Canterville Ghost Chapter 1 Summary Essay

When Mr. Hiram B. Otis, the American Minister, bought Canterville Chase, every one told him he was doing a very foolish thing, as there was no doubt at all that the place was haunted. Indeed, Lord Canterville himself, who was a man of the most punctilious honour, had felt it his duty to mention the fact to Mr. Otis when they came to discuss terms. ‘We have not cared to live in the place ourselves,’ said Lord Canterville, ‘since my grand-aunt, the Dowager Duchess of Bolton, was frightened into a fit, from which she never really recovered, by two skeleton hands being placed on her shoulders as she was dressing for dinner, and I feel bound to tell you, Mr. Otis, that the ghost has been seen by several living members of my family, as well as by the rector of the parish, the Rev. Augustus Dampier, who is a Fellow of King’s College, Cambridge. After the unfortunate accident to the Duchess, none of our younger servants would stay with us, and Lady Canterville often got very little sleep at night, in consequence of the mysterious noises that came from the corridor and the library.’ ‘My Lord,’ answered the Minister, ‘I will take the furniture and the ghost at a valuation. I come from a modern country, where we have everything that money can buy; and with all our spry young fellows painting the Old World red, and carrying off your best actors and prima-donnas, I reckon that if there were such a thing as a ghost in Europe, we’d have it at home in a very short time in one of our public museums, or on the road as a show.’ ‘I fear that the ghost exists,’ said Lord Canterville, smiling, ‘though it may have resisted the overtures of your enterprising impresarios. It has been well known for three centuries, since 1584 in fact, and always makes its appearance before the death of any member of our family.’ ‘Well, so does the family doctor for that matter, Lord Canterville. But there is no such thing, sir, as a ghost, and I guess the laws of Nature are not going to be suspended for the British aristocracy.’ ‘You are certainly very natural in America,’ answered Lord Canterville, who did not quite understand Mr. Otis’ last observation, ‘and if you don’t mind a ghost in the house, it is all right. Only you must remember I warned you.’ A few weeks after this, the purchase was concluded, and at the close of the season the Minister and his family went down to Canterville Chase. Mrs. Otis, who, as Miss Lucretia R. Tappan, of West 53rd Street, had been a celebrated New York belle, was now a very handsome, middle-aged woman, with fine eyes, and a superb profile. Many American ladies on leaving their native land adopt an appearance of chronic ill-health, under the impression that it is a form of European refinement, but Mrs. Otis had never fallen into this error. She had a magnificent constitution, and a really wonderful amount of animal spirits. Indeed, in many respects, she was quite English, and was an excellent example of the fact that we have really ev erything in common with America nowadays, except, of course, language. Their eldest son, christened Washington by his parents in a moment of patriotism, which he never ceased to regret, was a fair-haired, rather good-looking young man, who had qualified himself for American diplomacy by leading the German at the Newport Casino for three successive seasons, and even in London was well known as an excellent dancer. Gardenias and the peerage were his only weaknesses. Otherwise he was extremely sensible. Miss Virginia E. Otis was a little girl of fifteen, lithe and lovely as a fawn, and with a fine freedom in her large blue eyes. She was a wonderful amazon, and had once raced old Lord Bilton on her pony twice round the park, winning by a length and a half, just in front of the Achilles statue, to the huge delight of the young Duke of Cheshire, who proposed for her on the spot, and was sent back to Eton that very night by his guardians, in floods of tears. After Virginia came the twins, who were usually called ‘The Stars and Stripes,’ as they we re always getting swished. They were delightful boys, and with the exception of the worthy Minister the only true republicans of the family. As Canterville Chase is seven miles from Ascot, the nearest railway station, Mr. Otis had telegraphed for a waggonette to meet them, and they started on their drive in high spirits. It was a lovely July evening, and the air was delicate with the scent of the pinewoods. Now and then they heard a wood pigeon brooding over its own sweet voice, or saw, deep in the rustling fern, the burnished breast of the pheasant. Little squirrels peered at them from the beech-trees as they went by, and the rabbits scudded away through the brushwood and over the mossy knolls, with their white tails in the air. As they entered the avenue of Canterville Chase, however, the sky became suddenly overcast with clouds, a curious stillness seemed to hold the atmosphere, a great flight of rooks passed silently over their heads, and, before they reached the house, some big drops of rain had fallen. S tanding on the steps to receive them was an old woman, neatly dressed in black silk, with a white cap and apron. This was Mrs. Umney, the housekeeper, whom Mrs. Otis, at Lady Canterville’s earnest request, had consented to keep on in her former position. She made them each a low curtsey as they alighted, and said in a quaint, old-fashioned manner,’I bid you welcome to Canterville Chase.’ Following her, they passed through the fine Tudor hall into the library, a long, low room, panelled in black oak, at the end of which was a large stained-glass window. Here they found tea laid out for them, and, after taking off their wraps, they sat down and began to look round, while Mrs. Umney waited on them. Suddenly Mrs. Otis caught sight of a dull red stain on the floor just by the fireplace and, quite unconscious of what it really signified, said to Mrs. Umney, I am afraid something has been spilt there. ‘Yes, madam,’ replied the old housekeeper in a low voice, ‘blood has been spilt on that spot.’ ‘How horrid,’ cried Mrs. Otis; ‘I don’t at all care for bloodstains in a sitting-room. It must be removed at once.’ The old woman smiled, and answered in the same low, mysterious voice, ‘It is the blood of Lady Eleanore de Canterville, who was murdered on that very spot by her own husband, Sir Simon de Canterville, in 1575. Sir Simon survived her nine years, and disappeared suddenly under very mysterious circumstances. His body has never been discovered, but his guilty spirit still haunts the Chase. The blood-stain has been much admired by tourists and others, and cannot be removed.’ ‘That is all nonsense,’ cried Washington Otis; ‘Pinkerton’s Champion Stain Remover and Paragon Detergent will clean it up in no time,’ and before the terrified housekeeper could interfere he had fallen upon his knees, and was rapidly scouring the floor with a small stick of what looked like a black cosmetic. In a few moments no trace of the blood-stain could be seen. ‘I knew Pinkerton would do it,’ he exclaimed triumphantly, as he looked round at his admiring family; but no sooner had he said these words than a terrible flash of lightning lit up the sombre room, a fearful peal of thunder made them all start to their feet, and Mrs. Umney fainted. ‘What a monstrous climate!’ said the American Minister calmly, as he lit a long cheroot. ‘I guess the ol d country is so over-populated that they have not enough decent weather for everybody. I have always been of opinion that emigration is the only thing for England. ‘My dear Hiram,’ cried Mrs. Otis, ‘what can we do with a woman who faints?’ ‘Charge it to her like breakages,’ answered the Minister; ‘she won’t faint after that;’ and in a few moments Mrs. Umney certainly came to. There was no doubt, however, that she was extremely upset, and she sternly warned Mr. Otis to beware of some trouble coming to the house. ‘I have seen things with my own eyes, sir,’ she said,’that would make any Christian’s hair stand on end, and many and many a night I have not closed my eyes in sleep for the awful things that are done here.’ Mr. Otis, however, and his wife warmly assured the honest soul that they were not afraid of ghosts, and, after invoking the blessings of Providence on her new master and mistress, and making arrangements for an increase of salary, the old housekeeper tottered off to her own room. FROM: Wikisource. Excerpt from The Canterville Ghost, by Oscar Wilde. 1- Try and find as many words as you can from the â€Å"ghost / supernatural† semantic field: any word or phrase that has the same root or that is related to it. Organize your findings in a grid. Ghost semantic field Reality / down-to-earth semantic field 2- Write their translations, explain the differences of meaning. 3- Try and find the meaning of the following words / phrases: Foolish Punctilius Duty Unfortunate To reckon For that matter Purchase Refinement Worthy 4- Use them in a sentence. 5- What could a â€Å"fawn† be? (In the saying: â€Å"lovely as a fawn†) 6- Discuss with a partner what you know about Oscar Wilde. Write a short summary of what you both know. 7- Using the title, guess what the story might be about. Which type of story do you expect it to be? 8- Imagine a story. Be creative! 9- Prepare 6 guesses: what do you think the story is going to deal with? 10- Prepare 6 questions to which you would like to find an answer in the first chapter. 11- Write 10 words you expect to find in the extract. 12- Imagine a short summary of the story using these words. 13- Discuss it with your partner. Read the first paragraph of the story and answer the following questions: 1- What do we learn at the beginning of the story? 2- List all the information you are given about the main characters. 3- What do the following expressions refer to? â€Å"The Stars and Stripes† The Minister â€Å"She† won’t faint after that (end of the chapter). The old housekeeper 4- Can you infer the meaning and word-class (for instance adjective, noun, verb, preposition†¦) of the following words & phrases? Indeed Aristocracy Middle-aged Ill-health 5- Compare the description of the British Aristocracy (Lord Canterville) with that of the modern Americans. 6- What can you infer from these descriptions & their reactions? 7- Write 10 key-words you read. 8- Write a short summary of the story using those words and some connectors. (at least 5) 9- Check if you found the words you thought might appear in the text and tick the correct ones. 10- Try and answer your questions. 11- Prepare 6 more questions (& the answers to your questions) to ask your friends. 12- Pick out 5 verbs from the text and describe their forms (tense, active or passive voice†¦) and decide why this particular tense was chosen. Answer the following questions: 1- Who will be the main characters in your opinion? 2- What do you learn about them? (Draw a grid.) Character Actions Personality Interesting facts 3- Where does the story unfold? When? 4- What is the excerpt really about? 5- Did you enjoy it or not? Why? 6- Which type of short story is it? 7- In which ways is it different from usual ghost stories? 8- What must have been the author’s goal? 9- Do you think the story is a success? Why (not)? 10- Let’s list the key phrases & words from the text: (To be learnt for next lesson): To do a very foolish thing There was no doubt that†¦ To be haunted Duty To discuss terms Skeleton Mysterious noises To get very little sleep at night Furniture To be enterprising To warn someone Otherwise 11- Add some which you did not know. (at least 3) 1- Write a summary of the first chapter. 2- Write a story using the title â€Å"The (name of your school) ghost†. It must be a mock ghost story, a parody. The best story (the most interesting, the most creative, the funniest†¦.) will be selected by the class. 3- Make a poster about Oscar Wilde. 4- Prepare a talk on Oscar Wilde’s main novels, plays, short stories. 5- Learn the vocabulary. 