With close Reference to the Language of Specific Characters Essay Example

With close Reference to the Language of Specific Characters Essay Written by William Shakespeare, Romeo and Juliet is a tragedy based around the concepts of love and conflict. Within the play, each different character brings with themselves their own unique attitudes towards love, sex and marriage, ranging from the aggressive views of Sampson and Gregory to the passionate and sensitive views of Romeo and Juliet. It is the intention of this essay to explore and analyse the opinions of the main characters in the play, along with how they are presented by Shakespeare. The first characters to be introduced in the play are Sampson and Gregory, an uneducated and violent double-act with an obsession with sex and no thoughts of love or marriage. Being lowly servants of the Capulet family, they speak in prose tainted with rude and aggressive language: Women being the weaker vessels are ever thrust to the wall: therefore I will push Montagues men from the wall, and thrust his maids to the wall (Act One, Scene One, Lines 14-17) We will write a custom essay sample on With close Reference to the Language of Specific Characters specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on With close Reference to the Language of Specific Characters specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on With close Reference to the Language of Specific Characters specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This quote clearly shows that they regard women as being nothing more than sexual objects to be used at ones leisure and then disposed of. The word vessels here implies that women are only suitable to carrying children, again demonstrating to the audience that Sampson and Gregory regard women as being inferior. When the actor delivers his lines, he would emphasise the word thrust in order to convey Sampson and Gregorys vulgar and misogynistic attitude to the uneducated peasantry, who would appreciate the crudeness. In addition, their bawdy and rude sense of humour, which is shown by their phrases Tis known that I am a pretty piece of flesh and my naked weapon is out would have appealed to most of the audience. In direct contrast to Sampson and Gregory is one of the heroes of the play, Romeo, who is of noble status within the Montague family. We observe Romeos attitudes to love changing rather drastically as the play progresses; he goes from being the classic Petrarchan, negative lover to a passionate and soulful one. Before he meets Juliet, the person who inspires this change within him, he talks about his unrequited love for Rosaline (who, incidentally, the audience dont actually see in the play). He describes his love elaborately and excessively, using phrases such as She is too fair, too wise, wisely too fair. The audience think that Romeo is being over-the-top and insincere, a notion thats heightened by his apparently confused views of love, demonstrated by his use of oxymorons: O brawling love, O loving hate, O anything of nothing first create! (Act One, Scene One, Lines 170-171) Not only do these contradictory terms show Romeos inability to think straight, they also show him blinded by his apparent love for Rosaline. However, when Romeo meets Juliet for the first time, he changes from having a negative view of love and being in a state of emotional turmoil to being positive, light and soulful. His language suddenly transforms from a dark and depressing mood into a more lifted one. This becomes apparent to the audience when they hear Romeo say: This holy shrine, the gentle sin is this, My lips, two blushing pilgrims, ready stand To smooth that rough touch with a tender kiss (Act One, Scene Five, Lines 93-95) His language, though no longer overly elaborate, still has some Petrarchan qualities, though Romeo expresses his love positively rather than through depression, which informs the audience that his love is passionate and pure. His description of Juliet as holy shrine suggests that she is his world, his religion, his life, and tender kiss emphasises his caring love for her. Through language such as this, Shakespeare makes clear that Romeo is no longer in love with the idea of being in love (as he was before), but is well and truly in love with Juliet. Although Juliet returns Romeos affections, their views on love and marriage were rather different before they met. Juliet was the classic example of a dutiful daughter, pleased to obey her parents in almost every aspect of life, including love. When Lady Capulet proposes Paris offer to her, Juliet says Ill look to like, if looking liking move But no more deep will I endart mine eye Than your consent gives strength to make it fly (Act One, Scene Three, Lines 98-100) At this point in the play, Juliet is being obedient and is allowing her parents to guide her in the matter of love as they see fit. However, when Juliet meets Romeo, her views change so drastically that she goes against all social norms and proposes marriage herself (an idea that was simply unheard of in Elizabethan culture the man was supposed to propose). Juliet even goes so far as to offer to abandon her family for Romeo (and hence, risk abandonment), making the audience realise that her love for Romeo is greater even than her love for her parents and her life, which serves as a great contrast to the previously shy and dutiful Juliet: Or if thou wilt not, be but sworn my love And Ill no longer be a Capulet. (Act Two, Scene Two, Lines 35-36) Both Romeo and Juliet share a passionate, true love for each other, harbouring no obsessions with sex (unlike Sampson and Gregory). When they meet, they begin to realise just how powerful love can be, and devote themselves to the other. The fourth character to be discussed is the Nurse, of the House of Capulet. She is of low social status, which is reflected in her bawdy (though unaggressive) sense of humour. However, Nurse treats Juliet as her own daughter (something Lady Capulet never did), a fact which is made apparent to the audience when Lady Capulet says Thou knowest my daughter of a pretty age. Also, although Nurse displays a strong parental for Juliet, her views of love are rather superficial, and based upon appearances. A man, young lady! Lady, such a man As all the world Why hes a man of wax (Act One, Scene Three, Lines 76-77) The above quotation (describing Paris) shows that Nurse considers appearances to be of utmost importance; the phrase man of wax implies perfection in looks. She also refers to Paris as a flower and doesnt mention anything about his character when persuading Juliet to marry him. Nurses views on marriage are influenced by fond memories of her late husband God be with his soul and she also says to Juliet: And I might live to see thee married once, I have my wish (Act One, Scene Three, Lines 63-64) This tells the audience that she has positive views on marriage and has a motherly wish to see Juliet married. Furthermore, Nurse uses a lot of sexual innuendo, talking about wormwood on my dung and Juliet falling backward when thou hast more wit. Making such casual remarks in the presence of a person such as Lady Capulet was considered improper in those times, but the Nurses disregard for this also reflects her low social standing. Another pair of characters from Juliets family is Lord and Lady Capulet, who, surprisingly, have contrasting views of love and marriage. Lord Capulet believes that Juliet should be older before she is married, and wants her to choose her husband. Let two more summers wither in their pride, Ere we may think her ripe to be a bride. (Act One, Scene Two, Lines 10-11) The above quote shows that Lord Capulet is quite prepared to wait another few years for Juliet to get married, which is the complete opposite of what Lady Capulet thinks: Well, think of marriage now; younger than you, Here in Verona, ladies of esteem, Are made already mothers. (Act One, Scene Three, Lines 70-72) Lady Capulet clearly has no patience, and wants Juliet to marry Paris straight away. This implies that Juliets father is more loving and protective, while her mother is superficial and uncaring. Furthermore, the views of the two contrast on the point of love too: But woo her, gentle Paris, get her heart My will to her consent is but a part. (Act One, Scene Two, Lines 16-17) This suggestion from Lord Capulet tells us that he wants Juliet to love her husband, and shows that he doesnt really want to impose his own will upon her. Lady Capulet, on the other hand, wants Juliet to marry immediately, so that she can share all that he doth possess and add to the family fortune. The next character to be explored is Mercutio, Romeos best friend. He is of noble status but uses crude and vulgar language in spite of his standing. He has a negative attitude towards love and regards it as a foe that must be beaten down: If love be rough with you, be rough with love. Prick love for pricking, and you beat love down. (Act One, Scene Four, Lines 76-77) However, he displays a strong filial love for Romeo, and his view on love could be influenced by Rosalines harsh treatment of his best friend. Another explanation could be that Mercutio has never experienced love before; therefore he doesnt know how to deal with it properly. His cynical attitude makes Mercutio dismiss Romeos fantasies, because he is supposedly succumbing to the evil powers of love. Another character with a negative view of love is Benvolio, Romeos other friend. When attempting to comfort Romeo, he suggests that he should simply find someone else to replace Rosaline in his affections. Compare her face with some that I shall show, And I will make thee think thy swan a crow. (Act One, Scene Two, Lines 88-89) Within the above quotation, Shakespeare informs us of the superficial attitudes to love and women within Benvolio. The use of the word compare suggests that women are merely objects, and the casual suggestion to replace Rosaline shows Benvolios shallow opinions. However, he does display a strong filial love for Romeo, which is shown when he tries to comfort him over the unrequited love. Even though the advice is not very good (Benvolio has probably never been in love himself), the gesture is still there. He also believes that love seems to be a good thing on the outside but on the inside it is an evil enemy: Alas that Love, so gentle in his view, Should be so tyrannous and rough in proof (Act One, Scene One, Lines 163-164) Contrasting with Benvolio is Tybalt, of the House of Capulet, who displays absolutely no filial love. He despises everyone of the House of Montague and displays a rather fiery personality. It fits when such a villain in a guest: Ill not endure him (Act One, Scene Five, Lines 74-75) This quote referring to Romeo shows that Tybalt cannot stand any Montagues, and his previous order, Fetch me my rapier, boy along with other such statements littered throughout his dialogue suggest that he is very violent and aggressive. Later on in the play, he challenges Romeo to a fight to the death, demonstrating his obsession with his familys honour. The final character to be explored is Friar Lawrence, who, despite having two sons, treats Romeo like one of his children, giving advice and encouragement. He refers to Romeo as good son, which tells the audience of his fatherly feelings. Friar Lawrence doesnt differentiate between the two houses of Capulet and Montague, unlike most of the other characters, and agrees to marry Romeo and Juliet in the hope that it will unite the conflicting families. To conclude, William Shakespeare delivers to us an array of moral values and attitudes to love, sex and marriage in Romeo and Juliet. One of his greatest works, the play expresses the views of all social classes, using marvellous linguistic tools that are unparalleled to this day. The audience are greeted with the violent and aggressive attitudes of Sampson and Gregory, juxtaposed by the passionate and sensitive views of love of Romeo and Juliet. Throughout the play, Shakespeare masterfully weaves humour and sadness, peace and conflict, love and hate, together into an intricate and entertaining plot that will be performed and studies for generations to come.

