Stress Relief Essay Example for Free

Stress Relief Essay Stress affects human performance in so many ways that just to list the impact upon work would take half of this page. People under high stress become forgetful, are often late for work, miss appointments, have more sick days, have lower competence levels, are more irritable and difficult to get along with, are more likely to break things (by accident or intention) and are great candidates for the kinds of stress-related illnesses and accidents that drain Workers Compensation benefits. Stress reduction must be a constant, on-going process in all our lives. It helps us avoid pain, illness and accident. And, a low-stress (or low-distress) lifestyle is certainly the most pleasant. Once a client who was under a great deal of stress at the time said to me, urgently: Look, all these options youve shown me for stress management are getting to be too much. Its like using a technique to put a patch on me here and another to put a patch on me there. I dont need to get better six months from now after Ive learned a whole bunch of new things I need to be better now! The strength of that response varies with the kind and strength of the demand and the circumstances under which the demand is made. For example, a ringing phone is a demand. It gets a different strength of response depending upon when it rings. If you are taking a usual number of calls at the office at times you expect them, the demand is relatively low and your physical reaction is probably minimal. If the phone rings in the middle of the night when youre worried about a seriously ill loved-one in the hospital, the demand and your response are going to be high. The response is generally called the fight/flight response. It should be called the fight/flight/freeze/faint/fumble response, since those are the usual possible outcomes. But, whatever we call it, heres basically what happens in your body: * Your heart rate goes up. * Your blood pressure goes up. * You begin to perspire to help keep the body cool. * Blood is directed away from hands/feet/digestive system to power large muscles. * Your diaphragm (the muscle that works your lungs like a bellows) locks and your breathing becomes shallow and rapid. Your pupils dialate to help you see the enemy better. * Your awareness of hearing becomes more focused. * Your digestive system shuts down so the energy expended there can be used where its needed. (Or, alternatively, the system may attempt to void its contents, so youll be lighter and move faster. ) * Your immune and self-repair systems go on standby. After all, the processes of these systems are incompatible with heavy action. Besides, you need the energy to fight or run. If you really need to meet a physical threat, all this is great. It prepares your body to do the job. Then, after doing the job destroying or avoiding the stressor your body returns to normal. However, almost all our stressors (stressors are whatever cause stress) today are what psychologists call psychosocial. That is, they come from how we experience our selves, our work and other activities, and our relationships with other people. So, if your boss yells at you, your body is likely to react exactly the same as if you had to deal with a charging rhinoceros. Yet, you cant literally do what your bodys prepared to do: you cant throw your spear at him and run. That means youre going to carry some tension from the encounter around with you until you find a way to discharge it. Furthermore, you are likely to face many daily psychosocial stressors that cause the fight/flight response. If you dont find satisfying resolutions to your stressors, or if there are too many stressors, or if the response is too intense, eventually youre going to experience symptoms of stress-related illness. Stress symptoms may be physical or psychological. Physical symptoms range from muscle tension and headaches through high blood pressure and gastrointestinal ulcers to heart attacks and cancer. Psychological symptoms range from chronic anxiety through recurrent depression to complete nervous breakdowns. Physical activity is necessary to stress relief in helping to dissipate the stress reactions the flight/fight response. In addition, it helps you to: * Reduce muscular tension of sedentary functions. * Promote relaxation. * Sleep easier and better. * Concentrate better. * Reduce pain. * Raise mood. (Very important in anxiety and depression. ) * Reduce fatigue/restore energy. * Increase stamina, strength and suppleness to help make you stress-fit i. e. the fight/flight response is taken with greater ease and shaken with greater ease. Understanding this, you can see that a bit of physical activity might be worthwhile as a system of discharging the tensions of that fight/flight response. What exactly do you mean by physical activity? Exercise is a great idea if you can do, dont mind doing and dont overdo. A regular exercise program helps manage physical stress buildup, make s you feel better over all and probably live a longer and healthier life. But, if you really hate it and resent it, youre not going to follow through with it. You might as well try something else you find more pleasant. Participating in sports is a more enjoyable way of releasing stress and tension for many people. Regular participation is as good as a regular exercise program. Yoga, in a class or on your own, can also provide the benefits of a regular exercise program. It is, however, far less demanding for beginners, allowing the practitioner to slowly ease into the various stretches and poses. Moreover, you feel good while you are doing it and afterward. Done properly, yoga leaves muscles pleasantly stretched and stimulated. You want to say that in English? How and what you think determine how you feel (emotionally) and how you behave. If you have awareness of and control over your thinking process, then essentially you have control over everything that happens to you. In regard to the management of stress, this means that you can seize control of your reactions at the time of the flight/fight response and take the time to understand whats happening and what you want to do. (You must remember that the flight/fight response will occur automatically its a built-in survival mechanism. But you can reduce the occasions upon which it occurs in reaction to imaginary threats and you can reduce the intensity of the response to real threats that nevertheless do not affect your life, health or general well-being. ) Furthermore, since your body doesnt know the difference between real events and imaginary ones, you can use your thoughts to directly change whats happening in your body. For example, in self-hypnosis you can imagine your hands and feet becoming warmer and warmer. They will do so and at the same time you will be balancing the flow of blood throughout your body. What do I do to be a mind master, O Swami? There are a number of methods of gaining the ability to focus and control your mind, but no matter what approach seems to fit for you, they all accomplish the same tasks for stress management: Physical Benefits * Breathing slows and becomes deep and rhythmical. * Heart rate slows and blood pressure drops. * Brain waves slow to relaxed but alert level. * Muscle tension eases. * You become well relaxed. Psychological Benefits * Distressing emotion is inhibited remember, you cannot be relaxed and anxious or angry at the same time. * Calm envelopes you. Awareness is heightened and/or focused, depending on the method used. * Thought clarifies or is dispensed with, depending on the method of used. Meditation. Meditation is the method I most recommend to achieve focus and control in your thinking processes. There are many possible ways to meditate including Zen-style, chanting, mantra-repetition, awareness-training and contemplation. I recommend Zen-style. Its simple, quickly-learned, compact and easily portable. Well, O. K. , its simple to explain and you can learn how in less than a minute. But it takes a lifetime to master. However, you dont have to master the method to get the benefits you need for stress management; you just have to practice every day. Heres how: find a quiet, comfortable place to sit. Either close your eyes or allow your gaze to fall unfocused on the floor about three feet in front of you. Breathe normally and count your breaths thus: breathe in, do nothing, breathe out, count 1, repeat until you reach 4, then start over again from 1. Do nothing but breathe and count. Dont think, dont talk, dont look, dont listen. Just breathe and count. Continue for about ten minutes. Visualization. Instead of not thinking about anything, you think very specifically about one thing by making an imaginary movie in you head. For example, you might imagine yourself sitting on a tropical beach at dawn. You could see the changing colors in the sky as the sun rises, feel the soft warm breeze lift your hair away from your face, hear the plaintive cry of a gull, smell the saltiness of the water, hear the surf hitting the rocks beyond. If you can become proficient at putting yourself in such scenes, you can put yourself in scenes that make you feel anything you want to feel and you can modify any experience. Self-Hypnosis.

