Definition and Examples of Root Words in English

Definition and Examples of Root Words in English In English grammar and morphology, a root is a  word or word element (in other words, a morpheme) from which other words grow, usually through the addition of prefixes and suffixes. Also called a root word. In  Greek and Latin Roots  (2008), T.  Rasinski et al.  define root as a semantic unit.  This simply means that a root is a word part that means something. It is a group of letters with meaning. Etymology From the Old English, rootExamples and Observations Latin is the most common source of English root words; Greek and Old English are the two other major sources.Some  root words are  whole words and others are word parts. Some root words have become free morphemes and can be used as separate words, but others cannot. For instance, cent comes from the Latin root word centum, meaning hundred. English treats the word as a root word that can be used independently and in combination with affixes, as in century, bicentennial  and centipede. The words cosmopolitan, cosmic and microcosm come from the Greek root word kosmos, meaning universe; cosmos is also an independent root word in English. (Gail Tompkins, Rod Campbell, David Green, and Carol Smith,  Literacy for the 21st Century: A Balanced Approach. Pearson Australia, 2015) Free Morphs and Bound Morphs Because a root tells us more about the meaning of a word than anything else, the first thing we ask about a complex word is often: What is its root? Often a complex word has more than one root, as in blackbird. . . .In our native and nativized vocabulary, roots can usually appear as independent words, for which reason they are called free morphs. This makes it particularly easy to find the roots of words like black-bird, re-fresh, and book-ish-ness. In Latin and Greek, roots most often do not occur as separate words: they are bound morphs, meaning they can only appear when tied to other components. For example, the root of concurrent is curr run. which is not an independent word in English or even in Latin.(Keith Denning, Brett Kessler, and William R. Leben. English Vocabulary Elements, 2nd ed. Oxford University Press, 2007) Roots and Lexical Categories Complex words typically consist of a root morpheme and one or more affixes. The root constitutes the core of the word and carries the major component of its meaning. Roots typically belong to a lexical category, such as noun, verb, adjective, or preposition. . . . Unlike roots, affixes do not belong to a lexical category and are always bound morphemes. For example, the affix -er is a bound morpheme that combines with a verb such as teach, giving a noun with the meaning one who teaches.(William OGrady, et al., Contemporary Linguistics: An Introduction, 4th ed. Bedford/St. Martins, 2001) Simple and Complex Words [M]orphologically simple words, which contain only a single root morpheme, may be compared to morphologically complex words which contain at least one free morpheme and any number of bound morphemes. Thus, a word like desire may be defined as a root morpheme constituting a single word. Desirable, by contrast, is complex, combining a root morpheme with the bound morpheme -able. More complex again is undesirability which comprises one root and three bound morphemes: undesireableity. Notice also how, in complex words of this sort, the spelling of the root may be altered to conform to the bound morphemes around it. Thus, desire becomes desir- while beauty will be transformed into beauti- in the formation of beautiful and of the increasingly complex beautician. (Paul Simpson, Language Through Literature: An Introduction. Routledge, 1997) Pronunciation: ROOT Also Known As: base, stem