6- Imagine a sequel to the story (the following chapters). 7- Imagine another title for the story. 8- Which type of stories do you enjoy most? Why? 9- Sum up your favourite story for the class. Try and find as many words as you can from the â€Å"ghost / supernatural† semantic field: any word or phrase that has the same root or that is related to it. Ghost semantic field Reality / down-to-earth semantic field Haunted Frightened into a fit Skeleton Ghost Several living members of my family Unfortunate accident Mysterious noises 1584 Makes its appearance before the death of any member of our family Curious stillness Red stain Blood has been spilt Guilty spirit To discuss terms As she was dressing for dinner Got very little sleep at night â€Å"that is all nonsense† Try and find the meaning of the following words / phrases: Foolish (= stupid) fool (noun) + -ish (ïÆ'   adjective) = adjective Punctilius (=Strictly attentive to minute details of form in action or conduct. See synonyms at meticulous/ Precise; scrupulous.) = adjective Duty (= what you are supposed to do) = noun Unfortunate ( = Characterized by undeserved bad luck; unlucky / Causing misfortune; disastrous) Un- (prefix) + fortune (noun) + -ate (ïÆ'   adjective) = adjective To reckon (=To consider as being; regard as / To think or assume.) Verb (informal) For that matter (=as far as that is concerned) = phrase (preposition + quantifier + noun) Purchase (= something you buy) = noun Refinement (= 1. The act of refining. 2. The result of refining; an improvement or elaboration. 3. The state or quality of being refined; cultivation, as in manners or taste. 4. A keen or precise phrasing; a subtle distinction.) = noun (to refine, verb + suffix –ment ïÆ'   noun) Worthy ( = 1. Having worth, merit, or value; useful or valuable. 2. Honorable; admirable: a worthy fellow. 3. Having sufficient worth; deserving: worthy to be revered; worthy of acclaim.) = worth (noun) + suffix –y (ïÆ'   adjective) = adjective. Use them in a sentence. This was a very foolish reaction! Paul has always been extremely punctilius in all matters. This is your duty. You don’t have a choice. This unfortunate accident proved that the house was not safe at all. I reckon I saw the ghost this morning. I don’t believe in ghosts myself for that matter. What a lovely purchase! One of his best qualities is the refinement of his language. He is not worthy of you! What could a â€Å"fawn† be? Like the deer and the stag, the fawn exercised great power over the early Celtic imagination. The Eacute;rainn King Lugaid Laà ­gde pursued a fawn, probably a divine personification of Ireland itself. Aige and Sadb were transformed into fawns. Donn mac Midir used yet another woman transformed into a fawn to lure Fionn mac Cumhaill and his men. But some fawns are male, like Fionn’s son Oisà ­n, whose name is still the Irish word for fawn. The fawn appears to be an antecedent of the stag in the Perceval legend. (Adapted from answer.com) Discuss with a partner what you know about Oscar Wilde. Oscar Fingal O’Flahertie Wills Wilde (16 October 1854 – 30 November 1900) was an Irish playwright, poet and author of numerous short stories and one novel. Known for his biting wit, he became one of the most successful playwrights of the late Victorian era in London, and one of the greatest celebrities of his day. Several of his plays continue to be widely performed, especially The Importance of Being Earnest. As the result of a widely covered series of trials, Wilde suffered a dramatic downfall and was imprisoned for two years hard labour after being convicted of â€Å"gross indecency† with other men. After Wilde was released from prison he set sail for Dieppe by the night ferry. He never returned to Ireland or Britain Adapted from: Wikipedia. Using the title, guess what the story might be about. Which type of story do you expect it to be? It will certainly be a ghost story, a gothic story. Prepare 6 guesses: what do you think the story is going to deal with? (Use modals!!!) It might be about †¦ This story may deal with a cranky old ghost. It could tell the story of a †¦ Prepare 6 questions to which you would like to find an answer in the first chapter. Is the ghost scary? How do the inhabitants feel about it? What is going to happen to the main characters? What did the ghost to be forced to haunt a house? What can he do to rest in peace at long last? Who represents evil, who represents good? Write 10 words you expect to find in the extract. To haunt, to be haunted, to be scared to death, to scream, to howl, to be afraid, to run away, to hide, to moan, to cry. Imagine a short summary of the story using these words. There was once a huge haunted castle in which the inhabitants kept being scared to death by a moaning ghost who kept rattling his chains & howling at night. The poor inhabitants kept crying, screaming, running away from him but there was no escaping him so they had to hide and then to move out at last. Read the first paragraph of the story and answer the following questions: What do we learn at the beginning of the story? (1st paragraph) 2 characters are introduced: Mr Hiram Otis, an American Minister who has bought Canterville Chase and Lord canterville, an English aristocrat. Lord Canterville has told Mr Otis that the place was haunted. List all the information you are given about the main characters. Mr Otis is American. Lord Canterville is English and an aristocrat. He is a man of most punctilius honour and does not hide from his buyer that the castle is haunted. What do the following expressions refer to? â€Å"The Stars and Stripes† (= the twins) The Minister (= Mr Otis) â€Å"She† won’t faint after that (end of the chapter). (= Mrs Umney) The old housekeeper (= Mrs Umney) Can you infer the meaning and word-class (for instance adjective, noun, verb, preposition†¦) of the following words & phrases? Indeed (link-word) 1. Without a doubt; certainly: very cold indeed; was indeed grateful. 2. In fact; in reality: felt sure I’d win, and indeed I did. Aristocracy (noun, aristocrat + suffix –y) 1. A hereditary ruling class; nobility. 2. a. Government by a ruling class. b. A state or country having this form of government. 3. a. Government by the citizens deemed to be best qualified to lead. b. A state having such a government. 4. A group or class considered superior to others. Middle-aged (noun + verb + -ed, ïÆ'   adjective) Of or relating to middle age: middle-aged parents; middle-aged interests. Ill-health (adjective + noun ïÆ'   noun) Poor health; sickness. Compare the description of the British Aristocracy (Lord Canterville) with that of the modern Americans. What can you infer from these descriptions & their reactions? Lord Canterville is a man of punctilius honor whereas Mr Otis mocks the English and is quite derogatory when he mentions that money can buy anything, that the Americans would have bought ghosts if there were such things. Write 10 key-words you read. Ghost, haunted, skeleton, nonsense, to faint, honest soul, frightened, modern country, old-fashioned, be scared. Write a short summary of the story using those words and some connectors. Canterville Chase is haunted by a ghost who had been scaring the British aristocracy for 300 years when it was bought by an American Minister who keeps comparing America, a modern country to Great Britain, an old-fashioned nation. Moreover, Mr. Otis is not afraid of the ghost. On the contrary, he doubts its existence. It’s nonsense according to his son, Washington. Later in the chapter his son even goes so far as removing a blood stain and that makes the old housekeeper, an honest soul, faint. She is afraid of the ghost and of skeletons. Pick out 5 verbs from the text and describe their forms (tense, active or passive voice†¦) and decide why this particular tense was chosen. â€Å"When Mr. Hiram B. Otis, the American Minister, bought Canterville Chase† = past simple, used for a finished time. â€Å"every one told him he was doing a very foolish thing† = past continuous, used for a finished time but when we insist on the activity, its duration, when we give our opinion on the sentence (when we comment upon it). â€Å"We have not cared to live in the place ourselves† = present perfect, used when there is a connection with the present time, with â€Å"now† (indeed, nobody is living now at Canterville Chase, it’s still true). â€Å"lady canterville often got very little sleep at night† = past simple, used for a finished time + narrative tense. â€Å"I fear that†¦Ã¢â‚¬  = present simple, â€Å"fear†: you fear when you say it (then the present simple is used). Answer the following questions: Who will be the main characters in your opinion? Mr. Otis & his family (Washington seems quite enterprising), the ghost. What do you learn about them? (Draw a grid.) Character Actions Personality Interesting facts Mr. Otis Talks about America in a very proud way Insulting (without meaning to), proud Does not believe in ghosts Washington Removes the blood stain practical Is trying to defeat the ghost from the start Lord Canterville Tells Mr. otis about the ghost Frank, kind Tries to warn the family Where does the story unfold? When? In Great Britain, at the end of the 19th century (1584 + 300 = 1884). What is the excerpt really about? It’s about American & British values. Money vs tradition. Which type of short story is it? It is the parody of a ghost story. In which ways is it different from usual ghost stories? There’s a gothic castle but the new owners are not scared to death. They even doubt the ghost’s existence! What must have been the author’s goal? Criticism. Write a summary of the first chapter. ïÆ'   Mr. Otis, an American Minister, buys a property in England called Canterville Chase, against the advice of his friends and the owner himself, Lord Canterville, who assures him that it is haunted. Lord Canterville’s family has chosen not to live there because of the ghost. His grandaunt never recovered from her fright caused by two skeleton hands grabbing her shoulders. Mr. Otis says that he does not believe there is such a thing as a ghost, and says he will take the house and the ghost if it does indeed come with it. Lord Canterville replies that the ghost’s existence has been well known since 1584, and always appears before the death of a member of his family. A few weeks later, when the purchase is complete, the family moves into Canterville Chase. Mr. Otis is accompanied by his wife, who is a good-looking woman of good health, and their four children. The eldest is a son named Washington, a handsome, sensible young man who is also good at dancing. Virginia is the only daughter, and is fifteen years old. She is â€Å"lithe and lovely† and an accomplished rider. She even beat the young Duke of Cheshire in a race, and he was so impressed by her he proposed to her. The youngest children are the twins, otherwise known as the â€Å"stars and stripes† because they are always being switched for their mischievousness. The Otises have a lovely drive to their new property, seeing squirrels, rabbits and birds along the way. However, as they approach Canterville Chase, the sky becomes dark, and everything is very still. The housekeeper, Mrs. Umney, greets them and tells them about the bloodstain on the library floor when asked by Mrs. Otis. She tells them that the stain mysteriously cannot be removed, and is the blood of Lady Eleanore de Canterville who was murdered there by here husband, Sir Simon, in 1575. Sir Simon lived for another nine years, but then mysteriously disappeared. His body was never found, but his ghost haunts the house. Washington says her story is nonsense, and proceeds to remove the stain with stain remover. There is a clap of thunder and Mrs. Umney faints. When she awakes, Mrs. Umney warns the Otis’ to be wary because she has seen the truth of the ghost’s existence, and has spent many sleepless nights in the house. All of the Otises, however, state that they are not afraid of ghosts. (From Bookrags.com).