Peer Correction in Teaching Writing Skills

Peer Correction in Teaching Writing Skills CHAPTER 1: INTRODUCTION 1.1. Background of the problem Writing skill which includes language, private knowledge and skill, emotion and the interaction of personal opinion is difficult and challenging to learn and develop for many students in EFL contexts in general and in Vietnam in particular. In Vietnam, there are many teachers of English who even believe that teaching writing skill to EFL learners is more complex than teaching other communicative skills (Mazdayasna Tahririan, 2001). Although language learners have to learn hard to have good compositions, they still have made a variety of errors or mistakes when writing. In other words, EFL learners often feel stressful and anxious when writing in a foreign language (Spratt Leung, 2000). Consequently, language teachers and researchers have made an effort to know how they can do to help students be able to minimize their mistakes in their writing. However, they also admit that it is impossible for them or any teacher to read and correct all the students compositions on writing lessons because â€Å"correcting written work is time-consuming† (Ur, 1999, p.74), especially for large classes. Peer feedback (also peer correction, peer response or peer review) with its advantages can be a promising way which can be used to encourage students to read and give comments and suggestions together for enrichment of their peers writings before the final versions of their products are submitted to their teachers. Peer correction works as a vital part in the process approach to teaching writing because it helps learners realize their learning level as well as their demands for enhancement of writing ability. Brown (1994) and Gipps (1994) have the same opinion that feed back is one of the main factors in the process of English learning and teaching. Many other researchers, for example, Paulus (1999), Min (2006) promote the idea that verbal and written feedback should be applied to foster writing skills. This strategy, thus, has been used popularly on the writing lessons of many English classes in Vietnam consisting of those at centre of Informatics and Foreign Language, Thai Nguyen College of Education, Thai Nguyen Uni. Ur (1999, p.74) states that peer correction can help us not only save time, but also develop the â€Å"critical reading† skill for â€Å"content, organization, style and language accuracy†. Additionally, peer feedback can receive an efficient method to make students to have critical thinking of writing and assessment skills than teacher feedback. In other words, peer feedback helps learners make good use of their own effort to make their writings expressive and effective. However, in spite of its roles and impact on the process of writing, peer feedback has not been paid much attention in Vietnam. Some researchers such as Tran (2007), Phan (2007) who are interested in peer response in writing introduce their point of view, knowledge and experience about this topic in their researches which show the present state of emplo ying peer feedback learners attitude and especially offer some suggestions to better the current response training. 1.2. Purpose of the study As mentioned above, it is not difficult to find out studies which research the role of peer feedback in writing skill on the way to foster it. However, the writer of this study with to do the research to know about the fact of peer feedback in Vietnam in general and the Centre of Informatics and Foreign Language, TNCE, TNU more clearly. This study also investigates whether peer feedback can have positive impact on ESL writing process among pre-intermediate non major students at this Centre or not; they can revise their own writing works to develop their writing skill or not and how this process really happens. Bearing in mind, the writer decides the research with title â€Å"Using peer correction in teaching writing skill to help Vietnamese college non-major students at CIF, CE, TNU reduce errors in their written compositions† 1.3. Research question(s) or statement of hypothesis This study aims at finding answer to the following research question: How can peer correction help EFL learners reduce mistakes in their written compositions? The question is addressed to one of the writing classes that I am teaching this term in Centre of Informatics and Foreign Language, College of Education, Thai Nguyen University with the aim to examine how peer correction affects the process of revising and writing a complete composition of my students here. 1.4. Organization of the study This study can be divided into five chapters. In this chapter, background of the EFL writing in local context is given and the aim of this study is also identified. Chapter 2 mentions some reviews of the literature which go through related literature and researches, in which, general of writing teaching and a brief idea of peer feedback in writing skill will be focused. In chapter 3, the writer describes the methodology and processes of the research. Chapter 4 presents data analysis and findings. Chapter 5 gives some implications of the study, summarizes main point discussed in the study, indicates some limitations and proposes some suggestions for the further researches. Lastly, the final parts of the study are appendices and references. CHAPTER 2: LITERATURE REVIEW 2.1. Overview of writing process Lannon (1989) claims that writing is a process delivering meaningful messages and including its own specific goal. This process requires students to work hard instead of regarding it as an uncomplicated act (Byrne, 1988). However, in language teaching and learning process, Tribble (1996, p.3) defines writing as a language skill that involves â€Å"not just a graphic representation of speech, but the development and presentation of thoughts in a structured way†. This means writers need to arrange their ideas logically and systematically. There have been different approaches to teaching writing EFL classes but two most popular ones are product approach and process one. Product approach can be the traditional method of writing which stresses the final outcome of the writing process as well as grammar, usage, form and mechanics of the composition. Students are often asked to write a similar paragraph basing on the model and using new taught structures, vocabularies or any aspects of language. After that, the teacher will correct students writings or â€Å"feedback in the class commonly means the correction of the students language errors† (Mazdayasna Tahririan, 2001, p.56). Therefore, students find difficult to know why and how they made errors to avoid repeating them on the next tasks. Though thanks to this method students can sometimes reject errors (Tribble, 1996), it does not encourage students create in writing at all, â€Å"the use of language is manipulate of fixed patterns; the patterns are learned by imitation† (Pincas, 1962, p.185). Over the last forty years, there has been remarkable interest in writing process. There are many researchers and educators suggesting language teachers that they should pay attention to students writing process instead of only their final writing version (Paige Way, Joiner and Seaman, 2000). Process writing can contain stages such as rewriting, writing, revising and rewriting or editing. However, Reid (1993) supplement this process with three more stages, namely, responding, evaluating and post-writing, in which peer feedback is focused more in responding. Prewriting: something done before drafting such as choosing a topic, brainstorming, collecting data, organizing. Composing / drafting: actually writing. Revising: selecting organization, structures, edition or collection word. Rewriting: completing stage step by step. Responding: getting the teacher and peers responses, discussing with them about papers to improve the content. Evaluating: receiving marks or scores from the teachers. Post-writing: any activities happened after completing rewriting and getting assessment (role-play) Cresswell claims that to as students to exchange their writing draft is an effective way to foster their learning autonomy and help them become alert reader when proofreading their partners written tasks (2000). As the result, they also have critical thinking when they read their own paper to find and correct themselves their mistakes in those, i.e. their writing ability can be develop (Markino, 1993). It is necessary to allow students to have more time to write and get feedback from their teachers and classmates, and then rewrite the drafts so that they can let reader be abele to understand their idea expressed on the paper better (Frankenberg-Garcia, 1999). 