK (2009), Travel Industry Council of Hong Kong Lu . J (2006), ‘Zero-fee’ practice damages travel industry Sina (2010), News on Sina. com Williams . W. E (2010), Profit versus Nonprofit Wong . W (2010), Chairman of Hong Kong Association of Registered Tour Co-ordinators, News Yuter R. J (2008), A Fair and Balanced Approach to Social Justice How to cite Zero Fee Tour-Making an Ethical Decision?, Essay examples

Social and Emotional Confinement free essay sample

Hardy’s Jude the Obscure was not intended to offend as many people as it did when it was published, but amid the social criticisms, frank descriptions of sexual desire, and a, extremely tragic and disturbing climax, the general public of 20th Century England was completely shocked. For years, critics and the public denounced Jude, while overlooking perhaps the most important conflict within the book. Thomas Hardy, in the introduction to the first non-serial edition of the novel, explains to readers that while the novel did contain many criticisms of socials structures in England, the main purpose of composing the book was â€Å"to tell, without a mincing of words, of a deathly war waged between flesh and spirit, and to point the tragedy of unfulfilled aims†. (Hardy, 3). As protagonist Jude Fawley works against some of the most sacred social institutions in England, he is forever battling uphill against society and fate itself. Jude, hoping to transcend his low social stature and break free from the contract of his marriage, is not only left with â€Å"unfulfilled aims† but is constantly confined; he cannot break from his marriage or from his embarrassing social stature. This idea of a person being confined or imprisoned by society and life itself contributes to the tragic nature of the novel, as Jude finds himself at the mercy of the world around him. Another example of confinement in Jude the Obscure is the institution of marriage. In the context of the novel’s setting and the period in which it was published, marriage, like Jude’s values and goals, are rooted in tradition while facing new values and ideas, some of which are hard to swallow for society and the citizens of Wessex. Many individuals were starting to question the contractual nature of marriage; â€Å"That marriage had become a problem, that somehow it was in crisis and need of reform was an idea very much in the air. † (Howe, 134). What Hardy believes to be the ideal structure for marriage is almost opposite what the church and law governed marriage to be. In the introduction of the original publication of Jude, Hardy outlines his belief that â€Å"a marriage should be dissolvable as soon as it becomes a cruelty to either of the parties† (Hardy, 5); if marriage were this way, than the entire cast of characters within the novel would have been spared of numerous tragedies, as the binding nature of marriage has been â€Å"used in great part as the tragic machinery of the tale† (Hardy, 5). He and a host of other characters are trapped into a marriage that they are rawn back to, regardless of divorce or feelings for other characters. Throughout the novel, Jude feels trapped by marriage, and â€Å"[inquires] what he had done†¦that he deserved to be caught in a gin which would cripple him†¦for the rest of a lifetime† (Hardy, 63). When he is forced into marrying Arabella in response to her announcement of pregnancy, Jude is forced to give up his dreams of the distant Christminster and his future as a scholar, as he informs her that the marriage is a â€Å"complete smashing of [his] plans† (Hardy, 58). When Arabella reveals that she was not actually pregnant, Jude begins to believe that the marriage was a trick, to which Arabella replies with â€Å"What can ‘em do otherwise? Married is married. † (Hardy, 61) Throughout their time together, Jude concludes that ‘[t]heir lives were ruined†¦by the fundamental error of their matrimonial union: that of having based a permanent contract on a temporary feeling† (Hardy, 71), and this contract continues to â€Å"ruin† Jude’s life even after Arabella departs, as Jude is still technically married to despite her departure from his life. A similar marriage befalls Sue, despite her cynical views towards marriage; she believes that â€Å"the social moulds civilization fits us into have no more relation to our actual shapes than the conventional shapes of the constellations have to the real star-patterns† (Hardy, 212), and thereforeâ€Å"[doesn’t] regard marriage as a Sacrament† (Hardy). Unaware of how binding a marriage was, she eventually promises to marry Jude’s former mentor, Richard Phillotson. She and Jude may see marriage differently, yet they are both trapped in tragic marriages caused by forethought. The once individualistic, â€Å"Ishmaelite† Sue has been transformed into a domestic housewife by marriage, even though Jude still believes that she is â€Å"not Mrs. Phillolson†, but is still â€Å"dear, free Sue Bridehead, only [she] [doesn’t] know it! † (Hardy, 194). When Sue’s feelings of regret for marrying Phillotson are revealed to Jude, it becomes apparent that both their dreams and beliefs have been confined by marriage; Sue’s image as an independent woman and Jude’s dream of higher education and marrying Sue are put on hold indefinitely. This confinement, however, eventually inspired the pair of star-crossed lovers to break free from the confines of their marriage and live together. The confinement of their first marriages, however, is not erased by divorce. Jude and Sue find brief happiness as they return to Christminster, free from the tragedies of married life. The following scene shows the bond Jude and Sue share: Sue, in her new summer clothes, flexible and light as a bird, her little thumb stuck up by the stem of her white cotton sunshade, went along as if she hardly touched ground, and as if a moderately strong puff of wind would float her over the hedge into the next field. Jude, in his light grey holiday-suit, was really proud of her companionship, not more for her external attractiveness than for her sympathetic words and ways. That complete mutual understanding, in which every glance and movement was as effectual as speech for conveying intelligence between them, made them almost the two parts of a single whole. Hardy, 298). The touching moment is distrubted, however, by Arabella’s view and commentary of the event. Michael Millgate