Definition and Examples of Root Words in English

Definition and Examples of Root Words in English In English grammar and morphology, a root is a  word or word element (in other words, a morpheme) from which other words grow, usually through the addition of prefixes and suffixes. Also called a root word. In  Greek and Latin Roots  (2008), T.  Rasinski et al.  define root as a semantic unit.  This simply means that a root is a word part that means something. It is a group of letters with meaning. Etymology From the Old English, rootExamples and Observations Latin is the most common source of English root words; Greek and Old English are the two other major sources.Some  root words are  whole words and others are word parts. Some root words have become free morphemes and can be used as separate words, but others cannot. For instance, cent comes from the Latin root word centum, meaning hundred. English treats the word as a root word that can be used independently and in combination with affixes, as in century, bicentennial  and centipede. The words cosmopolitan, cosmic and microcosm come from the Greek root word kosmos, meaning universe; cosmos is also an independent root word in English. (Gail Tompkins, Rod Campbell, David Green, and Carol Smith,  Literacy for the 21st Century: A Balanced Approach. Pearson Australia, 2015) Free Morphs and Bound Morphs Because a root tells us more about the meaning of a word than anything else, the first thing we ask about a complex word is often: What is its root? Often a complex word has more than one root, as in blackbird. . . .In our native and nativized vocabulary, roots can usually appear as independent words, for which reason they are called free morphs. This makes it particularly easy to find the roots of words like black-bird, re-fresh, and book-ish-ness. In Latin and Greek, roots most often do not occur as separate words: they are bound morphs, meaning they can only appear when tied to other components. For example, the root of concurrent is curr run. which is not an independent word in English or even in Latin.(Keith Denning, Brett Kessler, and William R. Leben. English Vocabulary Elements, 2nd ed. Oxford University Press, 2007) Roots and Lexical Categories Complex words typically consist of a root morpheme and one or more affixes. The root constitutes the core of the word and carries the major component of its meaning. Roots typically belong to a lexical category, such as noun, verb, adjective, or preposition. . . . Unlike roots, affixes do not belong to a lexical category and are always bound morphemes. For example, the affix -er is a bound morpheme that combines with a verb such as teach, giving a noun with the meaning one who teaches.(William OGrady, et al., Contemporary Linguistics: An Introduction, 4th ed. Bedford/St. Martins, 2001) Simple and Complex Words [M]orphologically simple words, which contain only a single root morpheme, may be compared to morphologically complex words which contain at least one free morpheme and any number of bound morphemes. Thus, a word like desire may be defined as a root morpheme constituting a single word. Desirable, by contrast, is complex, combining a root morpheme with the bound morpheme -able. More complex again is undesirability which comprises one root and three bound morphemes: undesireableity. Notice also how, in complex words of this sort, the spelling of the root may be altered to conform to the bound morphemes around it. Thus, desire becomes desir- while beauty will be transformed into beauti- in the formation of beautiful and of the increasingly complex beautician. (Paul Simpson, Language Through Literature: An Introduction. Routledge, 1997) Pronunciation: ROOT Also Known As: base, stem

Definition and Examples of Root Words in English

Definition and Examples of Root Words in English In English grammar and morphology, a root is a  word or word element (in other words, a morpheme) from which other words grow, usually through the addition of prefixes and suffixes. Also called a root word. In  Greek and Latin Roots  (2008), T.  Rasinski et al.  define root as a semantic unit.  This simply means that a root is a word part that means something. It is a group of letters with meaning. Etymology From the Old English, rootExamples and Observations Latin is the most common source of English root words; Greek and Old English are the two other major sources.Some  root words are  whole words and others are word parts. Some root words have become free morphemes and can be used as separate words, but others cannot. For instance, cent comes from the Latin root word centum, meaning hundred. English treats the word as a root word that can be used independently and in combination with affixes, as in century, bicentennial  and centipede. The words cosmopolitan, cosmic and microcosm come from the Greek root word kosmos, meaning universe; cosmos is also an independent root word in English. (Gail Tompkins, Rod Campbell, David Green, and Carol Smith,  Literacy for the 21st Century: A Balanced Approach. Pearson Australia, 2015) Free Morphs and Bound Morphs Because a root tells us more about the meaning of a word than anything else, the first thing we ask about a complex word is often: What is its root? Often a complex word has more than one root, as in blackbird. . . .In our native and nativized vocabulary, roots can usually appear as independent words, for which reason they are called free morphs. This makes it particularly easy to find the roots of words like black-bird, re-fresh, and book-ish-ness. In Latin and Greek, roots most often do not occur as separate words: they are bound morphs, meaning they can only appear when tied to other components. For example, the root of concurrent is curr run. which is not an independent word in English or even in Latin.(Keith Denning, Brett Kessler, and William R. Leben. English Vocabulary Elements, 2nd ed. Oxford University Press, 2007) Roots and Lexical Categories Complex words typically consist of a root morpheme and one or more affixes. The root constitutes the core of the word and carries the major component of its meaning. Roots typically belong to a lexical category, such as noun, verb, adjective, or preposition. . . . Unlike roots, affixes do not belong to a lexical category and are always bound morphemes. For example, the affix -er is a bound morpheme that combines with a verb such as teach, giving a noun with the meaning one who teaches.(William OGrady, et al., Contemporary Linguistics: An Introduction, 4th ed. Bedford/St. Martins, 2001) Simple and Complex Words [M]orphologically simple words, which contain only a single root morpheme, may be compared to morphologically complex words which contain at least one free morpheme and any number of bound morphemes. Thus, a word like desire may be defined as a root morpheme constituting a single word. Desirable, by contrast, is complex, combining a root morpheme with the bound morpheme -able. More complex again is undesirability which comprises one root and three bound morphemes: undesireableity. Notice also how, in complex words of this sort, the spelling of the root may be altered to conform to the bound morphemes around it. Thus, desire becomes desir- while beauty will be transformed into beauti- in the formation of beautiful and of the increasingly complex beautician. (Paul Simpson, Language Through Literature: An Introduction. Routledge, 1997) Pronunciation: ROOT Also Known As: base, stem