2.2. Definition and some types of errors Different researchers have different ways to categorize errors. In this study, the writer only wishes to refer one of classification strategies based on the relation to comprehensibility given by Burt and Kiparsky (1972) because of its close concern with the notion of mistakes mentioned in this study. These researchers divided error into two main types: global errors and local ones. Hendrickson (1978) notes that we will be able to realize which error is global or local, because error can be regard as â€Å"communicative† or â€Å"non-communicative† ones. According to Ellis (1997), while global errors such as over generalization or simplification have an effect on explanation of the whole structure of sentence, local error just affect a single factor in sentences, i.e. word, phrases, closures or grammatical morphemes. Burt and Kiparsky (1974) also claim that global error have higher hierarchy than local errors. Thus the global ones seem to be care about and be corrected more than local ones Norish (1983). However, those local errors can be considered as â€Å"minor ones†, error in tense and aspect†, they are popular mistakes of English writing learners. 2.3. Peer feedback and its impact on reducing mistakes and developing writing skill â€Å"Knowledge is best acquired through negotiated interaction† (Grabe Kaplan, 1996, p.380). There are many approaches to error correction and also definitions of peer feedback from many linguists and experts. According to Richards, et al, Peer feedback is an activity in the revising stage of writing in which students receive feedback about their writing from other students-their peers. Typically students work in pairs or small groups, read each others compositions and ask questions or give comments or suggestions (1992, p.268). Some other researchers of EFL writing state that feedback play an essential role in the process of writing. Keh (1990) claims that giving feedback means giving comments and suggestions, which helps the writer edit his or her composition. Through teachers or classmates feedback, students can know what kinds of mistakes they made and how to cope with those mistakes. Therefore, if students can get a â€Å"productive feedback†, they can correct their own errors and avoiding making the similar mistakes in the later writing tasks. It is wise for teachers to require learners responsibilities for their own writing performance and their peers ones because of the strong effect of peer feedback on students review as well as their writing skill. Zamel (1987) supposes that peers are actual and direct readers or reviewers. In the fact that, there are a number of methods teachers utilize to assist students check their mistakes but indeed teachers seem to not be able to resolve the problem individually. Students play the parts of both writers and readers or givers and receivers. Hefernik (1983) regards peer editing as learning and teaching instrument for teachers and learners because students can give helpful feedback each other. Peer writers can edit their own written compositions basing on the readers remarks and comments (Mendonca and John, 1994; Rollison, 1998), so the writers can be better at learning writing. Students can also have superior performance by the student-to-student activities because these activities are often more detailed than teacher feedback (Caulk, 1994). Also, Mangelsdorfin thinks that peer review can help many students to have diverse perception about their topics as well as foster the ideas and make them more clearly in the EFL writings. Therefore, researchers believe that â€Å"peer feedback can have a positive effect on classroom dynamics and can help to train learners in skills they need to become autonomous† (Spratt et al, 2005, p.157). Joyce (1997) employs a research to explore main strategies so as to respond to the EFL students composition writings. After the twelve-week period, by comparing the initial writing sample and the third one after using peer editing, he shows that writing competency of students grows strongly and concludes this strategy is efficient and necessary. In the research conducted by Wong (1999), peer correction was carried out and discovered by qualitative data to ease the process of EFL writing in four factors: grammar, rules and concepts, meaning and emotional elements. In addition, it helps students improve awareness of writing skill. Quantitative findings of this study introduce 97% students admit that they want to apply peer correction in the future. It is important to stress that the writer of this study learns a lot from Wongs research, and longs to use some his methods in this research to examine whether it is suitable for the writer teaching fact. Kurt and Atay (2007) also experimented with 86 Turkish Prospective Teachers of English. Those participants are divided into 2 groups: Experimental group (writing an essay and receiving peer feedback) and control group (writing an essay and receiving teacher feedback only). This study concluded that peer feedback helps Turkish PTs reduce writing anxiety and it is really considered as a complementary factor of the teacher feedback. Despite its advantages, peer response has its own weakness. Its procedure requests the training and organization from the teacher as well as it depends on students ability of collaboration with peers. Many students give their partners too general and ambiguous reviews. They make their peers find it difficult to understand and catch messages or information. The writing ability, thus, seems to not improve (Tsui Ng, 2000). CHAPTER 3: METHODS AND PROCEDURES 3.1. Methods of the study The research is done qualitatively in the context of a 30-student English class. They are non-major students; their level of English proficiency is pre-intermediate and their writing ability is average. In this report, the writer uses two research tools to collect and analyze the needed data, i.e. recording and interview. Recording is used to record the process of peer correction. Chosen subjects were invited to record their discussions and then they were transcribed (Appendix 4) for analyzing. Voice recorder is chosen instead of video recorder to prevent their discussions from the presence of another people, which may interrupt their current process of peer correction. The writer also hopes that through recordings she can derive how students check and correct their writings each other and what types of mistakes are corrected most. The second tool used in this study is interviews with students at the end of the research to study whether this strategy is really suitable for them or not, that is, expose students attitude toward peer correction strategy as well as their opinions and get their suggestions to make this process better. According to Herbert and Irene (1995), in interviews students need to know the way of actual listening. Because they are pre-intermediate non-major students, they can only use English during the interviews, so they can speak in Vietnamese and then the writer record and translate them into English. 