Describe and Evaluate Biological Explanations of Depression

Describe and evaluate biological explanations of depression There are many different explanations for depression, including biological. Links have been found between biochemical, genetics and hormonal imbalances with depressed people. In the biochemical explanation, a link has been found between neurotransmitter imbalances and depression. Serotonin is associated with pleasure and mood. Mann et al found impaired transmission of serotonin in people with depression. However Julian disagrees with this statement and says depression may be due to neuron damage rather than a neurotransmitter reduction.The problem with this approach is that it implies correlation and not causation, there may be a link but something else could be causing both depression and low serotonin. There is the chicken and egg problem – does low serotonin cause depression or does depression cause low serotonin? In other areas of psychology low serotonin has been linked with increased aggression and eating disord ers, as well as anxiety. Someone that has low serotonin does not necessarily become depressed. There is also the problem where people are depressed but have normal serotonin levels.This shows that depression is not fully down to biochemical imbalances but other things as well. It is a very simplistic and reductionist model and should only be included as a vulnerability and not the whole answer to depression. Another explanation is a genetic problem. Through many family studies Gershon states there is a clear inheritable component to depression, especially in bipolar disorder. Weisseman et al supports this by saying that for if a child has a parent with depression, the risk of the child having depression is increased by three times compared to the general population.This is a strong finding but as the children share the same environment as their parents, there is a possibility that the child has learnt the behaviour through the social learning theory of imitating and observing and no t through genetics. Kendler et al studied over 15000 twins in Sweden and found that if one twin has depression, there is a 38% chance that the other twin will have it too. This has strong methodology and is supported by many twin studies who have found similar results. On the other hand the twins share the same environment and so environmental influences may still be possible.The results were nowhere near 100% showing that depression is not fully down to genes, the people may have a genetic vulnerability but it takes something to trigger, perhaps. It is also unclear as to how exactly genes play a role in depression, without knowing the exact genes involved. Another way to access the significance of genes is through adoption studies. Wender found that a child is seven times more likely to have depression if the biological parents were depressed and the adoption parents were not.They found little evidence of depression being learnt. However Wender got his information about biological relatives just from hospital records and so there could be error of misdiagnosis or short-term depression only. The knowledge of whether a person has a genetic vulnerability to depression can be useful as the person is able to take preventative measures (change in lifestyle, diet to bring positivity to avoid depression), but it could be fatalistic as they understand they are more likely to become depressed – leading to depression.Diathesis-stress model says that depression can be better understood as an interaction between genes and environmental factors. Carroll found that high levels of the hormone cortisol are found in those suffering from depression and techniques known to suppress cortisol secretion have been found to be successful in depressive patients. However cortisol is released when stressed and so the high levels could be due to the high levels of stress the person has when they are depressed.As depression is twice as common in women as men, it could be due to the differences in sex hormones. Post-natal depression could be due to the high levels of oestrogen and progesterone that are released during pregnancy and then rapidly decrease once the baby is born which may account for an imbalance of hormones. Cooper disagrees with this statement as there was very little difference in the number of women suffering from depression after childhood and a control group of non-pregnant women at the same age.If imbalance of hormones was the cause then most mothers should get this type of illness but it is only a small number that get it. Menopausal depression is where oestrogen levels drop and hormone replacement therapy appears to be affective in treating many (but not all) women who suffer from this type of depression. However this could be due to the negative thoughts of getting older rather than the hormonal imbalance. Through the biological approach there are many possibilities. I think it is a mixture of biological vulnerabilities and stressful env ironments. Describe and Evaluate Biological Explanations of Depression Describe and evaluate biological explanations of depression There are many different explanations for depression, including biological. Links have been found between biochemical, genetics and hormonal imbalances with depressed people. In the biochemical explanation, a link has been found between neurotransmitter imbalances and depression. Serotonin is associated with pleasure and mood. Mann et al found impaired transmission of serotonin in people with depression. However Julian disagrees with this statement and says depression may be due to neuron damage rather than a neurotransmitter reduction.The problem with this approach is that it implies correlation and not causation, there may be a link but something else could be causing both depression and low serotonin. There is the chicken and egg problem – does low serotonin cause depression or does depression cause low serotonin? In other areas of psychology low serotonin has been linked with increased aggression and eating disord ers, as well as anxiety. Someone that has low serotonin does not necessarily become depressed. There is also the problem where people are depressed but have normal serotonin levels.This shows that depression is not fully down to biochemical imbalances but other things as well. It is a very simplistic and reductionist model and should only be included as a vulnerability and not the whole answer to depression. Another explanation is a genetic problem. Through many family studies Gershon states there is a clear inheritable component to depression, especially in bipolar disorder. Weisseman et al supports this by saying that for if a child has a parent with depression, the risk of the child having depression is increased by three times compared to the general population.This is a strong finding but as the children share the same environment as their parents, there is a possibility that the child has learnt the behaviour through the social learning theory of imitating and observing and no t through genetics. Kendler et al studied over 15000 twins in Sweden and found that if one twin has depression, there is a 38% chance that the other twin will have it too. This has strong methodology and is supported by many twin studies who have found similar results. On the other hand the twins share the same environment and so environmental influences may still be possible.The results were nowhere near 100% showing that depression is not fully down to genes, the people may have a genetic vulnerability but it takes something to trigger, perhaps. It is also unclear as to how exactly genes play a role in depression, without knowing the exact genes involved. Another way to access the significance of genes is through adoption studies. Wender found that a child is seven times more likely to have depression if the biological parents were depressed and the adoption parents were not.They found little evidence of depression being learnt. However Wender got his information about biological relatives just from hospital records and so there could be error of misdiagnosis or short-term depression only. The knowledge of whether a person has a genetic vulnerability to depression can be useful as the person is able to take preventative measures (change in lifestyle, diet to bring positivity to avoid depression), but it could be fatalistic as they understand they are more likely to become depressed – leading to depression.Diathesis-stress model says that depression can be better understood as an interaction between genes and environmental factors. Carroll found that high levels of the hormone cortisol are found in those suffering from depression and techniques known to suppress cortisol secretion have been found to be successful in depressive patients. However cortisol is released when stressed and so the high levels could be due to the high levels of stress the person has when they are depressed.As depression is twice as common in women as men, it could be due to the differences in sex hormones. Post-natal depression could be due to the high levels of oestrogen and progesterone that are released during pregnancy and then rapidly decrease once the baby is born which may account for an imbalance of hormones. Cooper disagrees with this statement as there was very little difference in the number of women suffering from depression after childhood and a control group of non-pregnant women at the same age.If imbalance of hormones was the cause then most mothers should get this type of illness but it is only a small number that get it. Menopausal depression is where oestrogen levels drop and hormone replacement therapy appears to be affective in treating many (but not all) women who suffer from this type of depression. However this could be due to the negative thoughts of getting older rather than the hormonal imbalance. Through the biological approach there are many possibilities. I think it is a mixture of biological vulnerabilities and stressful env ironments.