Free Essays on Unrecognizble Ignorance

of a Manasquan High School student during history class Friday the 18th. I was so dumbfounded I couldn't believe what I had heard. We were on the subject of how America is giving food to Afghanistan; Most of the class disagreed to these events taking place. Many made very horrifying comments on how the American government should do away with these countries. They were heartless and selfish about the good deeds America has been doing. â€Å"What about us? What about the people who lost lives in the World Trade Center?†. My reply to all this was, â€Å"We are being taking care of behind the scenes. There are many people in these countries that have nothing to do with the terrorism. The United States has gone soft on many things but this isn‘t your typical WWII, This needs to be handled with different tactics. My question to you is, do you not have any intelligence of morals? † I continued on saying that the people in Afghanistan have nothing and nothing is an understatement. How dare they be so self consumed and not tell the difference between the two? I mentioned that the poverty of the United States would be a royal castle to those in Afghanistan under the Taliban. I was flabbergasted with the uproar of these ignorant opinions. Have they not been taught the rights and wrongs? This is racial profiling. I understand the Americans want revenge. However, why go against your own country morals and standard and stoop down to a low level? This is Manasquan High School, the school that has frequently been praised and has had little criticism. Why are so many students under the same opinion? Has it not been taught enough by the parents? Or has it just not been expressed enough through the school systems of today? That Friday afternoon I went to an administrator to bring this incident... Free Essays on Unrecognizble Ignorance Free Essays on Unrecognizble Ignorance Unrecognizable Ignorance October 18,2001 â€Å"If I saw an Afghanistan kid walking down the street I would just shoot him in the face†. Were the words of a Manasquan High School student during history class Friday the 18th. I was so dumbfounded I couldn't believe what I had heard. We were on the subject of how America is giving food to Afghanistan; Most of the class disagreed to these events taking place. Many made very horrifying comments on how the American government should do away with these countries. They were heartless and selfish about the good deeds America has been doing. â€Å"What about us? What about the people who lost lives in the World Trade Center?†. My reply to all this was, â€Å"We are being taking care of behind the scenes. There are many people in these countries that have nothing to do with the terrorism. The United States has gone soft on many things but this isn‘t your typical WWII, This needs to be handled with different tactics. My question to you is, do you not have any intelligence of morals? † I continued on saying that the people in Afghanistan have nothing and nothing is an understatement. How dare they be so self consumed and not tell the difference between the two? I mentioned that the poverty of the United States would be a royal castle to those in Afghanistan under the Taliban. I was flabbergasted with the uproar of these ignorant opinions. Have they not been taught the rights and wrongs? This is racial profiling. I understand the Americans want revenge. However, why go against your own country morals and standard and stoop down to a low level? This is Manasquan High School, the school that has frequently been praised and has had little criticism. Why are so many students under the same opinion? Has it not been taught enough by the parents? Or has it just not been expressed enough through the school systems of today? That Friday afternoon I went to an administrator to bring this incident...