10 Best Note-Taking Strategies to Ease Your Work

10 Best Note-Taking Strategies to Ease Your Work The importance of effective and efficient note taking cant be stressed too highly when it comes to academic success.  Good notes take a large and complex topic and reduce it to digestible nuggets, making it easier to memorize, and also providing the organization thats an essential foundation for a well-structured essay. Electronic or Manual Note-Taking? Taking notes traditionally relies on nothing more advanced than a pen and paper. These days, the convenience and portability of laptops and tablets mean  that they are becoming increasingly popular for notes. They offer several advantages such as easy backup, syncing between devices, a simple way to search through your notes, and so on. There are dedicated note-taking apps available of varying complexity, while for fast typists even a simple text editor might have the edge over paper. Nonetheless, the basic principles of effective note-taking apply whether using electronic or manual note taking methods and considering that electronic means arent suitable for all situations, knowing the best practices is important whatever your choice of tools. Developing Your Own Abbreviations and Symbols No matter how fast your handwriting is, in a classroom, youre unlikely to be able to keep up making an accurate transcription of a lecture. To speed things up, use the following techniques: Use abbreviations in place of common phrases, whether subject-specific or common language. Draw arrows to link concepts and topics together. Highlight important points using stars, capitals, or underlining. Use bullet points when listing facts or other discrete ideas. Many of these last symbols already have recognized meanings, often rooted in mathematics, but dont be afraid to adapt them to your own purposes. So long as you use them in a consistent way and understand them, theyll serve their purpose. When you develop your own system of abbreviations and symbols, make sure you write a reference outlining the shortcuts youve used. What might seem obvious now might not be quite so clear when you come to review your notes in a few months time. THE DIFFERENCE BETWEEN FOOTNOTES AND ENDNOTES 10 Basic Steps to Become a Better Note-Taker 1.  Don’t write down everything heard in a lecture. Focus on the main points, listen and try to focus on the â€Å"meat† of the subject or point of the lecture. Most times, one’s professor will provide points, examples, or anecdotes to help their students better remember key points in a lesson. 2.  Write with brevity. Class notes should be pithy in nature, consisting of keywords and phrases. In fact, notes with loose ends (such as a word without a definition or meaning behind it) allow the student an opportunity to expand on their notes through exploratory research. 3.  Be accurate. If the student is not sure they heard something correctly, they should not write it down. Rather, they should write a question mark near that section of notes to examine after class. In this case, they should also ask their professor for clarification after class. 4.  Do  research before class. Most times a professor will have a syllabus informing students what subjects or topics will be covered at certain times throughout the semester. It is to the student’s benefit to be well informed on the subject beforehand, so they can focus on some of the bigger ideas discussed in the lecture – which means that reading ahead in a textbook or conducting preliminary research never hurts the student’s understanding of a subject. It can only help. 5.  Develop a system that works. Don’t worry about punctuation, picture-perfect spelling; instead use abbreviations, write succinctly, and leave plenty of white space in the notes to expand on after class. 6.  If a point is missed, don’t dwell on it. If it’s a crucial point, ask the professor after class. Simply leave some extra space and go on. It is better than missing yet another point in the lecture. 7.  Keep notes in organized places. For example, refrain from writing downs on random pieces of paper – they could be misplaced too easily, never to be seen again. Instead keep notes in ONE notebook for a certain class. Organizing one’s workspace helps organize their mental clarity when learning. 8.  Use symbols/punctuation to indicate the most important information. Many times a professor will say something is crucial to know or to remember, and so it may benefit the student if the student marks this passage or fact in their notes with a symbol that stands out from the rest of the notes. 9. Immediately after class, reread the notes that have been taken. This will help the student store the information into their long-term memory and clear up any questions they may be looming from the lecture. 10.  For some students, rewriting their notes after class is a helpful exercise. It helps them expand on words or phrases that had to be abbreviated, often causing them to perform a bit more of research to make sure that what they wrote down was indeed accurate and correct. TEST-TAKING TIPS AND STRATEGIES The Cornell System Making the Best Use of Your Notes The Cornell Note Taking System is a method which is equally suitable for taking your course notes, or for summarizing texts for revision or research purposes.  The Cornell method helps you take the notes you make in class or the library, and begin the process of organizing them into a coherent foundation for an essay, an exam answer, or as a way of ordering your thoughts for better learning. Although the following description of the method is for making handwritten notes, if you prefer to take notes electronically there are templates available for use with popular note-taking apps such as Evernote or Microsoft OneNote, as well as dedicated laptop and tablet software from various vendors. This method works by dividing your notes page into three sections. Section off the bottom two inches or so of each page by drawing a horizontal line. The area below the line will be your summary section. Next, section off a leftmost couple of inches of your page: this will be your keyword or recall section. You will then be left with the largest area of the page in which to take notes as normal, dividing them into rough paragraphs by topic or idea. After completing your basic notes, for each paragraph write a question, or a keyword or two, in the recall section to the left. Choose words which will help you remember the contents of the main notes. As well as forcing you to clarify the main concept of that section of notes, it will serve as a quick reference study guide in the future. Some people prefer to add these reminders as they go along, but if youre struggling to keep up the pace its more important to concentrate on the main body of your notes. Its better to add accurate keywords later on than to rush them during the main note-taking, to the detriment to both. Finally, use the summary area at the bottom of each page to write a high-level overview of the contents of the page, limiting yourself to only a couple of sentences or a few bullet points. Here is a picture that will help you better understand what Cornell system is: Successful academic notes dont concentrate on the exact wording, but on capturing concepts and ideas, and important specific facts if appropriate. Youre not taking legal minutes, and your notes only need make sense to you. Developing a system that suits your preferences, and that balances speed with accuracy will stand you in excellent stead in your educational efforts. Writing is a time and effort consuming thing. In case you experience any difficulties with writing contact us and get our professional assistance.