3.2. Procedure As a matter of ethics, the whole procedure of teaching and learning is implemented similarly to all students of the class after all of them give consent to be part of the research (Appendix 1). However, due to the limit of the study, I only focus to record and interview the learning engagement of two students (who I call anonymously in this report as A1 and A2 as a matter of ethics) during this process as the data for analysis. The writer after considering carefully decide to make peer correcting tasks in class. Before the real peer correction, the writer design some exercises to introduce the way to check a composition. They were guided to focus on some discrete mistake. Items are subject-verb agreement, spells, tense, verb form, number, part of speech. The structure of sentence, content, and organization of the composition/essay is also asked to be commented. Firstly, the students were asked to check sentence by sentence and then, they worked in pairs to check the paragraph (Appendix 2, Appendix 3) This research lasted for 8 weeks, and the writer chose 3 topics to ask students to write, discus and correct and then rewrite before submitting to give the teacher. These topics are informal letter to a pen friend; a descriptive passage about a close relative in your family; a biography passage of a famous person. Topic 1: Describe a person in your family Topic 2: Write an informal letter to your pen-friend Topic 3: Write a brief biography of a famous person you admire During this process, the writer asks students to give them tape-recorder to record their own discussions. In this paper, interviews are well-prepared. After recording them, the writer will transcribe and translate them (Appendix 6). CHAPTER 4: DATA ANALYSIS AND FINDINGS 4.1. Data analysis à ¼ Analysis of data from the recordings The writer, in this part, wishes to learn about the process of peer correction through discussions taken recordings of subjects and interviews between the writers and them. After that, the writer would assess the result of the recorded discussions and interviews. It is undeniable that peer correction helps students improve EFL writing a lot, although the level of subjects is not high, they can give comments on a variety of types of mistakes language such as article, preposition, S-V agreement, infinitive or gerund an sometimes even whole structure of the composition or word choice. When correcting mistakes, they also give some suggestions and explain the reasons for those mistakes. Below are some examples in collected data. Extract 1(topic 1, A1s composition) Before correction: She and I are very different but we got on well together. She is short and Im tall. She likes stay at home and watch television with my parentss. A2: Ok. Sentence 1 is ok. In sentence 2, you should use get, not got, simple present. Next sentences let me see, here, like add v-ing not bare verb. My parentss, I dont know my parentss here mean, without possessive mark is correct. Do you agree? A1: Yeah of course After correction: She and I are very different but we get on well together†¦. She is shorter than me†¦.. She likes staying at home and watching television with my parents Extract 2 (topic 1, A2s composition) Before correction: My young brother is a 15 year old and I am 20 year old. My brother learn at Song Cong town and I learn at TN college of education. A1: My young brother is a 15 year old. You dont need an article here, it is not a noun and years, not year. Its plural. My brother learn at Song Cong town and I learn at TN college of education, wrong form of the verb the third singular person. A2: Okie. Learns not learn After correction: My young brother is 15 years old and I am 20 years old. He learns at Song Cong town and I learn at TN college of education. Extract 3 (topic 2, A1s composition) Before correction: I was born in a family of farmer. My parents are workers in a company and my brother is married and works for the post office. A2: I dont understand the next sentences. I was born in a family of farmer. My parents are workers in a company. Why? A1: Oh, so so sorry, I mean classes in society. But I cant express this idea. A2: Working class, you mean? Or you will not ? sentence. Are you clear? Now, next, any brother is married, was, not is and works for the post office. After correction: My parents are workers in a company and my brother is married and works for the post office. Extract 4 (topic 2, A2s composition) Before correction: Its verry wonderful. A1: Verry? Wrong spelling. Its Very. Can you find out the sentence? A2: Yes. Thats right. After correction: Its very wonderful! Extract 5 (topic 2, A2s composition) Before correction: I am looking forwalk to learning from you. Write soon! A2:†¦ And the last sentence, forwark, what do you mean? Forward, you mean that, wrong word. Learning what here? I think its hearing. A1: Yes. Thats terrible. After correction: I am looking forward to hearing from you. Please write soon to me! Through recordings, the writer also realizes that apart from getting knowledge to improve their writing skill, students are very interested in their discussions. They seem to feel confident and have responsibilities with their task. Extract 6 (topic 1, A2s composition) A1: Your handwriting is beautiful and their writing makes only a few mistakes. A2: Kaka. Thanks Extract 7 (topic 1, A1s composition) A1: Ok. Many thanks. I think I need to rewrite this topic carefully, a lot of mistakes A2: Try hard! Extract 8 (topic 2, A1s composition) A1: Yes. Thats terrible. A2: No, its very normal, me too. A1: Thanks Extract 9 (topic 2, A2s composition) A1: Theres few mistakes in their writing. Well-done! Hi Hi. I only give mistakes, you try to look at the writings. A2:Yes, Its OK. No problems. Be quick! However, when facing a little bit more difficult topic, both of them have difficulties in the way to express their ideas due to their lack of vocabularies, explanation of rules of grammar. They suppose that for those mistakes they need the support from the teacher. Extract 10 (topic 3, A1s composition) A2: Due to 1954, you mean? Since 1954, †¦This paragraph, you need to read again and correct structure to clarify. Honesty, I am not sure to edit this section exactly. I just give some comment. For example, you should use fight to liberation, not fights to unify whole country; instead of using comma and then unify country. A1: OK. I will try. After that, we can ask teachers help. à ¼ Analysis of data from the interviews The information from the interviewed reveals students thoughts, feelings and ideas toward this process. Although A1 has not tried peer correction before, she is convinced of this strategy after this study. She feels that she can realize her mistakes clearly and correct them. She is also able to avoid repeating on the next task. She wants to work in group of 3 or 4 to get more feedback from her peers. That means she admit the role of the peer feedback in developing her writing skill. Extract 11 (interview between the writer and A1) W: Will you use this strategy again? A1: Yes, of course. W: Can you give some suggestions to make the process better? A1: I like working in group of three or four. Thats all. W: Thank you very much! Unlike A1, A2 has used this strategy many times. Therefore she has a lot of experiences. Her ideas express her deep understanding of peer correction. She also likes it and she knows how it assists her in her writing process. However, she stresses the role of the teacher in the process of revising. Extract 12 (interview between the writer and A2) A2: I like it. But I still want teachers correct it finally. W: Why do you think so? A2: Because I myself sometimes find out my own mistakes. My partner can help me that. Moreover, when reading the text of my partner, I can learn something from it. However, there are some mistakes we cant correct we need teacher. 