Human Nature & Sexuality Essay Example | Topics and Well Written Essays - 1500 words

Human Nature & Sexuality - Essay Example Even though the author clearly stated the differences between the sexuality and reproduction of female animals and human beings in the sense that the human sexuality is free from hormonal dictation4 which is contrary to the case of female animals, discussing the female sexuality and reproduction of the different animal species such as rhesus monkeys, baboons, rats and chimpanzees among others in the book could cause some of the readers to initially think that the author is trying to stress or point out some similarity between the animals and humans by trying to make a comparison between the case of the female animals and human beings in terms of their physical, For instance, the author included in her example that female monkeys are also capable of mounting other monkeys in order for these monkeys to experience orgasm by getting enough stimulation from the other monkeys without the need for copulation.5 Similar to these monkeys, men and women are able to experience sexual orgasm by simply stimulating their genitalia (penis and clitoris) without going through any sexual intercourse.6 Although the author did not directly mention the similar acts of humans with the animals’ sexual behaviour, providing these two examples in her writings is nonverbally suggesting that there is in fact a similarity between the two by nature. The fact that the author discussed some observational explanation on the sexual behaviour of these animals makes the validity of her statement questionable considering the fact that human beings would not accurately know whether or not the female animals are indeed experiencing orgasm such as in the case of some women who tries to fake their orgasm in order to please their husbands or mate.

Theories argue Essay Example | Topics and Well Written Essays - 500 words

Theories argue - Essay Example Three most important and frequently addressed theories related to the aging process are Theory of disengagement, Activity Theory and Continuity Theory (Bengtson, Silverstein, & Putney, 2009). This researcher finds that Activity Theory has defined the process of aging more effectively as compared to other two theories. The theory was developed in 1953 by an American sociologist Havighurst (Schulz, 2006). This theory holds that to remain lively and participate in societal activities are key factors of satisfaction for aging people. Physical and intellectual activities are important for successful aging. The theory proposes that in order to maintain a positive self-image, older members need to develop new interests, roles, hobbies, and relationships (Schulz-Aellen, 1997). This theory would explain adequately why aging people feel encouraged continue with their middle-age lifestyles by denying the limitations of old age and why they make attempts to sustain that lifestyle over a longer duration. According Havighurst activity is always preferable to inactivity since it increases the chances of the well-being of personality on a number of levels. This theory also explains why post-industrial society allowed its older members to participate in meaningful activities. The theory incorporates an improvement in the general health and prosperity of older people. In contrast to the Activity Theory, the Disengagement theory comes across as a more controversial theory. According to this theory aging is process of regular withdrawal between society and the subject aging individual. The theory holds that in growing older, withdrawal or disengagement can be considered to be a natural or universal process. In all cultures and societies this process is acceptable to elders. According to this theory there should be a social equilibrium that will promote self-reflection for elders. Old members of the society should be free from societal

Print Advertisement Assignment Example | Topics and Well Written Essays - 500 words

Print Advertisement - Assignment Example People who observe the advertisement should recognize a strong feeling of nostalgia of ‘simpler times’ and the ‘simple joy’ of barbequing through direct comparison. One example of this would be a the image of a family standing around a BBQ with a father at the grill looking sternly out towards the reader utilizing a bold text indicating that home cooked is better than an expensive gourmet food (In this instance it would be advisable to choose a food which is notably elitist such as Foie Gras, or caviar). Target audience: As it is the case that many family budgets are set by women and the advertisements will be hosted in Woman’s Day, Good Housekeeping, Family Circle, and Redbook (Predominantly female directed publications) the target audience would be women, with families that are relatively budget conscious. Typically homeowners, or renters with access to a yard. The most important message: You don’t have to spend a lot of money to have a good time with your family and friends. As any person who attends bbq’s can tell you, it is the case that events hosted in the home can be as much (If not more) fun than an evening out at an expensive restaurant. From this perspective, the message can be achieved through humor.