War and The Role of Photography and the Media Essay

War and The Role of Photography and the Media - Essay Example The Spanish Civil War offered one of the most enduring images of all, caught by the camera of the legendary Robert Capa - a Republican soldier at the instant of death, the moment of truth, the bitterest truth of all. And now we see again how potent a picture can be. Not long ago it seemed certain that the lasting image of war in Iraq would be Saddam's toppled statue. Instead, for millions, it is now a grinning 21-year-old girl holding a dog lead attached to the neck of a naked, cowering Iraqi. That the mass media grew in importance during the twentieth century cannot be doubted. The late Victorian period witnessed an enormous expansion of the press, stimulated by improved technology and by the mid-century removal of the so-called 'taxes on knowledge', the stamp and paper duties which had raised the price of newspapers. By 1901 there were 21 major daily newspapers being produced in London. Although this number was to fall in the next few decades, as a result of closures and mergers, the press would remain a power in the land, courted and feared by politicians of all parties. After the First World War new media came to rival the press in their capacity to reach a mass audience. The cinema came into its own in the inter-war period, providing newsreel images which enabled the public at large to gain its first visual appreciation of the country's political leaders. The establishment in the 1920 of the BBC made possible the supply of radio, followed later by television, directly to voters' homes. From 1955, with the emergence of independent television, the BBC's monopoly of broadcasting was challenged by the rise of commercial channels. The appearance of satellite and cable television from the late 1980s further extended the variety of media available to the public. The role of the media in politics remains an area of intense debate. Although the press and broadcasting have rarely, if ever, been direct causes of political change, arguably they have done more than merely reflect their environment. The historians James