notes that â€Å"[t]he momentary upward movement is skillfully held in check by the looming background presence of a scornful yet envious Arabella, appearing here†¦as a figure of ill omen. If the promise of what might yet be is strong, so is the blighting threat of what must be† (Millgate, 328). Hardy designed this scene to show that while Jude and Sue may be legally separated from their first partners, their first marriages will continue to bring tragedy into their lives. For Jude, this is symbolically shown through Little Father Time, a product of Jude and Arabella’s marriage that eventually tears Jude and Sue apart for good. Sue is initially upset when she first see’s the child, as she says to Jude â€Å"I see you in him†¦But the other half of him is-she! And that’s what I can’t bear! † (Hardy, 284). When Father Time hangs himself and Sue’s two children, the symbolism is clear; Jude is still confined to his first marriage because it continues to affect his life, and the event caused by his first marriage confine him once again to Arabella as he and Sue return to their original partners. Jude’s ambitions and desires, although inspiring, were implausible at best, and Jude’s failure to realize his dreams contributes greatly to the tragic nature of the story as the societal standards of the novel serve as a trap stronger than marriage. Within the first few pages of the novel, Jude’s fervor for education has already been expressed by his Aunt, who proclaims that â€Å"[t]he boy is crazy for books,’ (Hardy, 14), and eventually â€Å"[becomes] †¦ romantically attached to Christminster† (Hardy, 24), a city filled with the promise of traditional education. However, Jude’s aspirations to attend one of the colleges based in Christminster leads to tragedy, as Jude comes to realize that his social status will prevent him from attending any major university. After a failed marriage and months of working in Christminster, Jude receives acknowledgement from only one college, and this acknowledgement comes in the form of a polite suggestion that â€Å"as a working-man †¦ [Jude] will have a much better chance of success in life by remaining in [his] own sphere and sticking to [his] trade† (Hardy, 121). This is the second instance of Jude’s plans being thwarted, and yet another instance of Jude being confined to his social status. As Jude leaves Christminster, he pursues a career in divinity â€Å"without taking double-firsts in the schools of Christminster, or having anything but ordinary knowledge† (Hardy, 133), but when Jude fails to realize this goal because â€Å"[w]hat Sue had said in warmth was really the cold truth†¦He was unfit, obviously, by nature, as he had been by social position, to fill the part of a propounder of accredited dogma† (Hardy, 224). Jude’s â€Å"nature†, (sexual desire for Sue) would make it social and morally unacceptable for Jude to work in divinity, just as it was unlikely for someone of Jude’s economic status to be accepted to a college, and it becomes apparent that Jude will always be confined to a life of simple labor and a lowly career. Jude becomes increasingly more aware of this as his aspirations shrink after each attempt at improvement is thwarted by disaster. When looking at the entire timeline of Jude’s life, Bloom makes this statement: If we were to represent graphically this pattern of Jude’s progressively declining aspirations and the repeated checks upon them, they would appear as a line with a succession of peak representing his aspirations followed by a subsequent decline, the peaks and valleys becoming progressively lower and flatter, until reduced to scarcely more than a ripple† (Bloom, 91). Jude’s entire life is, when examined in full, confined to not only to the lower social class, but because of the ever-increasing discrimination against him and his eventual family with Sue, it is also trapped in a series of personal failures. The unusual situation of Sue and Jude’s marriage leads to rumors and judgments from the Christminster community, and they are both quite aware. â€Å"’They are talking about us, no doubt! ’ [moans] Sue. ‘We are made a spectacle unto the world, and to angles, and to men! ’† (Hardy, 346). One of the most dramatic outcomes of the social rejection of Sue and Jude’s lifestyle is their eviction following their landlady’s attempt to â€Å"gather something of the circumstances of the family she had taken in† (Hardy, 339). The landlady’s actions are symbolic of how society as a whole snares Jude’s family into a vicious cycle of poverty. While the social institutions of the 20th century confine Jude to a life of obscurity and poverty, the natural forces ensuring Jude’s â€Å"unfulfilled aims† are just as important; even if they are not elaborated on as much as the aforementioned societal road-blocks of Jude’s life, they serve an equally powerful purpose as they take Jude’s confinement to another level. Little Father Time, already a symbol for Jude’s inability to escape his marriage, also serves as a very naturalist view on confinement – that is, Little Father Time is confined to a life of cynicism and poverty simply because he was born into misfortune. When commenting on Little Father Time’s murder suicide, Jude remarks that â€Å"[i]t was in his nature to do it. The doctor says there are such boys springing up amongst us†¦They seem to see all [life’s] terrors before they are old enough to resist them† (Hardy, 345). An even more obvious example of natural prisons for Jude’s aspirations is death itself ignoring Jude when he becomes fixated on killing himself. While Jude taunts Arabella, promising that â€Å"[she’ll] see [his] spirit flitting up and down [their home]† (Hardy 403), Jude â€Å"recovered somewhat, and worked at his trade for several weeks† (Hardy, 408). Class prejudice, marriage, and now death itself have all confined Jude to the obscure life of a common worker with a tarnished past. The cycle of marriages, divorces and remarriages furthers the tragic elements of the novel as it mirrors Jude’s inability to fulfill his aims. As Jude recites his story to a group of former co-workers, he presents to them the dilemma of choosing â€Å"whether to follow un-critically the track he finds himself in, without considering his aptness for it, or to consider what his aptness or bent may be, and re-shape his course accordingly†, and Jude admits that.