Supporting Pupils On Autistic Spectrum In Mainstream Classroom Education Essay

Supporting Pupils On Autistic Spectrum In Mainstream Classroom Education Essay Introduction The National Autistic Society (NAS) describes Autism as: A lifelong developmental disability that affects how a person communicates with, and relates to, other people and the world around them. It  is a spectrum condition, which means that, while all people with autism share certain areas of difficulty, their condition will affect them in different ways.  Asperger syndrome is a form of autism. (NAS, website) Autistic Spectrum Disorders (ASD) can have an effect on the ability of a child to learn and participate in the classroom, however, there are ways to ensure autistic children learn and participate within the mainstream environment. As a teacher of Support for Learning, I am working in both the Primary and Secondary sectors. My role involves supporting children with additional needs within a mainstream school, either in the classroom, one-to-one or in small groups. The pupils I support display an array of additional needs including those exhibiting autistic tendencies. Looking at a case study of a child within a mainstream primary school exhibiting autistic tendencies, this assignment discusses the topic of ASD; the historical aspects, characteristics, theories and diagnosis, policy and legislation, and support provided. The Case Study Child Pupil N is 10 years old, and in primary 5. When the family moved from England to Scotland he was held back for a year in nursery due to delayed development. He had communication and language difficulties which were amplified when he started nursery in a Scottish school, not only did he have difficulties understanding spoken language, but he now had to contend with the Scottish accent as well. To gain some background information, I designed a questionnaire for parents to complete. The questionnaire was carried out verbally during a telephone conversation with Ns mother. During the conversation, she also clarified some of the questions in more detail. (See appendix 1) As shown in the questionnaire, and from my own observations, some of the characteristics displayed by pupil N, which are identified in the triad of impairments, include: lack of eye contact, poor social skills, difficulty in forming friendships with peers, delayed speech although he now speaks fluently, however he does have difficulty in understanding language; liking for sameness, a special interest in tractors, does not initiate and sustain conversation, has had frequent diarrhoea and issues with going to the toilet, which seems to have improved as he has grown older; he can also occasionally, swear and display aggressive behaviour towards others, and gets in trouble for this at school. The Historical aspects of Autism Research in Autism dates back to 1938, though Wing (1993) suggests there were accounts in literature prior to this, but states there is no information as to the occurrence of autism before the second half of the twentieth century, however Volkmar, et al (2005) suggests that in 1867 Henry Maudsley possibly made the first step toward a classification by grouping children with peculiar, unhinged behavior under the label insane. He suggested a number of subgroups, one of which he called instinctive insanity, which could indicate that some of the children he discussed had ASD. Studies carried out by Kanner in 1943 involved children identified as having conditions which were different and unique from anything recognized so far. Around the same time, but independently, Asperger also carried out work in the same field. All of the children in Kanners study were different but displayed very similar characteristics; the common elements found in these children included a lack of emotion, repetitive actions, speech formation problems, ability to manipulate various objects, learning difficulties, and their levels of intelligence. Kanner noted the symptoms were very similar to those of schizophrenia however, they appeared to manifest at a much earlier age. He assumed that à ¢Ã¢â€š ¬Ã‚ ¦.. these children had come into the world with an innate inability to form the usual, biologically provided affective contact with people. (Kanner, 1943 p250) Asperger discovered many individuals had similar problems with social skills and repetitive actions but did not have trouble with learning or their cognitive abilities. Some showed exceptional talents or abilities that were considered outstanding. Both Kanners 1943 study Autistic Disturbances in Affective Contact and Aspergers 1944 study Autistic Psychopathy in Childhood are important in early autism research, though Aspergers study was not translated into English until 1991 by Dr. Uta Frith. (Long, B. 2007, website) Both Kanner and Asperger described autism as a distinctive developmental disorder that had not been clinically described before; people suffering from it were unduly considered to be mentally handicapped. (Bogdashina. 2005) Defining Autism There has been much research, and varying theories in the field of autism since the studies of Kanner and Asperger, however there does not appear to be a single core deficit, nor is there a cure. Authors such as Happe (1994), Powell and Jordan (1997), Sicile-Kira (2003), Bogdashina (2005), and Lathe (2006), discuss the most universally used criteria for defining and diagnosing autism which is known as Wings Triad of Impairments. The Triad of Impairments is based on certain behavioural characteristics, described by Schreibman (2005) as deficits, which are exhibited in three main areas: impairments of social interaction, impairments in social communication and impairments in imagination. Impairments of Social Interaction Wing (2003) suggests this can be shown in different ways, and groups them into four categories: The aloof group Probably the most common social impairment in young children; behaving as if other people do not exist, and not responding when spoken to; appearing to have empty expressionless faces unless displaying extreme anger, distress or joy. They tend not to want to be touched, and do not make eye contact; rather they look past or straight through you. They show no sympathy if you are in pain or upset, and seem to be in a world of their own. For some it may change as they grow older, but for others it may continue throughout life. The passive group Children and adults are not completely cut off and accept approaches from others; however they do not instigate social interaction; also having difficulties with eye contact but can often make contact when reminded. Passive children are happy to join in games but can often be left out when games change. Generally, their behaviour is less problematic although some can display disturbed behaviour during adolescence. The active but odd group People in this category can initiate contact with others but this can appear odd and inappropriate, and tends to be with those in charge rather than their peers. They appear to be concerned with their own needs rather than those of others. When not getting the attention they want, they can behave aggressively towards others, due to the lack of understanding of social interaction. The over-formal, stilted group This type of behaviour usually manifests in later adolescence, in those who are more able, with a good level of language. They tend to be over polite and formal, and try very hard to be well behaved. However, they do not fully understand the rules of social interaction and have difficulty adapting their behaviour to different situations. Impairments of social communication Baron-Cohen (2008) claims that if children do not produce single words by the age of two, or phrased speech by the age of three; they are identified as having language delay. Pupil N did not speak until nursery age, even then, he could not form the words properly and was referred for Speech and Language Therapy (SALT). Wing (2003), suggests that all children and adults with ASD have communication problems; however Baron-Cohen (2008) suggests there is no speech and language delay with Asperger Syndrome. Wing (2003) states that speech and language delays are common, some may never speak at all. Those who do speak often start by repeating words echolalia, spoken by others. Echolalia can be immediate or delayed. With delayed echolalia, they can often repeat something randomly that they have heard previously, which could be some time ago. The level of understanding varies; most have some understanding although this can be limited. They also have difficulties in understanding non-verbal communication such as nodding ones head, and facial expressions. A major characteristic is that they take things literally, for example, if they were told it is raining cats and dogs, they would expect to see cats and dogs falling from the sky, therefore care is needed when speaking to a person with an ASD; figures of speech can be taken at face value, leading to stress and terror. The majority of people with ASD have an odd monotonous tone when speaking, which can be inappropriate, they can occasionally speak too loud or too quiet; some often use their special voice which is different from their