Nucor Corporation Essay Example | Topics and Well Written Essays - 1000 words

Nucor Corporation - Essay Example To begin with, there is competition for the inputs that are required in the production of steel. The industry core input is from recycling of scrap metal. The many firms in the industry thus compete for these metals used in production. There is also competition for market share between the players. Market share determines the level and volume of sales that a firm makes and therefore influence e the profits to a firm (Porter, 1998). The foreign suppliers further tighten competition for market share in the steel industry. Firms in this industry as well are faced by the threat of entry by new firms as this may influence negatively on the performance of the already existing firms. Michael Porter five forces model can be applied to explain the competitive forces in this market. According to porter, the five factors that influence the performance of firms are the threat of entry of new firms, threat of substitute products, bargaining power of suppliers, bargaining power of customers, and t he rivalry among firms (Porter, 1998). These five forces will affect operations and determine the policies to be adopted by firms to ensure that the competitive edge against competitors is attained. In this market for instance, there is high bargaining power of customers. ... The fight for market share is a zero sum game where if one firm increases its market share then the others will lose their share. In the US industry, there is threat of entry of very new firms or formation of partnership, alliances, or mergers that will make the competition stiffer. Nucor Corporation has therefore increased its acquisition of new firms and reduced the bureaucracy to ensure flexibility and better performance. The industry is thus highly competitive. The bargaining power of suppliers also exists in the industry because of the many firms in the industry. In this industry, firms have to look for scrap metals that are molted and used in producing steel products. The companies must therefore offer good prices for input for them to have continued supply of raw materials and reliable suppliers. The third force is the threat of substitute products. Substitute products have similar uses and satisfy the same need, therefore becoming important for competition. Industries that ar e characterized by the existence of closer substitutes are highly competitive and must ensure quality production and good pricing. Continuous restructuring and strategies are also important for the success of the firms. Presence of substitute products in the steel industry, together with the imports from china, turkey and other foreign countries have made competition stiff in this industry (Thompson, 2010). The four forces together with the rivalry among firms are the component of the five forces model. The rivalry among firms is determined by the ease of exit, branding, product identity, product difference and switching cost. The low cost of switching and the ease of exit makes the steel industry in US