The Beautiful Country of Tanzania

The United Republic of Tanzania is located in Southeast Africa. The country includes the islands of Zanzibar and Pemba. Tanzania is a beautiful country with lovely beaches, mountains, national parks, and people. This is also the country where you can find Tanzanite, a dazzling blue stone that is astonishing everyone in the world one at a time. Arabs from Oman, who settled in Zanzibar in the 7th century A. D, first founded Tanzania. In the beginning of the 19th century, British and German explorers visited the mainland of Tanzania. The British then took over the country. After World War 1 was over, British rule came to and, but they were not given back their independence. After World War 2, they finally were granted independence and complete freedom from Britain. In 1954, Julius K. Nyerere made the Tanganyika National Union, which became the dominate political party. 1964, Neyerere proposed that Tanganyika and Zanzibar should merge into a single republic within the British Commonwealth. In 1964, the union changed their name to Tanzania, which we now know it as today. But within this, what it seems like, perfect country, there is an extreme issue that is causing problems with energy consumption, Biomass. Biomass is a renewable resource that can be cultivated by man, or grow wild. It is natures â€Å"store house† of solar energy and chemical resources. Ninety-two percent of energy used up in Tanzania comes from Biomass. Because of the lack of market mechanisms in the rural areas, and the result of imbalances in supply and demand, people are forced to use up all Biomass resources. This problem is especially growing in some urban areas, and if demand is met from natural forests in the peri-urban areas, a serious local deforestation may result. Also at the same time, open brush fires and wood clearing for non-energy needs are by far responsible for deforestation in the country. Forests are cleared for reasons which people think are good, but when they do this, it is really hurting them. When they ruin the forests for reasons such as agriculture, shelter, firewood, and many other reasons, people are forced to use other Biomass resources such as animal waste in rural households because the increasing depletion of wood. This can not go on forever and someone must find a solution to this. To enhance the Biomass resource, there is a need for â€Å"a holistic supply management approach which recognizes the competing uses of land†, which was said by a household energy speaker. Tanzania is presently trying to ensure enough supply and efficient use of energy throughout the country. This is known as â€Å"The Energy Policy of Tanzania†. The policies goal is to reconcile the need to ensure continuity and security of energy supply on one hand and the need to reduce the burden on the economy of energy imports on the other. This will include an approach that recognizes the competing uses of land. The main strategy would be to enhance the management of the existing resource base, and combine the growing of multi-purpose trees with other agricultural activities. This should show that fuelwood is just one of the many products that come out of the agricultural system. The policy also calls for the development of more appropriate land management practices and betters woodfuel technologies. Other goals are to get rid of hydroelectric sources, develop and use natural gas resources, and step up petroleum exploration activities. The people of Tanzania are going to be doing everything possible to improve the use of energy. If the situation there does not change, bad things are going to happen. Homes in Tanzania take in more energy then some businesses. If this does not change, pretty soon there will barely be enough energy for lights to work. After energy is consumed properly, life will be a lot easier for people to in Tanzania to live.

Enzymes Essay Example | Topics and Well Written Essays - 1000 words - 1

Enzymes - Essay Example Enzymes do their best by working at lowering down the energy levels and hence they are present whilst doing the same within a reaction. The rate of a chemical reaction starts getting faster as and when they occur. The uncatalyzed reactions are much slower than the enzymatic reactions which are happening within a cell. The difference is quite comparable since the downfall is pretty noticeable. Enzymes are not at all consumed or eaten up by the chemical reactions which are taking place within it but at the same time the equilibrium is maintained during the whole activity which is a definitive plus point on the part of these very enzymes. Enzymes are much more specific than the remaining catalysts as they usually account for the crystallization process of around 4000 biochemical reactions. It is a case in point here to understand that not all the biochemical catalysts are proteins as the ribonucleic acid (RNA) molecules which are known as ribozymes facilitate their bit at catalyzing different sorts of reactions. Enzymes are specific because their activity can easily affect the other molecules which are present and so in return can leave a lasting impression on the whole chemical reaction that is taking place. On the same token, inhibitors are those molecules which decrease the activity that is going on within the enzymes. On the other hand, activators increase the same process altogether. There are a number of enzyme inhibitors in the form of drugs and different poisons. These enzymatic activities are also changed through the different temperatures, pH scales, concentration present within the relevant substrates and so on and so forth. A number of enzymes are used for a commercial purpose as they are employed in the synthesis of different antibiotics and the like. An enzyme’s name is basically derived from the respective substrate and even the chemical reaction that it brings in catalyzing and the word more

Leadership Differences Term Paper Example | Topics and Well Written Essays - 1500 words

Leadership Differences - Term Paper Example New leadership theories attach emphasis on the importance of trust, honesty and long-term partnerships in conducting and running organizations. The 21st century presents a competitive business world and, therefore, needs leaders with novel ideas and that are willing to inspire and motivate others to take risks as well as being able to build new strategic relationships to address the emerging challenges brought about by globalization (Richard Daft, 2010). In the 20th century, leadership was about obtaining a finite objective or goal that is, delivering goods and services with a sole aim of making profits; dominance and the exercise of market power. However, in the 21st century, leadership is about an infinite objective or goal of satisfying customers; cognitive flexibility, vision and mission, authenticity, and the creation of strategic relationships. Organizations in this century make profits by creating value and quality products to customers and not through the solely delivering goods and services to the customers like in the 20th century. For this reason, scholars argue that â€Å"the finite objective of the 20st century about delivering goods and services to make profit was dispiriting and annoying because the goal demotivated and dispirited the workers, in addition to, acting as a source of frustration for the customers since the objective was unsustainable as it ignored quality and value addition† (Denning, 2010). The i nfinite goal of the 21st century, on the other hand, is naturally inspiring and aims at satisfying customers and workers, thus considered sustainable. Conversely, the 20th century business landscape was characterized by linear objectives, which organizations would obtain with ease through internal advantages such as economies of progressively because the organizations were in charge and controlled the consumers. The organizations, thus never minded much about quality and the need to provide innovative and quality

The Use of Conflict Management Styles Across Different Cultures Assignment

The Use of Conflict Management Styles Across Different Cultures - Assignment Example The study will also intend to evaluate the process of selection of the conflict management styles in the organizations and the factors influencing them. The cultural identities of the organizations have become more diversified in the contemporary scenario as the internal workforce is more widespread and open (Cochran & Harpending, 2009). According to Devine et al. (2002), culture defines the identity of an individual, group or an institution and is one of strongest psychological attachments that can give rise to conflicts if tempered with. Blair (2001) opined that often it is observed that mergers and strategic alliances fail in the real world businesses because of their cultural differences. For instance, the merger between Ford and Chrysler in the year 1998 failed because of the inability of their workforce of the organizations to adapt to the changes in the work structure. In order to assess the influence of culture on the conflict management process, it is essential to first understand the factors involved in culture. Devine et al. (2002) reflected that although culture is not always the cause of the conflict but it can influenc e the conflict resolving process. In the words of Blair (2001), culture of a firm reflects the core values, passion and its aim. Geary (2005) added that the stakeholders of a firm contribute towards the development of its culture. This again creates complicacies and conflicts among the management and the shareholders of a company. Bentley et al. (2007) argued that organizational culture is influenced by the aims and objectives which in turn dominate the work process of the firm. Devine et al. (2002) focused on the influence of cultures on the business process and stated that when the basic needs of an individual, group or organization are satisfied, conflicts do not rise among diverse cultures. However, Chiappe & MacDonald (2005) stated that cultural diversity also increases the chances of conflict among the people as it reflects

BIO Essay Example | Topics and Well Written Essays - 750 words

BIO - Essay Example Its posterity would inherit that preference and pass it on to their posterity. The inferior (distraught) parts of the same species would slowly vanish, leaving just the predominant (advantaged) parts of the species. Natural selection is the protection of a functional advantage that empowers members of a species to contend better in nature. Natural selection is the naturalistic equal to local rearing (Vincent and Joel 67). Throughout the hundreds of years, human breeders have delivered sensational changes in local creature populaces by selecting people to breed. Breeders eliminate out undesirable attributes bit by bit over time. Additionally, natural selection wipes out inferior species step by step over time. However, a concept referred to as uniformitarianism is against the theory of natural selection. The theory states that the evolution took place through the influence of some natural forces such as earthquakes and floods. The climate of the earth has changed during the course of history. The majority of scientists agree that human activities are resulting to the increase of greenhouse gasses into the atmosphere. Human activities since the period of the industrial revolution have increased the level of greenhouse gasses in the atmosphere. Carbon dioxide one of the major greenhouse gasses is produced through the process of burning fossil fuels, deforestation, and land use changes (Woodward 69). Methane the second type of greenhouse gasses is produced through the process of decomposing wastes in landfills, rice cultivation, and manure management. This means that human activities such as farming and use of fossil fuels have increased the level of greenhouse gasses in the atmosphere. In my area of origin, there is the problem of contamination of drinking water. This is occurring through the contamination of rivers, reservoirs, and lakes in the region. The government is trying to guarantee that there is a proper way of disposing of waste from the factories in

Nathan Forrests Monument Tribute to Selmas Defender or Wizard of Ku Essay

Nathan Forrests Monument Tribute to Selmas Defender or Wizard of Ku Klux Klan - Essay Example Nathan Forrest’s Monument – Tribute to Selma’s Defender or Wizard of Ku Klux Klan In my perspective, laws of justice and humanity conflict with dedicating a monument to a man whose name epitomizes America’s tragic history of racial prejudice and bloodshed. In order to comprehend this controversy, it is imperative to analyze the myriad of aspects surrounding it, such as first amendment, American history, political drama, and society’s reactions. The issue is that the Forrest Monument has always stirred drastically conflicting sentimental reactions amongst Americans. During the civil war, Nathan Bedford Forrest rose from a private soldier to the rank of lieutenant general in the Confederate Army. He was acclaimed for being a self-educated, valiant, and brilliant cavalry leader. Prior to the war, Forrest was an affluent planter, real estate backer, and slave trader. Despite lacking military education, Forrest rose to high ranks due to his innate strategic and tactical abilities. He pioneered novel policies for mobile forces, which earned him the title o f â€Å"The Wizard of the Saddle† (United Daughters of Confederacy 90). For some Forrest is a brilliant Civil War hero and quintessence of bravery and decisiveness. Todd Kiscaden, a friend and advocate of Forrest monument stated, â€Å"I recommend this man to model his life after. He always led from the front. He did what he said he was going to do. He took care of his people, and his people included both races (Allen).†... An extract from the letter of a confederate soldier, Achilles Clark, verifies these facts as he wrote that the slaughter was awful. He, with several others, tried to stop the brutalities of war and partially succeeded, but General Forrest ordered blacks to be shot down like dogs, and the carnage continued. Although some historians have glossed over his devious, inhumane crimes against negroes, the fact is that Forrest was not cruel, racially prejudiced slave dealer (Loewen and Sebesta 280). Likewise, Forrest is also infamous for being the Grand Wizard of Ku Klux Klan, a clandestine vigilante group that conducted a terrifying reign against African-Americans, Republicans and people who moved to south after the war (Ashdown and Caudill 39). Therefore, constructing his monument is â€Å"boldly racist† as Malika Fortier, a leading opponent in this struggle, quotes. In spite of the afore-mentioned facts, there are legal hindrances in preventing further work on the Forrest statue. Th e most imperative lingering question is that of land ownership. Proponents of the statue contend that the local authorities of Selma awarded the United Daughters of the Confederacy an acre of cemetery in 1877. As opposed to this, protestors argue that no legal documents exist to evidence the transfer of ownership to the United Daughters of the Confederacy (Brown 13). Although the question of land ownership is for now the most crucial, it constitutes only the basic queries and legal consequences that shall ensue. For instance, if the land were deemed as private property, passersby would not be aware that this cemetery contains Confederate Circle. In plain terms, the cemetery might be construed as public property even if it is