own. Impairments of Imagination Children with ASD are unable to develop imaginative play. Some do show evidence of imaginative play; however it tends to be very repetitive, doing the same thing over and over again. Some may even copy a character they have seen on television or in a book, or a non-living object, but also in a repetitive manor. Other repetitive activities include tapping, tasting, smelling, feeling and scratching different surfaces, and some can inflict self-injury in the form of scratching, biting and head-banging. (Wing, 2003) Other features suggested by Sicile-Kira, (2003) include: Not liking change in routine or environment Not reaching developmental milestones Only eating certain foods Eating or chewing unusual things Lacking of common sense Not understanding simple requests Frequent diarrhoea, upset stomach or constipation. Theories in Autism Theoretical approaches to research in Autism include neuropathological and neuropsychological. Neuropathological Neuropathology relates to the central nervous system and brain. Discussed by Frith (2003) and Feinstein (2010), Kemper and Bauman carried out a study which led to autism being treated as a biological disorder. They found that cells in the hippocampus, subiculum and amygdala; parts of the brain associated with emotions, space, behaviour and memory (OMara et al, 2009), were decreased in size and closely packed, and suggested the irregularity occurred in the cells during early development. Anthony Bailey noted that four out of six people with autism had unusually large heavy brains, and Dr. Eric Courchesne reported that he found evidence of rapid brain overgrowth in the first year, in infants who develop autism. Dr Manuel Casanova investigated mini-columns of neurons; the smallest unit of cells capable of processing information, and suggested they are smaller and more abundant in autistic people. Gillberg, Kemper and Bauman were interested in both sides of the brain as the left side deals with linguistic performance, while the right side deals with non-verbal communications such as, gestures and emotional expression, which are impaired in autism. (Feinstein, 2010) Neuropsychological Theories The non-social features that have been explained by researchers include: theory of mind, weak central coherence, executive dysfunction and joint attention. Theory of Mind Theory of mind is the ability to impute mental states to self and others. (Doherty 2008) Baron-Cohen, Leslie and Frith (1985) suggested that autistic children do not develop theory of mind (ToM). Research was carried out by using the Sally Anne test (See appendix 2) which suggested that they suffer from mind blindness and cannot envisage what others might think. ToM attracted criticism due to the fact that dolls were used instead of real people. Baron-Cohen cited by Feinstein (2010), stated that the test produced similar results after being carried out again with real people. Weak central coherence Normally developing people process information by looking at and understanding the whole picture. Frith and Happà © cited by Rajendran and Mitchell (2007), suggest people with autism process the component parts individually rather than the whole; indicating that they have weak global coherence. Shah and Frith tested central coherence using the Wechsler block design (See appendix 3), which requires children to use separate blocks to construct an entire design. They found that autistic children produced a higher score than others in the test, and were also faster in constructing the design. (Frith 1985, Shah and Frith, 1993) Frith, cited by Rajendran and Mitchell (2007), argues that autistic people perform better on these tasks because they lack the understanding of global form. Executive Dysfunction Executive function (EF) is defined as the ability to sustain problem-solving activities for achieving future goals. EF is used for activities such as planning, organizing, strategizing and paying attention to and remembering details. Researchers have noted that symptoms that are not explained by ToM can resemble specific brain injury symptoms, which has led to Ozonoff theorizing that autism could be explained as a deficit in EF. However, different researchers have produced differing results, which suggests that not all autistic individuals exhibit EF problems, also, these difficulties are seen in other disorders and not exclusive to autism. (Rajendran and Mitchell 2007) Joint attention Joint attention is the way in which one draws somebodys attention to a stimulus by gazing or pointing. This developmental milestone emerges around six months of age. Charman (2003) suggests impairments in joint attention are among the earliest signs of the disorder. There has been other hypothesis suggested as causing autism such as the triple MMR (measles, mumps, rubella) vaccine, implicated by Dr Andrew Wakefield, which is administered to children at eighteen months, around the same time that autism is most commonly detected. Rutter, cited by Feinstein (2010), stated that although research has pointed out that there is no link between autism and the MMR, there are still some parents who choose to have individual vaccinations for their children. Although many theories have been connected with the origins of autism, the core deficits of the disorder are still unknown. Kemper, cited by Feinstein (2010), stated: there is not going to be one cause or treatment. Diagnosis Sicile-Kira, (2003) states that there is no medical test to diagnose ASD, and any diagnosis is based on observation of behavioural characteristics. Medical practitioners base the diagnosis on guidelines set out in the World Health Organizations International Classification of Diseases (ICD-10), which requires that all three of the triad of impairments are present at 36 months of age; or the American Psychiatric Associations system the Diagnostic and Statistical Manual (DSM-IV) and (DSM-IV-TR), which also requires that the age of onset should be recorded. (AWARES.org, website) The ICD-10 specifies that at least 8 of the 16 specified items must be fulfilled, which should include 3 from Impairments of reciprocal social interaction, 2 from Qualitative abnormalities in communication, and 2 from Restricted, repetitive, and stereotyped patterns of behaviour, interests and activities. The diagnosis for Asperger Syndrome is similar to Autism however; the diagnosis requires that single words should have developed by two years of age or earlier. (World Health Organization, 1993) The Criteria from DSM-IV specifies there should be a total of six or more items which includes 2 from Qualitative impairments in social interaction, 1 from each of the other areas. For Asperger Syndrome, the DSM-IV also states there should be no significant impairments in language communication. (American Psychiatric Association, Internet source) The guidelines for diagnosing autism differ from each other in that the ICD-10 requires a minimum of 8 manifestations for a diagnosis, whereas, the DSM-IV only requires 6. It appears that a person may or may not be diagnosed with autism, depending on which criteria are used. After many conversations with researchers, Feinstein (2010) suggests that there has been an increase in the prevalence of Autism, possibly due to the expansion of the spectrum and improvements in diagnostic tools. Dorothy Bishop re-tested adults diagnosed with speech and language disorder as children, but not autism, which resulted in a quarter of them being re-diagnosed with autism. (Feinstein, 2010) Criticisms of diagnostic criteria Cited by Feinstein (2010), researchers such as Lorna Wing, Dr Patricia Howlin, Christopher Gillberg, and Dr Fred Volkmar who was on the DSM-IV classification drafting committee, have criticized the ICD-10 and DSM-IV, especially as far as Asperger syndrome is concerned. They suggest it is very feigned; both criteria state that spoken language must be normal for an Asperger syndrome diagnosis, when in fact; Asperger originally stated that peculiarities of speech and language were a key feature. Fombonne (1999) suggests that there are more boys than girls diagnosed with autism; on the other hand, Dr Judith Gould cited by Hill (2009) argues that doctors are failing to diagnose thousands of girls who have Aspergers syndrome, and suggests that girls are not being noticed in the first place, or if they ask for help, they are being turned away and are often rejected when referred for diagnosis. Pupil N appears to display many signs of autism but does not have a medical diagnosis; however he has been diagnosed with speech and language delay, and health issues such as toileting. HMIE (2006), state that for best practice, education authorities should not limit support only to those with a formal ASD medical diagnosis. There are many reasons why N may not have an official diagnosis. Autism is very complex; therefore it is possible that the behaviours he displays fit into more than one category, or none at all, depending on any criteria used, which can make it difficult to ascertain. Also, diagnosis can be time consuming and perhaps stressful for the child and the parents. A survey carried out by Osborne and Reed (2008) examined how communication between