Studies Related To Dementia And Caregivers Burden Nursing Essay

Studies Related To Dementia And Caregivers Burden Nursing Essay The literature review was based on extensive survey of books, journals and international nursing studies. A review of literature relevant to the study was undertaken which helped the investigator to develop insight into the problem and gain information on what has been done in the past. An extensive review of literature was done by the investigator to lay a broad foundation for the study and a conceptual framework based on Wiedenbachs Helping Art Clinical Nursing Theory to proceed with the study under the following headings. For the purpose of logical sequence the chapter was divided into the following sections: 2.1 Section A: Studies related to dementia and caregivers burden of clients with dementia. 2.2 Section B: Studies related to psychological interventions on level of burden among caregivers of clients with dementia. SECTION A: STUDIES RELATED TO DEMENTIA AND CAREGIVERS BURDEN Harrison BE (2012) conducted a study to identify the evidence of factors influencing dementia related caregivers burden. 565 caregivers participated who were selected by purposive sampling technique. Caregivers Interview Schedule were given to the caregivers of clients with dementia. The findings of the study revealed that, many factors influence the impact of the caregiving experience such as gender, relationship to the patient, culture and personal characteristics. Hepworth JT (2012) conducted a cross -sectional study on burden experienced by caregivers of clients with dementia in Taiwan. 150 caregivers were participated from outpatient clinics of three hospitals by convenience sampling technique. The Caregiver Burden Inventory and Cost of Care Index Scale were used to assess the caregiver burden. The findings of the study revealed that 62% of caregivers had high level of burden. Rosenheck R (2012) conducted a cross sectional study on caregiver burden in dementia. 421 ambulatory outpatients with a diagnosis of dementia, those caregivers were participated as sample who were selected by convenient sampling technique. Burden Interview, caregiver distress scale, The Beck Depression Inventory Scales were administered. The findings of the study revealed that 80% of caregivers had severe behavioural disturbances, and psychiatric symptoms. Scheltens P (2012) conducted a epidemiological study on identifying a target group depression among caregivers of clients with dementia in Netherland. 725 caregivers participated who were selected by convenient sampling technique. Depression scale was administered to the caregivers. The findings of the study revealed that 72% caregivers had increased risk for depression and psychological distress. Steven H. Zarit (2012) conducted a longitudinal study to assess the subjective burden of husbands and wives in the care of clients with dementia. 1585 caregivers participated and selected by convenient sampling technique. Zarit Burden Assessment Scale was administered to caregivers of clients with dementia. The findings of the study revealed that among spouses, 65% of wives are having more burden than husbands. Christofoletti G (2011) conducted a cross sectional study to assess the neuropsychiatric disturbance of caregivers of clients with dementia and mental burden of their caregivers. 59 caregivers participated .Semi structured Burdren Interview Scale was used to assess the data. The result of the study revealed that 40% of caregivers had neuropsychiatric disturbance and mental burden. Papastavrou E (2011) conducted a descriptive study to investigate the burden experienced by families providing care to a relative with dementia in Cyprus. 172 caregivers are participated in the study. Convenient sampling technique was used. Data collected by using Burden Interview Scale, Behaviour Memory Problem Checklist, Depression Scale and Ways of Coping Questionnaire. The results showed that 68.02% of caregivers were highly burdened and 65% of caregivers exhibited depressive symptoms. Aizcorbeurrozc (2010) conducted a cross sectional study to evaluate the association between caregivers burden and psychological distress and to estimate the prevalence of mental disorder among the caregivers. 40 caregivers participated and assessed by Zarit Burden Scale and GHQ 28 to evaluate psychological distress. Convenient sampling technique was used. The result of the study showed that 80.7% of caregivers had high level of psychological distress. Ebenezer E, Prince MJ (2010) conducted a cross sectional study to examine selected factors of dementia patients and their caregivers that were associated with the burden of family caregivers. 225 caregivers participated in the study. Participants were selected by convenient sampling. Zarit Burden Interview Schedule was used to measure the caregivers burden. The result of the study showed that 78% of caregivers had high level of burdened because of informal support and ethnicity. Rinaldi P (2010) conducted a cross sectional study to investigate the burden perceived by caregivers of clients with dementia in different aspects of caregivers life and caregivers characteristics on its difference dimension in Italy. 419 caregivers participated. Caregivers burden inventory scale was used to quantify burden. The findings revealed that 80% of caregivers experienced that high level of anxiety and depression. Rothkopf M (2010) conducted a descriptive study to assess the distress and burden associated with sleep disturbance in dementia caregiver. 60 female caregivers participated through convenient sampling technique. Actigraphic Sleep Parameter and Burden Interview Schedule was used to measure the sleep and level of burden. The result of the study revealed that 98% of caregivers had depressive symptoms associated with poorer sleep efficiency. Williams C (2010) conducted a descriptive correlational study to identify the factors within marital relationships that increase risk of burden and depression in USA. 5 men and 11 women caregivers of clients with dementia participated. Zarit Burden Interview Schedule was used to measure the caregivers burden. The results showed that 74 % of spouses caregivers were overburdened and had depression. Anderson S (2009) conducted a cross-sectional study to examine association between caregivers burden and perceived health among caregivers of clients with dementia living at home in Netherland. 2238 samples participated. Caregivers Burden Scale was used to collect the data. The findings of the study revealed that the 84% of caregivers experienced moderate burden associated with isolation, disappointment and emotional involvement with perceived health. Elmstnhl S (2008) conducted a cross-sectional study to assess the financial burden and psychological distress among caregivers of clients with dementia in Sweden. 