Research paperessay of Paul Robeson Essay Example | Topics and Well Written Essays - 2000 words

Research paperessay of Paul Robeson - Essay Example In 1915 he won a scholarship to Rutgers College, New Jersey, and was also educated at Columbia University law school, where he graduated in 1923. An outstanding athlete as well as scholar, Robeson was selected for the All-American college football team as the finest player in his position. For a short time thereafter he played professional football and semi-professional basketball. In 1921 he married his lifelong partner, Eslanda Cordozo Goode (1896-1965), an analytical chemist in a hospital pathology laboratory. She would later manage Robeson's career, and even though their relationship was often stormy and included periods of separation, she was initially a major influence in his life and the author of an early biography, Paul Robeson, Negro (1930). Robeson began his acting career in 1920, appearing in Simon the Cyrenian in Harlem, New York, and played his first professional part in 1922 in Taboo. It was in 1922 as a member of the cast of this play, now renamed Voodoo, that Robeson made his dbut in Britain. In later years he recalled that it was during his performances in Voodoo at the Blackpool Opera House in 1922 that he first realized he had the talent to make a career as a singer. In 1923 he briefly worked at a law firm in New York, but his experiences of racism in the USA persuaded Robeson that he might have more success as an actor than by attempting to practise as a lawyer. In the United States, Robeson continued to develop his singing career, and with Lawrence Brown, who was to be his accompanist for many years, he performed the first ever concert comprising entirely African-American secular songs and spirituals in New York in 1925. Later that year he began his legendary recording career, and during the next thirty-five years made over 450 recordings, mainly in Britain and the United States. The previous year he had made his first film, Body and Soul, directed by Oscar Micheaux. During the next twenty-five years he starred in ten films and twelve plays and musicals. As an actor he always strove to break away from the demeaning roles often played by black actors.(Boyle ,79) By 1947 he had decided to leave the professional stage in the United States altogether; he had already ended his film career because of his dissatisfaction with the roles he was offered. Robeson made numerous recordings and some of his most memorable films in Britain, including Song of Freedom (1936) and The Proud Valley (1939). In the latter he played a black American stoker who helped Welsh unemployed miners reopen their pits. In retrospect Robeson believed that his time in Britain had a profound influence on his personal and political development. As a result of his many contacts with students and other African residents, his serious interest in African cultures and languages developed. It was during this period that Robeson became patron of the West African Students' Union and, as he put it, 'discovered Africa' in London. He also began his comparative study of African, African-American, and other folk cultures, and in 1934 enrolled as a student of linguistics and African languages at London University.

National Institute of Justice Research Paper Example | Topics and Well Written Essays - 500 words

National Institute of Justice - Research Paper Example One such innovation is the Geographical Information Systems (GIS). Geographical Information systems are computer programs important to capture data requisite in the criminal justice system (2009). This expose elucidates the role of NIJ in the (MAPS) program, and the importance of the program to help reduce crime and improve public safety. With the introduction of GIS, computerized crimes maps have become a commonplace in fighting crimes in the contemporary society. Using data from the police on crimes and the geographical area of certain crimes, analysts are able to map where crimes occur. In addition, analysts analyze the reasons why the crimes occurred and effectively finding various ways of to respond to the crimes (NIJ, 2009). In this regard, these computerized crimes maps combine a geographical and social aspect in analyzing crimes. In effect, the analysis of crimes becomes crucial to the security authorities. Using funds from the Omnibus Appropriations Act of 1996, the National Institute of Justice created the Crime Mapping Research Center (CMRC) in 1997 (NIJ, 2009). The center’s fundamental responsibility was to determine the department of police’s use of analysis in policing. Consequently, the center developed programs meant to train and enhance the ability of police to utilize spatial maps and sets of data in combating crime (NIJ, 2009). In effect, this step marked the beginning of the program by NIJ since CMRC subsequently evolved into the Mapping and Analysis for Public Safety (MAPS) program in 2002, which funds research that uses GIS technology (NIJ, 2009). According to NIJ (2009), the role of NIJ in the MAPS program is to support research, which is important to help security agencies to enhance public safety. On a broader perspective, this program examines four fundamental aspects. The first of these

Adapting to terrestrial living Essay Example | Topics and Well Written Essays - 500 words

Adapting to terrestrial living - Essay Example Adaptations to tackle this problem include animal like skeletons and specialized plant cells and tissues which support the plant. A transition from aquatic to terrestrial life also meant a competitive struggle for sunlight; as a result plants had to be tall, which also necessitated strong stems and an extensive root system to anchor the plants firmly in the ground while they grew upwards towards the sunlight (www.countrysideinfo.co.uk) and this is turn led to the development of trees. Another requirement for air based living as opposed to aquatic life is the need to conserve water, because a plant may face constraints in obtaining an adequate supply of water from the soil. As a result, they have developed a cuticle or protective layer on the surface of leaves to prevent excessive loss of water by transpiration (www.countrysideinfo.co.uk). At the same time however, plants must also be able to absorb carbon dioxide from the atmosphere to carry on the process of photosynthesis and give out carbon dioxide. This objective had to be achieved without sacrificing the modes for preservation of water through the use of the cuticle. The adaptations made in plants to specifically cater to this requirement are stomata on the underside of the leaf, which allow the exchange of gases to take place without excessive loss of water from the surface of the leaf. For example, in drought prone areas, plant leaves are reduced to spines, so that the leaf surface from which loss of water can take place is considerably reduced. Plant species growing in drought ridden areas may demonstrate high levels of stomatal conductance, photosynthesis and photosynthesis during periods when water is available, but enter into periods of dormancy and lose their leaves during a period of intense heat (Lambers et al, 2008) Plants have evolved from simple unicellular organisms into complex multi cellular ones. A unicellular organism

Trend in Hr Outsourcing Essay Example for Free

Trend in Hr Outsourcing Essay In business world today, the main focus is delivering company’s core competency as to generate sustainable competitive advantage. The core competency is being described as what company does the best and in the same time, generates profit for the company. As the company focusing on their core competency, other components of the company require as much attention as the core to keep the company stable. However, it difficult for company to maintain all the aspect of their business at top level and even by that will cost them fortune. That’s when Outsourcing concept come into the picture. Outsourcing is the alternatives for company to hired external company to be their part of function. The execution of specific function for the company will enable the company to focus on their core competency. One of the most commonly function of management to be outsources today is the human resources department. Delmotte, J and Sles, L. (2008) stated that their researches on outsourcing of Human Resources lead to better time management as well as resources that support both tactical and strategic contribution. These factors later on enable stable and longer focus on supporting the core competency of the company. In other words, once company enable their human resource to be handled by the expert of the fields, the company now can focus more on their main competency. As the expert of the field charge on the HR, better result is shown which coming back in enabling company to perform better on the overall view. Extending the view from another point, the trends of outsourcing not just imply to company function that they are not well managed only. (Kosnik Hoover, 2006) The situation lead to outsourcing might be caused by lack of expert on that field. Kosnik, T. and Hoover, K. (2006) find in their research that outsourcing in term of staffing firm enable a company to obtain more expert into the workforce. In a way, instead of hiring single personal that course higher, outsourcing for a team of expert to be combined with current staff will returned more than it should. This staffing firm method can lead the form to better manage their expenses to better portion of the company where it is needed. For example, Telekom Malaysia in their Unifi consumer service development has outsource their customer interface system to Accenture Sdn. Bhd. by joining force their programmer and system analyst to work side by side in completing the system. Focusing on the outsourcing human resource of company, it leads to a chance for Host Company to have knowledge transfer from the external expert to the internal expert. Previously, considering staffing firm of expert to be part of the team, the host company can now develop their staff to be more expert. Schlosser, F., Templer, A., and Ghanam, D. (2006) discover in their research that organizational knowledge learning process can be enhance from the outsourcing of staff. Ads explained, the logic apply that to ensure everyone perform at the same level, internal training by the outsource expert will be done. This is to ensure after the contract done, the maintenance can be continue by the host company team force. There are several trends that change the nature of human resource outsourcing in today’s world. According to Rosenthal (2010), the first one is by shifting adoption patterns in order to take much more focused approach. Current outsourcing clients have become more critical when evaluating the benefits that they gain from outsourcing their HR functions. They would likely to focus on outsourcing on one specific area at time instead of outsourcing a broad function of the organization. Rosenthal explained that the clients are more likely to compare their investment in outsourcing cost with the returns and benefits that they gain from it thus, lead them to only outsource one defined area. Another trend stated by Rosenthal is integrating the benefits area and administrations together and outsource them. By doing so, the clients are able to ensure that every roles of the department can operates smoothly and efficiently. With that, any cost related to the employees’ benefits process can be kept at minimal thus, allowing the organization to provide more benefits for their people. For example, a more efficient off-boarding process can ensure that the people get paid no longer than it should moreover organization can minimize their healthcare costs with a wellness program to change behavior. Outsourcing enables the organization to hire another company to perform and operates certain functionalities for them like Human Resources. There are several factors that lead organizations to choose outsourcing their HR functions such as to focus more on their core competency, the lack of expert on that field and to promote knowledge transfer from the external expert to the internal expert. In today’s world, there several trends in HR outsourcing for example shifting adoption patterns in order to take much more focused approach and integrating the benefits area and administrations. Works Cited DELMOTTE, J., SELS, L. (2008). HR outsourcing: threat or opportunity? Belgium: EmeraldInsight. KOSNIK, T., HOOVER, K. (2006). Outsourcing vs insourcing in the human resource supply. United State : Emerald Insight. ROSENTHAL, B. E. (2010, January 1). Four Trends That are Changing Human Resources Outsourcing Article. Retrieved October 10, 2012, from Outsourcing Center: http://www.outsourcing-center.com/2010-01-four-trends-that-are-changing-human-resources-outsourcing-article-37457.html SCHLOSSER, F., TEMPLER, A., GHANAM, D. (2006). How Human Resource Outsourcing Affects Organizational Learning in the Knowledge Economy. Canada: JOURNAL OF LABOR RESEARCH.