parents and professionals concerning ASD and its diagnosis, could be facilitated; most parents wanted a quicker and easier process, and would prefer the procedure to be more consistent in content and structure. They also called for better professional training and awareness about ASD, especially regarding the information that professionals possess, and the interpersonal skills of some professionals. Sicile-Kira, (2003) suggests if parents have concerns about their child, it is important to seek advice from a medical professional who is experienced in ASD, and acquire a diagnosis as early as possible to gain access to services. Another reason which may prevent a parent from requesting a medical diagnosis is the stigma of labeling a child. Labeling can suggest a low overall attainment compared with their peers, have an effect on the attitude and behaviour of teachers towards children, and affect the children themselves. (Hart, et al, 2004) Authors such as Sicile-Kira, (2003) and Ho, (2004) comment that labels ascertain the eligibility for people to access benefits and services, however, Ho (2004) also argues that it provides an excuse for school officials to assume a medical model of learning disabilities, and ignore other problems in our educational and social systems that give rise to a range of students learning difficulties. Policy and Legislation In 2001, Scottish Ministers commissioned the Public Health Institute of Scotland (PHIS, now NHS) to carry out a needs assessment of services for people with ASD in Scotland. The aim was to look at current service provision, and provide advice on how the services could better meet the needs of both children and adults with ASD. The report suggested a lack of understanding amongst service providers of the nature of ASD and made 32 recommendations, resulting in the National ASD Reference Group being set up by The Scottish Executive in June 2002, to identify priorities to support the development of good practice across a range of services. (PHIS, 2001) The Scottish Executive (2006) suggested an audit of training in each NHS board with a view to addressing training needs and gaps, this corroborates the earlier discussion that parents suggested there is a need for more professional training and awareness about ASD, however, the Scottish Executive (2006) only discussed training for health practitioners and not education. In the past, pupils with additional needs would have been educated within a special school; recent legislation and policy such as The Standards in Scotlands Schools etc Act 2000, and The Education (Additional Support for Learning) (Scotland) Act, 2004, places a duty on education authorities to meet the needs of all pupils in a mainstream environment, where possible, alongside their peers, including those with additional support needs. Children are described as having additional support needs if they require additional support to enable them to make progress in their learning. My local authority provides guidance to schools for supporting children with autism, with a staged intervention procedure to meet the needs of children and young people on the autistic spectrum, which  acknowledges the role of multi-agencies in developing consistency in both school and home. HMIE (2006) implies that some education staff feel they do not have enough knowledge and understanding of ASD therefore, training for all staff involved in the education of pupils with ASD is an important area to develop. They also argue that parents are not always kept fully informed about the range of provision available for their children, implying there is a greater need for collaboration between parents, teachers and other professionals. The HMIE report highlights a conversation with Ns class teacher (appendix 4), in which she commented that he is a bit strange, and gave the impression that she is unaware of Ns difficulties, therefore, there is a need for more collaboration to develop a good working relationship with the class teacher, pupil and parents, in order to meet his learning needs. Collaboration can mean different things to different people, at different times; on a professional level, through sharing good practice, it can improve effectiveness, self-reflection and teacher learning; on a personal level, it can enhance moral support and confidence. Effective schools need effective communication and collaboration amongst staff, other agents, parents and pupils. (Head 2003) Classroom Practice Powell and Jordan (1997) state that a great deal of what needs to be taught to pupils with autism is out-with the curriculum, such as interaction and communication skills, therefore the needs of the child should determine the curriculum. Most children require some one-to-one teaching, not just to address their difficulties, but also develop their skills and strengths. Pupil N was known to the Speech and Language Services in England prior to moving to Scotland (See appendix 5), and received some one-to-one support in the form of SALT, which continued until 2007. He then received an Individualised Educational Programme (IEP) and support at school level to address his literacy skills. When I started this post a teacher of SFL in January 2010 pupil N was being removed from class along with five other pupils, to work on the literacy program Read and Write Inc (RWI) (See appendix 6), which provides a structured approach to the teaching of phonics and literacy. (Miskin, R, website updated 2010) As I did not know anything about the pupils at the start, I decided to re-assess their reading ability in the RWI programme, and found that although pupil N could read the words, he did not fully understand. I have recently been involved in auditing pupils needs within the school, to identify that require high, medium and low priority support, along with colleagues, with a view to making changes in the way support is offered, and produce an IEP for those who need one. Up until now, all the pupils have been coming out of class for support rather than receiving in-class support. The changes would allow more targeted support to meet the individual needs of the children, within the class, individually, and in small groups. Children have the right to say what they think should happen and have their opinions taken into account when adults are making decisions that affect them (UNICEF, 1991), therefore, the audit included a questionnaire to find out what support and help the pupils felt they needed. When asked, it appeared that pupil N did not fully understand the questions; however, he did say that he liked to come out of class, preferably on his own. (See appendix 7) During the audit, I discovered that the last IEP for pupil N was in 2008, and had not been reviewed. Through collaboration with pupil N, his class teacher and parents, a new IEP has been developed. (See appendix 8) During a conversation with Ns mother at parents evening, she felt his needs were not all being appropriately met, she had not been fully informed of his progress except through yearly class-teacher reports, and was unaware that N had previously received an IEP. A copy of the new IEP has been sent home to parents to allow them to become more involved in Ns learning and development, which should have been done with his previous IEP. The class teacher, parents and I will now take steps in working towards developing strategies to enable N to meet his IEP targets and enhance his learning to make further progress. Conclusion Very little was known about autism during the early part of the twentieth century; however, since the reports by Kanner and Asperger, much research has been carried out. Many hypotheses have been identified and researched, such as Theory of Mind, Weak Central Coherence, Executive Dysfunction and Joint Attention and impairments in the function of various parts of the brain. The MMR vaccine has also been implicated in the cause of autism; though this was dismissed through further research. Although there has been much research into possible causes, and the various theories look as if they may all be related, there does not appear to be one single cause, but rather, many; those with autism seem to display traits from all of the theories in varying degrees. For a diagnosis, there needs to be a display of the characteristics from the Triad of Impairments, however the criteria for diagnosis differs, in that, a person may or may not be diagnosed with autism, depending on whether the ICD-10 or the DSM-IV is used. Although Pupil N does not have a formal ASD diagnosis, he does display many characteristics, and according to HMIE (2006), for best practice, he should receive the support as he would if he was diagnosed. After carrying out the audit of needs for all the pupils with additional needs in the school, it appeared that although pupil N had made much progress in terms of speech and reading, there are other difficulties and strengths, which have not yet been addressed. The new IEP which has been developed in collaboration with the pupil, parents, class teacher and I is the start of working towards meeting those needs. There will be a review in three months time to assess progress, and a continued support and review cycle thereafter.