4.2. Findings Through the data collected from 3 writing assignments with recorded discussions and recorded interviews of students, the study has had the answer to the research question: Does peer correction help students reduce mistakes in their writing skill? The findings shows that peer correction affect pre-intermediate students writing ability, i.e. it has positive impact on students writing ability. There must be different factors or element affecting students changed writing versions. However, at various levels, students can profit from peer feedback to reduce mistakes in their composition. The result can help students review the writing process of an assignment, especially careless mistakes, grammatical and â€Å"discrete mistake item† rules of word choice (Wong, 1999, p.23). In contrast, the result says that students have difficulties in supporting the content, and the organization, structure depends on different opinions, so it is flexible. For students of low level, the teacher feedback is also very necessary when they can not cope with their problems alone or in pairs or in groups. Besides, the attitude toward peer feedback is quite favorable and sympathetic, they consider it useful and appropriate for them to use and they long to apply it to their learning in the future. CHAPTER 5: REFLECTION AND CONCLUSION 5.1 Reflection This study can be seen as a good opportunity to know more about my students, about what is the reason for the fact that they are not good at writing. In the study, I also have chance to access a number of researches of many experienced language educators and teachers, from which I obtain new knowledge of language teaching and learning in general and knowledge of peer correction in teaching writing composition in particular. Besides, during the process of doing this research, I can learn more about the methods of doing research scientifically and seriously. I also realize that it is important to learn looking at the practice of my English learning and teaching by critical thinking and make research questions with the hope of improving it. I also learn to arrange and organize my ideas and my work systematically to fit the timetable of the research procedure. However, the thing I feel sympathizing fully is that I get the way to put my background knowledge into the knowledge repertoire of related previous researches to have a more general view of my situation and to utilize my research skills, i.e. summarizing or synthesizing effectively by stimulating them actively, creatively and critically. However, the research still has some limitations regarding the methods of data collection and analysis that I might change in my next research if I have any chance. Firstly this study was conducted with 2 subjects, so it is difficult for the researcher to have an overall view of peer feedback and its impact on the writing process of students. This affects the validity of this research. Secondly, the study has not categorized students into different pairs with different levels such as high-high, high-low, and low-low. In the other word, this study has not generalized about the effectiveness of peer feedback in different students level of English teaching and learning. Thirdly, because the writer of this research can be seen as an inexperienced one, and there exist time limit, the writer is hoped to be able to do a further and better research which is expected to overcome the shortcomings in this study. 5.2 Conclusion To sum up, the research has brought to the writer some important lessons of English teaching and learning in general and of working with my students in particular. The research affirms for the writer that peer feedback activities are useful and suitable ones that students want to do regularly when learning writing. It is not because in the activities, students have opportunities to get productive responses and suggestions from their friends in order to edit errors in their own writing and avoiding repeating them but also because those activities let them read their peers writing, they can learn a lot from this, and also in those activities they feel confident and relaxing. Thus, they can comfortably improve their English fluency. The writer also realizes that to have peer feedback activities, teacher needs to arrange and organize carefully and systematically. The role of the teacher need to be cared for because in any case, the correction of the teacher is the most important and exact one. However, since the research is not totally as good as the writer expected, the writers would like to do further research on this topic to overcome the limitations of this study mentioned above.

Essay --

Violence The television media is so strong and important in today’s world that it is considered to be the most important aspect of a country’s infrastructure. It is widely believed that those countries that control the television media and other forms of mass media control the whole world as they have control over the power to express their own opinion as well as that of others. In today’s world wars are not only fought in the battlefields but also on the media. The one who is strongest and most efficient in this regard has the highest chance of victory. Though the military power and strategic planning of the leaders are more important as they play the key role, but when it comes to get the favor of the international community on your argument and to form a positive opinion about yourself, media is the most powerful tool. It also helps in keeping the morale of your own public and soldiers high and to create confusion and a situation of chaos among the people of your opponent. These were the strong and aggressive media campaigns during the Second World War and recently in the gulf war that contributed to a considerable level brought success to the U.S forces. The U.S media fully backed the policies of the government and followed the strategies defined by them. Realizing the importance of the media many of the other countries started giving attention in the development of this sector. â€Å"No one definition of terrorism has gained universal acceptance. For the purposes of this report, however, we have chosen the definition of terrorism contained in Title 22 of the United States Code, Section 2656f(d). That statute contains the following definitions: The term "terrorism" means premeditated, politically motivated violence perpetrated ag... ...nts to live. That was made for CNN, but the reporting was lousy, with incompetent people (beautiful people are not necessarily smart), who stated such inane things that it was confounding. Not ONE cried. In fact, I've seen several reporters in France on the border of smiling: ah, finally the Americans got struck! This is the essence of the so-called anti-globalization people. It was deserved as Americans pretend to rule the world, wasn't it? If you find that you feel anxious or stressed after watching a news program, if you feel you cannot turn off the television or partake in recreational activities, or if you have trouble sleeping, you may want to contemplate confining the amount and type of media coverage that you are viewing. Works Cited Definitions Patterns of Global Terrorism 2000 April 24, 2003, http://www.fattyboombatty.com/2000terrorismreport.htm

Love is Beautiful in Julius Caesar Essay -- Julius Caesar

The word love has thousands of meaning but in the end it can mean only one thing. Now over the years the word love had totally lost it’s meaning, but that’s not important to this essay. We are looking back at a time when love was a word that you didn’t throw around. When love still had meaning. When togas were still in style.   Ã‚  Ã‚  Ã‚  Ã‚  The word love is repeated in many forms throughout the play Julius Caesar. Unlike the way that we use it today, this word had different meanings. Someone saying it did not usually mean sexual feelings towards another, but it meant friendship in its own sick and twisted way. In all seriousness though, this word truly meant something back then. So that is what we’ll be looking at today, the multiple meanings of the word that is love. Grab your togas and join the fun!   Ã‚  Ã‚  Ã‚  Ã‚  Ok first we will be looking into act one. For those of you who didn’t read or just plain forgot what happened here it is in a nutshell. Ok Caesar just killed Pompay and is the over-all ruler of Rome. Some people do not like this and begin to conspire to kill Caesar. Easy enough, right? We see the word love many times in this act but lets check out the basics. Cassius says, â€Å"were I a common laughter or did use to stale with ordinary oaths my live to every new protestor† (line 73, Act I, scene II). What he is saying here is that he loves the people willing to protest the rule of Caesar. Now this isn’t â€Å"oh I love you marry me now† typ...