What Is Childhood Onset Schizophrenia Psychology Essay

What Is Childhood Onset Schizophrenia Psychology Essay The number of people with schizophrenia in Canada in 2004 was estimated at 234,305or 1% of the population. The probability of individuals developing schizophrenia is higher for those that have the illness existing in their family history. Men and women are affected equally, but among the individuals who have schizophrenia, the male population is more likely to experience the illness at an earlier age than the female population. On average, males tend to experience symptoms of schizophrenia at the age of 18, compared to females who experience the illness at the average age of 25. Furthermore schizophrenia in Canada in 2006-2007 was one in 100 Canadians suffers from schizophrenia and another one in 100 suffers from bipolar disorder, or manic depression; 8% of adults will experience major depression at some point in their lives, while 12% of the population is affected by anxiety disorders. The onset of most mental illness occurs during childhood, adolescence and young adulthood. One out of every five Canadians will have a mental health problem at some point in his or her life. What is Childhood Onset Schizophrenia? Childhood schizophrenia is the onset of triggers before full flange schizophrenia is diagnosed this usually happens between the ages of 17 to 25. Having an initial onset before age 14 or after age 30 is unusual. Childhood schizophrenia is more common in males then females. Childhood-onset schizophrenia (COS), particularly when diagnosed prior to the age of 13, is considered to be especially rare and severe (Torrey, 2001). It has been estimated that COS occurs in 1 in 10,000children. Of all schizophrenic disorders, only 0.1 to 1% manifest prior to age 10, increasing to 4% by age 15 (Dulmus Smyth, 2000). As with other schizophrenic spectrum disorders, COS is much more rare and more severe than its adult-onset counterpart. Why the onset of schizophrenia occurs in this specific age group is unknown. Schizophrenia is a chronic mental illness that affects the brain. It is a psychotic disorder which involves delusions, hallucinations and a loss of contact with reality. This makes it very d ifferent for a person who suffers from schizophrenia to differentiate between what is real and what is not real. However, it is currently believed that most cases of COS are attributable to some form of brain disease with genetic roots. The genetic roots are especially prominent, as nearly 50% of children with COS have at least one first degree relative with schizophrenia or a schizophrenic spectrum disorder (Thaler, 2000). It was initially thought that the age at which psychotic aspects of COS developed was associated with the onset of puberty. In females, the development of secondary sex characteristics has been shown to be associated with the onset of psychosis, but the same is not true for males (Jacobson Rapoport, 1998). Childhood schizophrenia symptoms are different than those associated with adult schizophrenia. Schizophrenia in children doesnt start suddenly, adults schizophrenia happens in episodes and it occurs relatively suddenly. But this almost never happens with a childs case of onset schizophrenia. Likewise in adults when they lose interests in pleasurable things children exhibi t the same symptoms they begin to lose interest in their friends or activities and they may start to display strange behavior like running out of the house in the middle of the night undressed these signs and symptoms have been reported by parents who have children diagnosed with COS. Causes Although it is unclear whether schizophrenia has a single or multiple underlying causes, evidence suggests that it is a neurodevelopmental disease likely involving a genetic predisposition, a prenatal insult to the developing brain, and stressful life events. The role of genetics has long been established; the risk of schizophrenia rises from 1 percent with no family history of the illness, to 10 percent if a first degree relative has it, to 50 percent if an identical twin has it. Prenatal insults may include viral infections, such as maternal influenza in the second trimester, starvation, lack of oxygen at birth, and untreated blood type incompatibility. Studies find that children share with adults many of the same abnormal brain structural, physiological, and neuropsychological features associated with schizophrenia. The children seem to have more severe cases than adults, with more pronounced neurological abnormalities. This makes childhood-onset schizophrenia potentially one of t he clearest windows available for research into a still obscure illness process. How Does It Affect Them? Childhood schizophrenia has a philosophical effect on a childs ability to function effectively in all aspects of life- family relationships, school, social life etc. The onset of schizophrenia in early childhood years usually leads to disruption in a childs education. Child with schizophrenia often experience difficulty maintaining focus in class. Because of their environmental factors, they may feel as if they are being targeted by other students this is a state of delusion as well as figment of the imagination. A child who suffers from the onset of schizophrenia may need to have a teachers assistant who can provide them with the positive support while they are in school in order to function. Genetic predisposition: A genetic predisposition, a prenatal insult to the developing brain, and stressful life events. The role of genetics has long been established; the risk of schizophrenia rises from 1 percent with no family history of the illness, to 10 percent if a first degree relative has it, to 50 percent if an identical twin has it. Prenatal insults may include viral infections, such as maternal influenza in the second trimester, starvation, lack of oxygen at birth, and untreated blood type incompatibility. Studies find that children share with adults many of the same abnormal brain structural, physiological, and neuropsychological features associated with schizophrenia. The children seem to have more severe cases than adults, with more pronounced neurological abnormalities (NIMH, 2009). Experts now agree that schizophrenia develops as a result of interplay between biological predisposition (for example, inheriting certain genes) and the kind of environment a person is exposed to. These lines of research are converging: brain development disruption is now known to be the result of genetic predisposition and environmental stressors early in development (during pregnancy or early childhood), leading to subtle alterations in the brain that make a person susceptible to developing schizophrenia. Environmental factors later in life (during early childhood and adolescence) can either damage the brain further and thereby increase the risk of schizophrenia, or lessen the expression of genetic or neurodevelopmental defects and decrease the risk of schizophrenia. In fact experts now say that schizophrenia (and all other mental illness) is caused by a combination of biological, psychological and social factors, and this understanding of mental illness is called the bio-psycho-so cial model (Chiko, 1995). Children who dont receive medication treatment may not have a positive support system they may possibly have a much greater chance of experiencing hardship throughout life. Because medication would help stabilize a childs triggers from becoming worst as well as strengthen their cognitive functioning for a better outcome in life. The cognitive functioning is related to the types of symptoms experienced. Individuals with higher intelligence experience more positive symptoms, while those with lower intelligence experience more negative symptoms (Gonthier Lyon, 2004). Children who dont take medication for schizophrenia will have a difficult time creating optimistic coping strategies to help them with their adversities they may be encountering. Children who have received early medication interventions have a more likelihood of developing a stronger ability to deal with COS because of the early interventions they have receive (Gonthier Lyon, 2004). Treatment: Treatments that help young patients manage their illness have improved significantly in recent decades. As in adults, antipsychotic medications are especially helpful in reducing hallucinations and delusions. The newer generation atypical antipsychotics, such as olanzapine and clozapine, may also help improve motivation and emotional expressiveness in some patients. They also have a lower likelihood of producing disorders of movement, including tardive dyskinesia, than the other antipsychotic drugs such as haloperidol. However, even with these newer medications, there are side effects, including excess weight gain that can increase risk of other health problems. Children with schizophrenia and their families can also benefit from supportive counseling, psychotherapies, and social skills training aimed at helping them cope with the illness. They likely require special education and/or other accommodations to succeed in the classroom. The medication interventions that are available for COS are treatment based. Treatment for schizophrenia through medication is pharmacological therapy. Pharmacological treatment usually takes form of neuroleptic drugs and antipsychotics. Children who are taking this medications need greater care; not only because of the side effects but because there is a negative association between the dose administered and the patients level of social functioning. The most commonly used medications that are prescribed to children are: the antipsychotics risperidone Risperdal and olanzapine (Zyprexa (Nicholson, 2000). Antipsychotic drugs, like virtually all medications, have unwanted side effects along with their beneficial effects. During the early phases of antipsychotic drug treatment, patients may be troubled by side effects such as drowsiness, restlessness, muscle spasms, tremor, dry mouth, or blurring of vision. Most of these can be corrected by lowering