Biometrics Identification Attendance Monitoring System Essay

Time is a special resource that you cannot store or save for later use. Everyone has the exact same amount of time each day. Time not well used cannot be retrieved. Most people feel like they have too much to do and not enough time. They blame lack of time for their poor finances, unachieved goals, stress, bad relationships and not exercising their body. Wise time management can help you find the time for what you desire to do or need to do. You need time to get what you want out of life. Waiting for more free time to appear is losing the game of life. Through time management you can â€Å"create† the time you need, and not just wait for it to come. By planning your time wisely, you will have more time to do more things. You can learn to find the time for the things that are important to you. Even a small amount of time once a day, or even once a week, will take you closer to your goals, and you will be surprised at the progress you make. You become more productive using improved time management skills and tools, and can accomplish more with less effort and time. Time management can help you reduce wasted time and energy, help you become more creative and productive, and enable you to do the right thing at the right time. This will of course lead to more balance and fulfillment in your life. Working time is the period of time that an individual spends at paid occupational labor. Unpaid labors such as housework are not considered part of the working week. Many countries regulate the work week by law, such as stipulating minimum daily rest periods, annual holidays and a maximum number of working hours per week. Impact on system domain or impact on domain functionality, the risks between implementations and there. Ideally the monitoring is a tiny fraction of each applications footprint, requiring simplicity. The monitoring function must be highly tunable to allow for such issues as network performance, improvements to applications in the development life-cycle, appropriate levels of detail, etc. Impact on the real goal for the system must be considered In this paper, we proposed a system that automates the whole process or taking attendance and maintaining its records. Managing people is a difficult task for most of the organizations and maintaining the attendance record is an important factor in people management. Manually taking the attendance and maintaining it for a longtime odd to the difficulty of this task as well as wastes a lot of time. For this reason an efficient system is designed. This system takes electronically with fingerprint sensor and all the record are saved on a computer server. Biometric Identification Attendance Monitoring System serve as a time-log that is set up as a computerized database. This system maintains a daily record of a employee’s arrival and departure time for works. It keeps records in order and is frequently updated. When seeking employment, an employee can request certain reports to be printed from the Biometric Identification Attendance Monitoring. Biometrics have been widely use of the purpose of recognition, it is the most secure it is impossible to forge or tamper fingerprint. Fingerprint sensor is place at the entrance of faculty office. In order to mark the attendance, employee has to place his/her finger on the fingerprints sensor. On identification employee attendance’s, attendance record is updated in the database and he/she is notified through monitor. No need of all stationary materials and special person for keeping records. Fingerprint based time & attendance-monitoring system provides a foolproof solution using fingerprint authentication. It is very effective in resolving proxy entry problems inherent in other traditional systems. The system records details such as arrival and departure of employees besides maintaining information regarding their personal and official profiles. Official employee information such as designation, department, shift, location, leaves status, compensation, etc. can be linked to any payroll software to automate the complete process. Biometric Identification Attendance Monitoring System completely eliminates â€Å"proxy† inherent in other traditional systems. There is absolutely no recurring cost and smart finger can also be integrated into any existing payroll application to automate the complete process is extremely user friendly and enables you to generate any kind of attendance report required by querying based on name, department, shift, date, type of activity, etc. It can be customized as per the specific requirements of Customer; fingerprint can also be integrated into any existing payroll application to automate the complete process.

Increasing human population Essay

It can transfer genes across species boundaries; more importantly, across huge taxonomic divides. It can also enable the incorporation of laboratory synthesised nucleic acids for designer purposes. GM foods can be divided into those that contain tissues and nucleic acids from the GM source organism (e. g. tomato puree) and those that contain purified derivatives that may be chemically indistinguishable from the same ingredients isolated from non-GMO`s (e. g. the phospholipid, lecithin and other specified oils and proteins from Soya). Provided these purified ingredients are chemically identical to those from non-GMO sources, they should not alter existing health risks. Unfortunately, complete purity is unachievable. Foods that contain original GMO tissue may contain unexpected components and alien nucleotide sequences. The Questions arise: can alien nucleotide sequences be transferred to the gut micro-organisms or be absorbed by human tissues, perhaps through phagocytosis or the agency of viral transduction?. If they can, what are the risks to human health generated as a consequence?. The Biochemist P32 October 1999 ? 1999 The Biochemical Society The technology will allow us to create in major crop plants materials we formerly had to obtain from other sources – such as industrial feed stocks or medicines. Pepper. G. Crop Sciences Dept University of Illinois Crops that resist drought and disease promise to transform the lives of poor farmers -if only they could afford them Five million Brazilians faced starvation this year. This time it was a drought related to El Nii o that halved grain crops in the northeast of the country, but next year it will be something else. Famine is perennial in Brazil. In September Monsanto, the world’s largest supplier of genetically modified seeds, announced it would invest $550 million in Brazil to build a factory producing its herbicide Roundup. Shortly afterwards the Brazilian government made Monsanto’s Roundup-resistant Soya beans the country’s first legally approved, genetically engineered crop. The Soya beans will boost profits for the big landowners who grow them to feed beef cattle for export. But most rural Brazilians are subsistence farmers who do not grow Soya. No help will trickle down from Monsanto’s beans to the starving millions. The story exemplifies the limited contribution genetically modified crops have made so far to eradicating world hunger. It is not that biotech companies are uninterested in the developing world. Far from it: Brazil and other newly industrialising countries are in fact prime targets, with their growing demand for agricultural products, little opposition to biotechnology, and farmers who have risen above hard graft subsistence, but have not yet become customers of the world’s seed and agrochemicals conglomerates. Crops that thrive despite drought and salty soils could also let farmers expand production into marginal lands. And the nutritional content of staples could be improved. If maize, for example, can be made to produce more of the amino acids it naturally lacks, the 80 million people who live almost exclusively on maize would get more protein. Ganesh Kishore, head of nutrition at Monsanto, says: â€Å"We can make it into a complete balanced meal. † Arber. W. (Article: The Bio industry Association 1999 http://www. bioindustry. org/) Genetically modified crops are no more dangerous to the environment than traditional crops and could boost corn, rice and other food yields by as much as 25 percent in developing countries http://www.freep. com/news/health/qdiet141. htm Foods can also be genetically modified to ensure that they last longer by removing or adding certain genes. This process gives them a greater shelf life and means they are less prone to bruising when in transit. They are also less likely to lose their colour and more importantly, retain more of their nutrients. This ultimately gives consumers a better product and reduces the amount of waste for the producers and retailers. Proteins vital to our diets can be added to foods which don’t ordinarily contain them, which is important for people lacking them. In time, this will also be true of vitamins, minerals and other nutrients. http://www. futuradesign. co. uk/gm/ With respect to the information I have studied herein I conclude that genetic modification of foods is not without some induced risk as totally alien genes are being inserted into organisms from unrelated species. This has been shown to possibly alter the new organism’s `properties` as a food substrate either beneficially or adversely. I believe that GM foods have great potential in providing food for an ever increasing population where more traditional agricultural techniques may struggle to cope or fail. However, efficient regulation of the market is necessary and the proactive techniques which have developed to meet this demand may have played a significant part in public rejectance of GM techniques in some countries. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Variation and Inheritance section.