Hallucinations :: essays research papers

Hallucinations Hallucinations are defined as a perception of and external object when no object is really present. There are many reasons why people have hallucinations. Some reasons for hallucinations are prescribed drugs (SSRI), illegal drugs (LSD), and sleeping disorders (Narcolepsy). Some causes of hallucinations are from taking drugs, both prescribed and illegal. Both produce the same effect. The hallucinations from these have been described as dà ©jà   vu or hearing or seeing thing that aren't really there. Prescribed drugs such as SSRI which is used for ulcers has been reported to have hallucinations as a side effect. Dronabinol, which is used for the treatment of nausea in chemotherapy, has had the same reports. People with Parkinson's disease have complained of hallucinations when taking an antibiotic called selegiline. Illegal drugs have also been reported to produce hallucinations. These drugs are called hallucinogens. Lysergic Acid Diethylamide (LSD) is a commonly used hallucinogen among the under ground drug world. Hallucinations from this are very unrealistic. Users say that they see very vivid color and geometric shapes when on a "trip". They tend to hear and see things that aren't there. For example, they will hear someone call their name or see something preposterous like a purple elephant. Peyote is another illegal drug that creates hallucinations for the user. It is much like LSD in that it has the same hallucinations. It is made from a small cactus in the southwestern region of the U.S. and in parts of Mexico. There have been several studies made on hallucinations and the effects of drugs in relation to hallucinations. Ronald Seigle did a study on the effects of peyote on the Huichol Indians. He concluded that the hallucinations of the Indians were exceptionally similar to that of college kids doing similar drugs. He believed that the portions of the brain that respond to incoming stimuli become disorganized while the entire central nervous system is aroused. There are no long-term effects to having hallucinations unless it is through drugs, in which case the drug will mess the user up in the future.

My Dreamed Husband

Good afternoon everyone present. Today, I would like to talk about â€Å"My Dreamed Husband†. We all have very high expectations or ideals about our future husbands. It is quite natural to have preconceived ideas about our future husbands. It will indeed, be rare to find a husband with all the virtues and qualities that we exalt. Perhaps that is the reason why some relationships that have strong initial potential tend to become sour. It is not wrong to have dreams and fantasies about our future husbands but they should remain just that – dreams and fantasies. In reality we have to adapt ourselves and accommodate our spouses’ faults and shortcomings to make marriages successful alliances. I also have my dreams and fantasies of how my dreamed husband should be. In the first place, he should be a gem of character with a heart of gold. Good character and personality traits top my list of priorities. I would not want a man with Mel Gibson’s physique or Robert Redford’s charm because, then, he would be sought after by every other woman and if he happens to have a roving eye, then he may be unfaithful. No, I would prefer a man with average looks but who has a good reputation and without any major flaws in his character. My dreamed husband should also share some of my interests. I am an extrovert and I enjoy socializing and meeting people. Similarly, I would also expect my dreamed husband to be outgoing and friendly. I also enjoy shopping and travelling. I have expensive hobbies and therefore tend to be extravagant. It is, therefore, quite natural for me to expect my husband to be thrifty and who would, at the same time, try to curb my spending habits. Although I would like my dreamed husband with a financially secure job, I would not like him to be over-ambitious and put his career above his family. If his focus is solely on enhancing his career prospects, he might neglect his family. He might also insist that I stay home and take care of the children. As I hope to be a career woman, I will not be satisfied to be a mere housewife. I would love to be financially independent. Like most girls, I hope that I can find a perfect man in my future. He does not have to be a gorgeous-looking man but he must be a loving and responsible man. Not only should he be a good conversationalist but he should also have a good sense of humor. That, in a nutshell, are some the things I look for in my dreamed husband.

Dementia Causes Of Nonfatal Disability Health And Social Care Essay

Mr. Roy was a supervisor and driver for a company for 35 old ages, dedicated employee, he married Jane and had four kids. Roy ‘s Dendranthema grandifloruom has history of undiagnosed psychotic jobs. He ever had disconnected idiosyncrasy, rigorous with everything and ever wanted to be foremost. Although he was dedicated to his occupation and ne'er had clip for his household, Jane was the chief carer of the household. She worked as director of a residential place.She says that he ne'er been at that place for my kids. Roy was a lovely individual when he married her, after she had four kids, he was working as a supervisor for a company for 35 old ages. Roy lost his occupation when he could non accept the alterations in work environment, when the company started to utilize the modern equipments. He started to act unsuitably, he collected office paperss and kept it on the top of the Attic, as he does non like Changes Company ‘s policies.He lost his occupation as this company mo ved to another topographic point. He lost involvement in his household life ; he spent clip in saloon and ever had impermanent lady friends and spends money for them, which ever leaded him to hold debts and borrowed from Bankss and edifice society, without cognizing his married woman. His married woman had to confront the biddings, measures and constabularies instances for a long clip. She continued to pay back.He had jobs with pull offing histories, records and names of kids. Roy started to be really ill-mannered and argumentative force per unit area on his married woman for money and spent it handling others in the saloon. He had tonss of impermanent lady friends ; his personality changed, he threatened his married woman with a gun one twenty-four hours to happen his manner. His driving accomplishments became hapless, and he had a auto clang but survived miraculously. He ne'er mentioned with his auto after this incident. Mr. Roy so isolated himself.He usage to see on a regular bas is to the topographic point where the company was and travelled several times in a coach on the fixed path. He has been referred to the head-shrinker and diagnosed of anxiousness, depression and he refused to undergo any intervention for 3 old ages. His status go worse.Roy ‘s memory deteriorated. He admitted to the infirmary due to his hard behavior pneumonia Mrs. Jane had to take voluntary retirement due to fiscal committedness and to look after Roy. Her girl was really supportive to her other three kids hated him, and ne'er bothered about their pa. Roy so sectioned due to his hard behavior admitted in mental wellness unit, undergone a CT scan and diagnosed of Fronto temporal dementedness. He moved to an EMI nursing place to pull off his complex demands. Roy displays physical aggression both existent and endangering. Roy says â€Å" do you desire two black eyes. † He will raise his fist and will try to slap the staff ‘s faces. Roy ‘s suppressions appears de creased which frequently consequences in socially inappropriate behaviors.Physical aggression towards fellow occupants, Roy appears to hold no penetration to his ain status on others illness and safety. Roy is at high hazard of bolting and has a past history of Windowss and bolting from the old attention scenes.Roy is self disregard, resistive