the dosage or can be controlled by other medications. Different patients have different treatment responses and side effects to various antipsychotic drugs. A patient may do better with one drug than another (Nimh, 2007). The long-term side effects of antipsychotic drugs may pose a considerably more serious problem. Tardive dyskinesia (TD) is a disorder characterized by involuntary movements most often affecting the mouth, lips, and tongue, and sometimes the trunk or other parts of the body such as arms and legs. It occurs in about 15 to 20 percent of patients who have been receiving the older, typical antipsychotic drugs for many years, but TD can also develop in patients who have been treated with these drugs for shorter periods of time. In most cases, the symptoms of TD are mild, and the patient may be unaware of the movements (Nimh, 2007). Antipsychotic medications developed in recent years all appear to have a much lower risk of producing TD than the older, traditional antipsychotics. The risk is not zero, however, and they can produce side effects of their own such as weight gain. In addition, if given at too high of a dose, the newer medications may lead to problems such as social withdrawal and symptoms resembling Parkinsons disease, a disorder that affects movement. Nevertheless, the newer antipsychotics are a significant advance in treatment, and their optimal use in people with schizophrenia is a subject of much current research (Nimh, 2007). However an children who has received medication treatment based interventions will have the ability to better cope with tribulations. Counter Argument: There are parents who support COS without the use of medication intervention. These caregivers believe in a more holistic approach to dealing with COS. The holistic approach includes: the childs caregivers, school as well as doctor and community; they can implement strategies to help a childs successes without the use of medications. It takes a village to raise a child this means if the child has a great support system surrounding them it can be possible for them to do well without the use of medication. From an ecological perspective if the risks in a child/youth life overpower the positive factors the child/youth are at a greater destitution of environmental events and transitions over the course of life. Some would agree with this point because a youth can build up a natural resilience to cope with their dilemmas. This in fact can be stronger than youth who have been exposed to early interventions. Because they have learned to either fight or flight when it comes to difficulties they may face. Youth are able to demonstrate the fight or flight theory when it comes to adjusting to their context without any major downfalls, they can better become accustomed when adapting to lives trials and tribulations. Many families choose to support their child who has been diagnosed with COS with cognitive therapy. Cognitive therapy with COS patients involves education about schizophrenia, including treatment options, social skills training, relapse prevention, basic life skills training, and problem solving skills and strategies (AACAP, 2001). Social skills and basic life skills training can overlap, as children learn the age-appropriate skills necessary to function in their environment. This often includes communication skills such as eye contact, assertiveness and self-advocacy training, conversation skills, coping strategies, and basic self-care skills, such as grooming and hygiene, cooking, basic money management skills, and vocational training (Dulmus Smyth, 2000). Many of these skills should be taught within an educational setting and worked into a systematic classroom curriculum (Gonthier Lyon, 2004). This continues into early school age, when impairments in attention and behavior begin to manifest, affecting school performance. Because of these impairments, it is often the childs teacher who first notices early problems (Brown, 1999). The real onset of schizophrenia consists of four phases through which children continue to cycle corrosion increases with each cycle. Nevertheless more or less 10 year after initial cycle the acute phases tend to diminish. The first phase of COS is the prodromal phase, which involves some type of functional deterioration prior to the onset of psychotic symptoms. This can include social withdrawal, isolation, bizarre preoccupations, deteriorating self-care skills, and physical complaints, such as changes in sleeping patterns or appetite. These changes can occur swiftly or the childs abilities may steadily decrease over time (DeCesare, Pellegrino, Yuhasz, 2002). Amount of time during a one-month period: delusions, hallucinations, disorganized speech, grossly disorganized or catatonic behavior, or negative symptoms including flat affect, deficiency of speech, or lack of resolve (American Psychiatric Association [APA], 2000, p. 312). Duration of these symptoms may be shorter if they respond well to treatment. Only one of the aforementioned symptoms is necessary if delusions are bizarre or hallucinations include a voice keeping up a running commentary on the persons behavior or thoughts, or two or more voices conversing with each other (p. 312). In addition, the person must show a deterioration of social, occupational, and self-care functioning. With children this can include the failure to achieve expected levels of interpersonal, academic, or occupational achievement (p. 321). Symptoms must be present for at least 6 months. There is, on average, a 2-year delay between the onset of psychotic symptoms and a diagnosis of COS (DeCesare et al., 20 02). Several studies have been completed examining the suitability of the adult DSM-IV criteria for child and adolescent onset schizophrenia (Hollis, 2000; NIMH, 2001; Schaeffer Ross, 2002). These have found that there is a high degree of consistency between the two disorders in terms of symptoms, anatomical findings, physiological changes, and genetic presentation. One commonly recognized difference between the child- and adult-onset types is that, in children, psychosis develops gradually, without the sudden psychotic break seen in adults (Rapaport, 1997). Also, it should be noted that the poor functioning found in children with COS is more a result of failure to acquire skills rather than deterioration of skills, as is found in adult schizophrenics (Gonthier Lyon, 2004). Late-onset Schizophrenia Just like there is early onset schizophrenia that begins early in childhood, there is also late onset schizophrenia. Late schizophrenia is a range of clear as beginning after the age of 40 or 45. Its accurate occurrence is unclear, but not rare. It seems possible; clinically late-onset schizophrenia is similar to the earlier onset variety except for having a predominance of females affected. Having more schizoid and paranoid delusion and more visual, tactile, and olfactory smell hallucinations, and having fewer negative symptoms or thinking disorders (Torrey, 2001). Symptoms of late schizophrenia are similar to those in early-onset schizophrenia, especially paranoid type. To diagnose LOS, the patient should meet the DSM-III-R (2) criteria for schizophrenia (including duration of at least 6 months), with the additional requirement that the onset of symptoms (including the prodrome) be at or after age 45. The prototypical patient is a middle-aged or elderly person who functioned moderately well through early adulthood (despite some premorbid schizoid or paranoid personality traits) and who exhibits persecutory delusions and auditory hallucinations and shows some improvement in positive symptoms with low-dose neuroleptic therapy, yet has a chronic course (Harris, 2000). Effects of Medication on Cognition in Late-Onset Schizophrenia It can be argued that some of the neuropsychological deficits in schizophrenic patients may be due to the effects of medication. There is evidence that anticholinergic drugs can interfere with cognitive functioning, especially learning and attention (21, 62). Typically, learning impairment is associated with higher anticholinergic dosage or acute change in anticholinergic medication regimen. In terms of the reported effects of neuroleptic drugs on cognitive and psychomotor functions in patients and normal controls, there has been some variability and inconsistency in the literature (34). In general, sedative phenothiazines have been found to depress psychomotor function and sustained attention, but higher cognitive functions are relatively unaffected. In the majority of studies of schizophrenic patients, both cognitive function and attention improved with neuroleptic treatment, in parallel with clinical recovery. In general, the studies of neuropsychological effects of neuroleptic th erapy have not been addressed specifically in older schizophrenic patients. Childhood onset schizophrenia is persistent; it affects all areas of development and functioning. The symptoms vary significantly from one person to another making it difficult to determine what symptoms are core or identifying features. Childhood psychoses such as pervasive developmental disorder is very similar to childhood onset schizophrenia it is difficult to identify the difference between the two disorders because the characteristic overlap this makes it difficult when it comes to diagnosing a child who can be potentially be suffering from one of the two disorders. Conclusion Such a disease, which disorders the senses, perverts the reason and breaks up the passions in wild confusion-which assails man in his essential nature-bring down so much misery on the head of its victims, and is productive of so much social evil-deserves investigation on its own merits, by statistical as well as other methodsà ¢Ã¢â€š ¬Ã‚ ¦. We may discover the causes if insanity, the laws which regulate its course, the circumstances by which it is influenced, and either avert its visitations, or mitigate their severity; perhaps in a later age, save mankind from its inflictions, or if this cannot be, at any rate ensure the sufferers early treatment.