50 caregivers were participated. Burden Interview Schedule was used to assess the economic and social conditions. The study revealed that caregivers experienced total burden, strain and disappointment because of low income that leads to higher degree of burden. SECTION B: STUDIES RELATED TO PSYCHOLOGICAL INTERVENTIONS ON LEVEL OF BURDEN AMONG CAREGIVERS OF CLIENTS WITH DEMENTIA. Hauck WW (2011) conducted a prospective study to assess the Tailored Activity Program to reduce caregivers burden of clients with dementia. 60 caregivers were participated. Tailored Activity Program was given as an intervention for 4 months to reduce the caregivers burden. Zarit Burden Interview Schedule was used to assess the burden level. The findings of the study revealed that Tailored Activity program reduce the depression and anxiety among caregivers of dementia clients. Guetin S (2011) conducted a cross sectional study to assess the impact of music therapy on depression for caregivers of clients with dementia. 286 caregivers were participated. Hamilton Depression and Anxiety Scale, Zarit Burden Scale was used to assess the depression and burden level of caregivers of clients with dementia. 44 session music therapy was given to the caregivers. The findings of the study revealed that music therapy was reduced 80% of caregivers anxiety and depression. Jerimia Heinik (2011) conducted a cross sectional study to assess the effectiveness of recreational activities on level of burden among caregivers of relatives with dementia. 286 caregivers were participated. Zarit Burden Scale, Hamilton Depression and Anxiety Scale was used to assess the level of burden. Recreational activities were given for 5 months. The findings of the study revealed that recreational activities reduced 75% of level of burden among caregivers of clients with dementia. Sinder T (2010) conducted a cross sectional study to identify the effects on deep breathing exercise to reduce the level of burden among caregivers of clients with dementia in Taiwan. 465 caregivers participated. Convenient Sampling Technique was used. Deep breathing exercise was given to the caregivers of clients with dementia for 3 months. The findings of the study revealed that deep breathing exercise reduced the anxiety, anger among caregivers of clients with dementia. Philip D (2009) conducted a cross sectional study to assess the effectiveness of recreational activities on level of burden experienced by caregivers of clients with dementia in Europe. 238 samples participated in this study. Zarit Burden Interview, Burden Assessment Scale was used to identify burden. Painting, drawing was given as recreational activities for 12 weeks. The findings of the study revealed that 84 % of burden level was reduced for caregivers of clients with dementia with the help of recreational activities. Chandragupta and Bhola (2008) conducted a meta analysis studies to find the effectiveness of support groups for caregivers of dementic patients to reduce the burden and psychological well being. 521 caregivers participated. Burden Assessment Scale was used. Purposive sampling technique was used.The result indicated that support group helps to reduce the depression, anxiety and it improves the psychological well being. Graff ST (2008) conducted a longitudinal study to assess the effectiveness of community based occupational therapy on level of burden among caregivers of clients with dementia in France. 10 sessions of occupation therapy was given for 5 weeks. Caregiver burden was assessed with Zarit Burden Interview Schedule. 400 samples participated in this study. The findings of the study revealed that occupational therapy reduced 60 % of level of burden among caregivers of client with dementia. Naresh R, et al., (2007) conducted a longitudinal study on self efficacy for managing dementia and reduce the level of burden and depression among dementia caregivers. 84 caregivers participated. Zarit Burden Interview Schedule was used. Convenient sampling technique was used. The result revealed that self efficacy is used to alleviate the symptoms of burden and depression among caregivers of clients with dementia. Mittelman M (2007) conducted a longitudinal study to assess the effectiveness of family meetings to prevent of anxiety and depressive symptoms among caregivers of clients with dementia. 420 caregivers participated. Caregivers Burden Assessment Scale, Hamilton Anxiety Depression Scale were used to collect the data. The findings of the study showed that family meetings help to reduce the anxiety and depressive symptoms among 75% of caregivers of clients with dementia. Stella et al., (2007) conducted a cross sectional study to assess the effectiveness of physical activity on the level of mental burden among caregivers of clients with dementia. Convenience sampling technique was used. 245 caregivers participated. Burden Assessment Scale was used. The results revealed that the regular practice of physical activity reduce the burden of the caregivers of dementia patients. Gerentol GZ (2006) conducted a longitudinal study to assess the effectiveness of structured teaching program on activities of daily living on care of clients with dementia. 425 caregivers participated. Burden Assessment Scale was used to collect the data. Convenient sampling technique was used. The findings of the study showed that planned activities of daily living for dementia clients reduces the level of burden, depression and anxiety among caregivers of clients with dementia. Cantent C (2005) conducted a cross sectional study to assess the effectiveness of self group on level of burden among caregivers of clients with dementia. 425 caregivers participated. Zarit Burden Assessment Schedule was used to collect the data. Convenient Sampling Techinique was used.The findings of the study revealed tha self group reduces the level of burden among 65% of caregivers of clients with dementia. Pahlavandeh S (2005) conducted a study on effectiveness of family education program on caregiver burden of dementia clients. 560 caregivers participated. Zarit Burden Assessment Scale was used in this study. The findings of the study revealed that family education program reduces the level of burden among 60% of caregivers of clients with dementia. Kuskowski MA and Kirk LN (2005) conducted a exploratory study to examine the personal and relational impact on caregiving wives. Supportive group therapy was applied as a intervention. 115 female spouse caregivers participated. Convenient sampling technique was used. Burden Assessment Scale was used in this study. The findings of the study was revealed that supportive group therapy enhance the caregivers sense of personal mastery and it help to reduce the negative effects of caregivers of dementia clients. Tuokko H (2005) conducted a cross sectional study to assess the effectiveness of educational training program on reducing the level of burden among caregivers of clients with dementia in Lucknow. 526 caregivers participated. Burden Assessment Scale was used in this study. The findings of the study revealed that educational training programme brought awareness among caregivers and it helped to reduce the overburden and depression among 60% of caregivers of clients with dementia.