towards personal attention, his behavior can be disputing when staff attack him sing personal attention.He has no construct of hazard to himself or others, he will occupy people ‘s personal infinite and can go confrontational regardless of any age groups.When people inquire Roy inquiries he will laugh unsuitably, mimic, or reply unsuitably, for illustration ‘do n't be stupid.His short term memory appears impaired to the topographic point and day of the month.Long term memory appears impaired and muddled. Roy believes that he was in the Navy, but his married woman has told that this was wrong.Some facets of Roy ‘s long term me mory are integral and he is able to acknowledge household members He likes to have on coat and bind all the clip.Conversational accomplishments are limited and superficial in manner hence farther mental wellness appraisal are hard. Roy likes music and will play loud music with no construct to others. When his temper lowers Roy has a inclination to socially insulate himself, He is presently prescribed antidepressants and his temper presently appears stable, he has a sweet tooth, can be really demanding for peculiarly chocolate eclairs.He tends to acquire chest infections recurrently. Common causes of dementedness are Alzheimer ‘s disease, vascular dementedness, Korsakoffs syndrome, Dementia with Lewy organic structures Fronto temporal dementedness, Creutzfeldt Jacob syndrome, Aids related cognitive damage, other rarer causes like Progressive Supranuclear paralysis, and Bins cholers disease. Peoples with multiple Sclerosis, motor nerve cell disease, Parkinson ‘s disease and Huntington ‘s disease can besides at an increased hazard of developing dementedness. Younger oncoming of dementedness is randomly defined as get downing before the age of 65 old ages. It is much rarer than tardily on set of dementedness ( Harvey, 1998 ) the proportion of those with Fronto Temporal Dementia is thought to be higher in younger-on set group than among older people developing dementedness. ( Dale2003 ; Williams 2001 ) perchance presenting emphasiss for household members. In add-on, the societal and psychological context of younger people with dementedness is different from that of older people ( Cox and Keady,1999 ; Tined all and Manthrope,1997 ) The term Fronto temporal dementedness covers a scope of status including choices disease and dementedness associated with motor nerve cell disease all are caused by harm to the frontal lobes and the temporal parts of the encephalon, these are responsible for the emotional responses and linguistic communication accomplishments Alzheimer ‘s society ( factsheet404 ) explains the nucleus characteristics of FTD as defined by the Neary standards are early diminution in societal and personal behavior, emotional blunting and loss of penetration. Selective encephalon devolution is seen in dorsolateral orbital and medical frontlet cerebral mantle ( Neary ) .Personality displacements in the way of submissiveness are typical for FTD. Although extraversion can emerge in antecedently introverted single s ( Rankin, Kramer, Mychackand Miller ( 2003 ) points out that there is a displacement from the heat to coldness on personality panics.Changes in established spiritual or political believes and forms of frock proposing alterations in the sense of ego are common, regard for personal boundaries disappears, some patient stare and go overfriendly, taking openly to the aliens ( including kids ) , Increased trust for others make these patients vulnerable to fiscal cozenages or sexual development. Indiscretion causes embarrassment to the household and disinhibited verbal effusions or socially inappropriate behavior is common. Miller ( 1997 ) describes the symptoms are Antisocial behaviors, frequently reflect hapless opinion and impaired impulse control. Damage in personal behavior is a nucleus characteristic.Some can be hyperactive with verbal and motor activities.where as others become inactive and withdrawn, some patients will fluctuate between over activity and apathy. Gregory and Hodges ( 1996 ) Kean Kalder, Hodges and immature, ( 2002 ) , Rosen et Al, ( 2004 ) Loss of concern for others and outstanding emotional blunting tend to insulate the patient.A solace of cognitive and emotional alterations tocontributeto this emotional blunting.for illustration, comprehension and look.are deficient, and the inability to grok the emotions that others are experiencing. That the others are experiencing peculiarly better, negative emotions contributes to the feeling that the patient is no longer concerned about his or her loved 1s, in add-on, patients become self centred and tend to concentrat e on their ain peculiar demands and desires. In a medical crisis scene, patients may react with inappropriate deficiency of concern, sometimes in a eccentric mode ( Johansson & A ; Hagberg,1989 ; Kramer et Al: 2003 ) loss of executive maps leads to impaired multi tasking, switching abstracting, doing sound judgements, planning and job work outing the executive jobs can be the first manifestaon of venereal disease continuing behavioral shortages ( lindauetal ; 2000 ) hapless public presentation at occupations leads these patients to acquire fired, and they tend to work at increasingly simpler businesss. Similarly, ruinous fiscal loss due to hapless determination devising is common prior to presentation at the doctor ‘s office ( miller 1995 ) explains that preservative and stereo typed behaviors emerge in the in-between phases of FTD, simple insistent motor or verbal Acts of the Apostless such as lips doing, manus friction or humming are common. More complex behaviors such as ro ll uping ( refuse, stones, casts, fictile figures ) rolling a fixed path or numbering money, evolve in patients. Hyperorality manifests in over feeding and alterations in nutrient penchant to a certain type of nutrient or even construct of uneatable objects. Analyzing this behavior features Mr Roy is precisely the same features we can see in him.Roy ‘s disputing behavior can be the marks of hurt choler, aggression anxiousness, and backdown.As ( Kerr and Cunningaham2004 ) states that it is hard to find how individual respond to the behavior or responses of a individual with dementedness, if we do non cognize what caused it for and how individual interprets it.As Roy has a rare signifier of dementedness with primary progressive dysphasia Patient with FTD besides go on to develop address and linguistic communication jobs during the development of disease, ( Neary 1998 Pasquier, Lebert, Lavenu and Gallium, 1999 ) . Depression occurs and many patients with FTD are diagnosed with depressive upsets before dementedness is apparent ( miller 1991 ) depression has untypical characteristics that are a hint to the existent diagnosing. Loss of insight sing behavioral alterations, diminished empathy for others, denial of depression, alterations, diminished empathy for others, denial of depression, apathy, and blunted affect are present, in many patients with FTD and depressive characteristics. Psychotic characteristics, such as psychotic beliefs and hallucination, occur but are infrequent. Deficits in working memory, set shifting and coevals are apparent, episodic memory shortages can be outstanding, taking to misdiagnosis of AD. ( Lindau 2000 ) ( Miller, Swartz Lesser, & A ; Darby, 1997 ) states that inordinate smoke and intoxicant or drug maltreatment can take to the misdiagnosis of intoxicant or drug dependence, patients with FTD tend to gorge in gluttonous mode. In clinical pattern because many doctor s are unfamiliar with its specific characteristics FTLD is normally misdiagnosed as AD. Decline in societal and personal behavior, emotional blunting, loss of penetration and progressive address upset develop early in the FLTD. ( Dawn Brooker 2007 ) points out that understanding individual ‘s past history is important to supplying individual centred attention, by looking at processs for how cardinal