Contrastive analysis

Contrastive analysis Contrastive analysis(CA) is a method to distinguish between what are needed and not needed to learn by the target language(TL) learner by evaluating languages (M.Gass Selinker, 2008). In addition, CA is a technique to identify whether two languages have something in common, which assess both similarities and differences in languages, conforming to the belief in language universals. (Johnson, 1999). Both statements indicate that CA holds a principle which is important in order to identify what are required by the TL learner to learn in TL and what are not. If there is no familiar characteristic in the languages, it indicates that the learner might have difficulty in learning the TL. While much could be said about comparing languages, a more important aspect is about the influence from TL in first language (L1). â€Å"Contrastive analysis stresses the influence of the mother tongue in learning a second language in phonological, morphological, lexical and syntactic levels. It holds that second language would be affected by first language† (Jie, 2008, p. 36). On the same score, Wardhaugh asserts that first language of TA learners can clarify all â€Å"errors† that are constantly made them. These arguments prove that the errors make by the TL learner are explainable in the L1. Indeed, this idea is conformed to the rule of CA, which believes in language universal. However, this analysis has disadvantages. In Susan M. Gass and Larry Selinker words, they believe that this analysis is questioned because of the concept of difficulty as the basic theory of the CA is concerning the difficultness. If an error is made by a person, this shows that the person has a problem in some area, not because of the native language. Thus, we cannot presume that fluency of a target language learner is depending on the nature of L1. There are more aspects that related to this matter. â€Å"There are other factors that may influence the process of acquisition such as innate principle of language, attitude, motivation, aptitude, age, other languages known†¦Ã¢â‚¬  (M.Gass Selinker, 2008). Next, CA cannot detect some difficulties experienced by the TL learners. For example, â€Å"Je vois les/elle/la/le† . â€Å"I see them/her/her/him† (this phrase is impossible in French) (Choi, 2009). Error analysis (EA) is â€Å"a type of linguistic analysis that focuses on the errors learners make† (M.Gass Selinker, 2008). This analysis is almost the same with the weak version of CA which is comparing the errors which made by TL learners. However, EA is not evaluating the errors with TL native language (NL), but it compares with the TL. â€Å" Error analysis provides a broader range of possible explanations than contrastive analysis for researchers/teachers to use account for errors, as the latter only attributed errors to the native language† (M.Gass Selinker, 2008). I do agree with Gass and Selinker because as Corder (1967) says that by producing errors, it shows that the learners are progressing and participating. This statement is supported by the interlanguage theory, as according to Christina Gitsaki; â€Å"†¦interlanguage is seen as a kind of interim grammar gradually progressing towards the target language grammar† There are two categories of sources of errors which are interlingual and intralingual. Interlingual errors are kind of errors produced because of influence of the NL. Intralingual error happens when learners try to make a new rule for the target language. Example of interlingual error is, the word â€Å"rumah-rumah† in Malay Language can be said in English as â€Å"houses†. However, the learners would say as â€Å"house-house†. The TL learners mixed the lexical from the NL with the TL. Example of intralingual error is the word â€Å"telah† in Malay Language represents â€Å"was/were/had† in English. That is no doubt that a Malay learner would construct a sentence like this, â€Å"She were playing badminton† (wrong) â€Å"Dia telah bermain badminton† â€Å"She was playing badminton† (correct) The first sentence happens because there is no past tense marker in Malay language. So it becomes a problem for Malay learners since the TL and NL share different tenses. EA gives an important role because it makes the errors not as unwanted but as guidance to assess how the learners progress in TL. It also detects lots of errors, more than CA does. EA also recognizes the learners acknowledgement of language system. Besides, it also can categorized errors made by learners according to a system. However, EA is totally depends on errors made by learners. It is also cannot explain about what are classified as errors and non errors. In addition, EA as a mode of inquiry was limited in its scope and concentrated on what learners did wrong rather than on what made them successful (Larsen-Freeman, 1991). This shows that EA cannot cover lots of aspects since it is bounded by its range and errors are temptation for error analyzer. Statements a) There may be covert errors, A classic example from Corder (1981) is the German speaker who says â€Å"You must not take off your hat† when the intent is â€Å"You dont have to take off your hat†. In what sense is this error? In what sense it is not? According to Joachim Wagner (2007), James (1998) uses the term covert error to describe a genuine language error which results in a sentence which is syntactically well-formed under some interpretation different from the intended one. This means that there is no wrong about a dubious sentence but the understanding by both speaker and receiver are important. The statement â€Å"You must not take off your hat† is not wrong in the sense of German speaker but in English, the choice of the word or modal verb is wrong. The modal verb â€Å"must not† is not appropriate in this context. That modal verb means to prohibit or disallow the action of taking off the hat. The German speaker, literally, wants to say that the person does not have to take off his hat. However, instead of trying to convey a positive transfer sentence, the German speaker makes a negative transfer sentence. According to Jie (2008): â€Å"In the course of language learning, L1 learning habits will be transferred into L2 learning habits. Therefore, in the case of L1 transfer into L2, if structures in the MT have their corresponding structures in the TL and L1 habits can be successfully used in the L2, learners would transfer similar properties successfully and that would result in positive transfer. Contrastingly, in the case of negative transfer or interference, certain elements of the MT have no corresponding counterparts in the TL, L1 habits would cause errors in the L2, and learners would transfer inappropriate properties of L1† In other words, the German speaker forms a sentence in English, which has the same properties with the German language but unfortunately, the sentence is wrong in the sense of CA. Error in this statement can be referred to the L1 speaker. In Robert Lados words (1957:p.2): â€Å"The ‘fundamental assumption is transfer; ‘individuals tend to transfer the forms and meanings, and the distribution of forms and meanings of their native language and culture to the foreign language and culture†. I agree with Robert Lado since the German speaker tends to use direct translation if both languages properties are same to make a complete sentence. In this context, both German Language and English have the same grammatical order. For example, in German Language and English, the word order is subject + verb + other elements sentences. 1. er schlagt mir. (Subject) (Verb) (Other element) 2. He beats me. (Subject) (Verb) (Other element) Because of the structure similarity between German language and English, there is no syntax problem. Though, in the context of lexicon, the German speaker seems to confuse because in German language, there is no auxiliary verb â€Å"do†. German language only has â€Å"must† and the German speaker uses â€Å"must† as the word is quite similar to â€Å"do†, in his or her judgment. This error also happens to a Malay leaner. In Malay language, â€Å"tidak† is represented by â€Å"is not† and â€Å"do not†. For example, in Malay, the sentence, 1.â€Å"Dia tidak sempurna† (Subject) (Negation) (Predicate) Is written in English as 2.â€Å"He is not perfect† (Subject) (Negation) (Predicate) However, because of there are two negations that represent the word â€Å"tidak†, there is no doubt the sentence below, will be produced by Malay learners. 3. â€Å"He does not perfect† (Subject) (Negation) (Predicate) The first statement is logical but the second statement shows that errors and transferred inappropriate properties those made by TL learners because of the differences between the L1 and the TL. Clearly, the German speaker is struggling in choosing the right vocabulary although the error does not give an obvious picture of the difficulty. This is because, in his or her point of view, the usage of â€Å"must not† is correct even though the sentence has covert error. However, this justification cannot measure the degree of difficulty that the German speaker has. We cannot say that the German speaker is weak in English and not progressing. This error shows that the German speaker is in the process of improving his or her target language. From EA point of view, the German speaker made an intralingual error. The German speaker made an error in his or her sentence because of native language influence. He or she over generalizes the function of modal verb to make this sentence. Overgeneralization means â€Å"The introduction of a nonstandard or previously non-existent spelling or verb form when a speaker or writer makes an analogy to a regular spelling or a regular verb† (Wheeler, 2009) â€Å"You do not have to take off your hat†(correct sentence) â€Å"You must not take off your hat†(Over generalize the modal verb function) The German speaker believes that the statement is grammatically correct. The German speaker tries to simplify his or her task by employing this rule. He or she makes his or her own analogy by taking words that do not carry contrast for him or her. However, due to cross linguistic action, the modal verb being used is wrong, in terms of its function. In addition, this speaker seems that he or she does not master the function of the modal verb although the sentence is correct, literally. Besides, the German speaker does not know the correct modal verb in English to carry his or her intentional meaning. As a result, an ambiguous sentence has come out although the German speaker intention is to give suggestion. This also happens to Spanish learners. They would say 1. â€Å"He went to the market and buy a chicken† instead of 2. â€Å"He went to the market and bought a chicken†. They choose wrong tense and alter the word meaning. b. It might be more appropriate to talk about TL-behaviour. The fact that a learner has produced a correct form/sentence in a language does not necessarily mean that it is right. Target language like behavior from the grammatical point of view is happen when target language learners construct a sentence or a phrase because they have learnt the target language grammatical rules. However, the construction of sentence might or might not correct. As example, Malay learners would create a sentence like this â€Å"I eated the fruit† instead of â€Å"I ate the fruit†. From CA point of view, this error occurs because past tense is a new category for Malay learners. Although, the learners seem alert with the past tense rule which is -ed and subject verb agreement but they forget about past irregular form. They think that they have mastered the rules but they forgot about irregular verb rule. However, CA does not explain about the difficulty from the target language point of view. CA cannot give the correct degree of difficulty. Moreover, from the speakers perspective, they might think that the sentence is no wrong even with the covert error. So, we cannot say that the speakers are having difficulty to understand the rule since they can produce a correct form of sentence but with covert error. On the other hand, from error analysis point of view, a sentence like â€Å"You must not take off your hat† evens the intention of the speaker is â€Å"You do not have to take off your hat† is correct. The structure of the sentence is correct and there is no mistake produces. However, the meaning of the sentence is distorted. This is because, error analysis is totally depends on errors but not the usage of the sentence. Though, to the speaker perspective, this is a correct sentence since there is no grammatical mistake. On the other hand, the solidness of the first sentence makes the EA is useless to explain this sentence. So, even the sentence is wrong according to CAH, but it is consider as correct to EA. C.It is not always possible to provide a single explanation for interlanguage data. Interlanguage is the way the learner develops the target language knowledge. This term was produced by Selinker (1972) â€Å" Interlanguage refers to the structured system which learner constructs at any given stage in the development†. There are strategies apply by the learners to progress in target language such as transfer. Transfer is â€Å"Influence resulting from the similarities and differences between the target language and any other language that has been previously (and perhaps imperfectly) acquired (Ellis, 1997). Interlanguage is systematic and dynamic. Interlanguage is systematic because the rules are efficiently selected by the learners and the way the TL learners acquired TL is the same with native speaker acquires NL. Interlanguage is dynamic because the learners interlanguage is continuously shifting. The learners tend to make new rules in one context and so on. In addition, this process form the approach to study the way the target language acquires by the learner. Though, this strategy does not apply to the target language learner alone, they also depict the way the children learn their native language. For example, an English child might come out with non-English like sentence. English Like Non-English Like She came yesterday. She comed yesterday This happens because the children generalize the rules. It is possible to say that the children already acquired the rule of tenses but they failed to apply them in certain circumstances. This also happens to the target language learners. For example, problem in pluralizing word. English Like Non-English Like Singular-mouse Plural-mice Singular-mouse Plural-mouses The word â€Å"mice† is always forgotten as plural form of a mouse. Instead of saying â€Å"mice†, the target language learners who apply interlanguage generalization strategy would say â€Å"mouses†. This might occur because of L1 interference. For instance, in Malay Language, the word â€Å"mouse† is â€Å"tikus†. However, there is no such word as â€Å"mice† in Malay language. So, Malay learners would go for â€Å"mouses† instead of â€Å"mice†. From CA perspective, these examples show that the learners have difficulties in pluralizing because of differences between the L1 and the TL. However, the first example proves that the NL speaker can make the same mistake as the TL learners. CA can be used to analyze the second example but it is not valid for the first example. In addition, from EA point of view, the learners would find that they make errors. On the other hand, EA still does not give the correct view of learners linguistic behavior. The first example explains that errors made by NL speaker. This is because the child overused the rule of past tense. EA can help the child to progress in leaning the NL by classifying the errors. However, there is no clear path to understand about the child linguistic behavior because the child already knew the rule of regular verb tense but not irregular verb tense. The second example happens because of cross linguistic error. The learners have knowledge in plural rule but due to difference between languages and NL interference, the rule is generalized and error occurs. Conclusion As conclusion, both CAH and EA have their own strength and weaknesses. The analysis of the sentence is important in order to detect error or to notify the progress of the second language learners. However, CAH and EA cannot work alone. For the sake of the language learners, these analyses should be worked hand in hand in order to improve the quality of the target language learners.