To Become a Penguin Essay

To Become a Penguin Essay To Become a Penguin Essay A Bird’s Metamorphosis Glamodous the god who was in charge of making the animals metamorphose into beautiful creatures was in need of new jewels for his upcoming arranged marriage for his daughter Penguinity. Glamodous had no luck into finding the types of jewels Penguinity wanted he began to gather around all the animals around his luxurious palace to have a contest into finding the perfect husband for his beloved daughter. Birds came and went. One of the leaders of the bird pact came and confessed to him that with his bravery he would be able to find all the jewels that ever existed. With so much courage and assurance Glamodous was convinced that he would be the man for his daughter. He sent him off to his mission into seeking his jewels. Glamodous told him that his name would be Brave and if he came back he would allow him to marry his daughter and would allow him to be a terrestrial/aquatic type of animal. With so much at stake Brave proclaimed he was ready for the prize. As he flew all over to see any shiny objects from up above he saw nothing. He flew day and night his wings got tired after a few days he decided to land into the sand of a deserted island dug around to see if any jewels would shine through the sand grains. Finding only pearls he was happy and ready to return back to the Glamodous palace. When he returned with the pearls Glamodous was not very impressed neither was Pengunity, Glamodous told him that the jewels were not shiny enough neither were they worthy of his daughter. He kept his word for he gave him the ability to be able to swim, but told him he was not the right one for his daughter. Brave with much disappointment left his palace. He told the pact that Glamodous was a fool for not seeing he was the best she could ever get. When the other birds heard what their leader said they were excited to be the ones to go try again. The ugliest, weakest one of the birds went on his way to Glamodous’ palace on his way there he found Penguinity, he day dreamed that he would be the one Penguinity would marry. She looked at him and she with much disgust looked away rushing her way off to her way. When the ugly, weak bird got to the palace. Glamodous looked at him with disappointment. He laughed and told him to find something else to dream about. After inspecting his ugly black body he told him there was no way he would be able to find any pretty jewels. Glamodous named him Fugly and told him to get out of his sight. Being the weakest one out

XiaoDouzi and Huanhuan essays

XiaoDouzi and Huanhuan essays Xiaodouzi, the name of a little dog, means a little bean in Chinese; while Huanhuan, is the name of a big cat, meaning pleasure. They are two sweethearts of my mother-in-law. Since her two sons left for Canada, they have been wiping out her loneliness. Besides the different meaning of their names, they differ in looks, habit and Xiaodouzi, with short snow-white hair, is more like a snowy ball. Four black dots are projected on his face: two acute eyes, one short upward nose and one small projecting mouth. Under his white hair are his short legs. The legs are so short that sometimes they are hard to see. Therefore, when Xiaodouzi moves, he looks more like a white fury ball rolling back and forth on the ground. In contrast to Xiaodouzi, Huanhuan, with long brown hair, looks like a state general. On his face, more angular than Xiaodouzis, there are two round and bright eyes like two emeralds, one long and lofty nose and one narrow triangle-shaped mouth. His legs are longer and stronger than Xiaodouzis. Except for their different looks, Xiaodouzi and Huanhuan are sorted into two polar types: the active and the lazy. Xiaodouzi cant keep still even one minute in daytime. He is also an early bird. Everyday at 4:00 or even earlier he is already shaking his tail and waiting near the door to go out. He always captures each chance of going out. Outside he will catch up to moving cars, walking people and even dancing fallen leaves in the wind. He very likes outdoor activities. Huanhuan, in contrast, stays at home all day. Sleeping may occupy most of his time. He is fanatic about sleeping under the sun in the chair near the window. Only eating and his masters call can tear him from sleeping. In addition, Xizodouzi and Huanhuan enjoy differ ...

British Education System Essay Example | Topics and Well Written Essays - 1000 words

British Education System - Essay Example With the world economy becoming increasingly borderless, British education offers students a wide range of courses from matriculation to postgraduate levels to suit current market trends. Affordability being a key aspect of the Education British banner, many other measures have been implemented to help students study in the most cost- effective environment possible. Some of these measures include free health-care and the streamlining of all visa applications. Health-care insurance is often one of the biggest worries for international students, who hesitate in paying high premiums for insurance, although it works out cheaper when in need of medical assistance. With the British government's initiatives, all these worries are taken care of as students who are in the Britain for more than six months automatically qualify for the NHS. Another reason why parents send their children to the UK is that colleges and universities there are reputed to provide top quality education which is highly recognized throughout the world. Parents and children are more discerning today in their choice and they are convinced British education will give them value for their money besides offe ring a balanced education. The UK has become an even more attractive education destination then it ever was as students are now in the position to work and study as well as enjoy health benefits that are usually accorded to citizens of a particular country. With the world-class teaching facilities and high achievements in the area of science.

General Motors Corporation Essay Example | Topics and Well Written Essays - 3500 words

General Motors Corporation - Essay Example GM’s six main automaking divisions have catered to its manifesto of â€Å"a car for every purse and purpose† (Monks & Minow, 2008: 414). Statement of Purpose: This Case Study on the General Motors Corporation is for the purpose of investigating the company’s downward spiral into possible bankruptcy. Using appropriate theories and literature, investigation of the What? Why? and How? of the organization will help to determine the reasons for the auto giant’s decline 0ajjind the implications for the future of the company. The reasons for and the processes by which the United States’ auto giant General Motors Company deteriorated to a position of near-bankruptcy, can be determined by investigating various factors based on relevant theories of corporate collapse (Fig.1). These would include corporate governance, organisational culture, leadership styles, operational risk management and financial risk management pertaining to the functioning of General Motors. The underlying concepts pertaining to risk management, financial markets and products, and global perspectives on risk are important aspects. A widely encompassing approach that associates the causes of bankruptcy to the characteristics of the company and to the financial symptoms of distress, is essential, in examining the company’s financial decline (Thornhill & Amit, 2003). Besides the financial situation of the company, other crucial factors include the time dimension of failure, and the influence of key non-financial factors such as managerial error which is found to be one of the main reasons (Balcaen & Ooghe, 2006). Over the decades, from the time of GM’s inception in 1909, the company has suffered numerous set-backs which destroyed its ability to control the cost of its workforce. Roger Smith as CEO started downsizing the manufacturing units from 1985, with a commitment to revolutionizing the organization.