narratives are known about and how these are communicated Person with dementedness is cardinal to this procedure although others such as household or professional carers can besides deduce considerable benefits from being involved. The procedure and its touchable results assist communications and aid the development of positive relationships, Life narrative work hence has a multiple benefits for assorted people. It is and activity that all the mostly about the yesteryear, takes topographic point in the present.it involves a series of intensive, non endangering extremely personal treatments between the individual disabled by dementedness and antiphonal appreciative hearer.As Roy ‘s dementedness has progressed and is unable to derive any information from him. Cunningham ( 2006 ) Lack of consciousness a nd cognition about the demands of the patients with dementedness can take to disputing behavior and misunderstanding of their demands. The ABC analysis of behavior is a utile successful tool for understanding patients with Dementia. This system provides an chance to enter all the factors which interact to make a ambitious state of affairs. ( Wang and miller 2006 ) points out that many facets of this upset make it peculiarly troublesome for health professionals, including loss of empathy for others, apathy, diminished penetration and inappropriate sound behaviours that qualify these patients. It can be argued that successful lovingness relationships are those here the individual with Dementia is accepted merely for what they are, non pressurised to go what they one time were an impossible mark for them to accomplish. Kitwood was the first author to utilize the term ‘personhood ‘ in relation to people with dementedness, he defined personhood as a standing or position that is bestowed upon what human being by other, in the context of the relationship and societal being.It implies acknowledgment, regard and trust. Brooker ( 2004 ) helpfully encapsulates the individual -centred frame work in four countries valuing the individual with dementedness and those who provide attention for them. ( V ) The individualism of each individual with dementedness, ( I ) , The of import position of individual with dementedness ( P ) and the cardinal function played by individuals societal environment individual centred attention involves the integrating of these four elements. So the people with dementedness and those who care for so genuinely seen as VIP`s. A senses frame work has been proposed by Nolan as a of understanding these triangular relationship between the individual with dementedness, the relation and the attention place staff.Six senses are highlighted.those are – sense of security, sense of properties, sense of continuity, sense of intent, sense of accomplishment and sense of significance.For individual with dementedness life in a attention place the two cardinal sets of trigon relationship are foremost, with household members and friends and 2nd, with assorted members of staff provide attention.the relationship with household and friends is critical in the context of the individuals journey through life ; the relationship with staff is critical in relation twenty-four hours to twenty-four hours comfort and satisfactions demands.Nolan et al argues ( 2003 ; 2006 ) argue that these six senses are indispensable for the relationship that are reciprocally satisfied for all concerned.for each of six countries, the individu al with dementedness, household member and attention worker may see this otherwise, yet a spread in any of these countries will adversely impact the quality of relationship. ( Forests ; Keady ; b'seddonch ; Diane 2007 ) explains that the individual with dementedness may experience secure and safe when he or she has a friendly smile faces about, and physical demands are reacting to quickly and gently ( the household member may experience secure when she or he experience confident that the individual is in good custodies. and having good attention.the attention worker may experience secure when their occupation is non under menace. when they do non experience criticised and scrutinised for every action, and when they do non experience under menace or onslaught, whether physical or verbal. A survey by CSCI ( 2008 ) of attention places has shown the quality of attention staff, communicating with people with dementedness has a major impact on their quality of life.leadership ethos, of attention place staff preparation ; support and good development are important factors in back uping good pattern. Jane hated Roy because his hard behavior and the emphasis she had before diagnosing. G.P`s were non cognizant of this dementedness as it is rare signifier of dementedness, .A cardinal manner easing carer ‘s engagement, is for the nurses and the carers to negociate a relationship within which engagement can run in a manner that endorses the rules of good pattern is already established.Walker. Tocopherol and Jane, B ( 2001 ) Fronto temporal lobe devolution work stoppages at comparatively immature age, so the disease frequently causes dramatic economic and societal effects before patients arrive in the clinic. The UK National service frame work for older people provinces that there should be specialist services for the younger people with dementia [ DOH ] , ( 2001 ) National service frame work for long term Neurological Conditions advices that there should be individual centred services, early acknowledgment, prompt diagnosing intervention and early rehabilitation ( DoH,2005 ) When Jane had to confront the effects of the challenging behaviours financially and emotionally for long periods as she was non acquiring plenty aid from the wellness professionals, and deficiency of diagnosing and unaware of his type of dementedness.the individual with dementedness will set with this of course, but it can be much more hard for their loved 1s, since they are distressed by what they lost. Miller and Wang ( 2003 ) Typical and Atypical major tranquilizers have been used for commanding aggressive and psychotic symptoms. However sing the possible inauspicious response with deteriorating motor symptoms and dysphasia, major tranquilizers should merely be used as a last resort. An increasing figure of structured or curative activity-based intercessions exist for people with dementedness. Examples include world orientation ; cognitive stimulation therapy ; music therapy ; art, authorship, dance and motion ; play ; aromatherapy and centripetal stimulation ; intergenerational programmes Montessori-based methods ; doll therapy ; the SPECAL attack ; emotion-oriented attention ; horticultural therapy and woodlands therapy. Reappraisals have revealed that the research grounds for most of these activities appears weak, nevertheless the seeable positive consequence they have on persons and anecdotal grounds indicates that they are worthwhile and have Referances Kerr D. Cunningham degree Celsius ( 2004 ) Finding the right response to people with Dementia.Nursing and residential attention.6,11, 539-542. Harvey R.J ( 1998 ) Family Burden immature oncoming of dementedness Epidemiology, clinical symptoms, support and outcome London Imperial College. Walker E. & A ; Devar B.J. ( 2001 ) issues and inventions in Nursing Practice.How do we ease carer ‘involvement in determination devising? Journal of advanced Nursing 34 ( 3 ) , 329-337.DecisionThe above survey therefore explains the badness of Dementia and its effects if left unattended. As stated above the figure of people acquiring affected by this disease is increasing at a really high rate. Thus this disease seems to present a serious menace to mankind and its societal being. The clip has come to get down big graduated table surveies and experiments on this disease and thereby device a methodology/cure for this. Besides WHO should advance consciousness about this disease among common public to guarantee early sensing and thereby cut downing farther wellness hazards.