Intellectually Gifted Children

Abstract Many of us can concur that in a class there are those students who are exceptional performers. Some of us also belong to this bracket of intellectually gifted. What makes these differences between intellectually gifted learners and peers of the same standing in such a way that it’s like we do not belong to the peers who we are of the same age?Advertising We will write a custom essay sample on Intellectually Gifted Children specifically for you for only $16.05 $11/page Learn More What are some of the difficulties experienced by such students owing to the fact that they are just smart without putting a lot of effort in their class work? This paper therefore is an insight as to the difficulties experienced by intellectually gifted learners. In the classroom setting, different students have different abilities. However, schools tend to group students on the basis of their chronological age on the assumption that the students being of the same age have many interests in common (Gross, 2004). Schools therefore do not consider that there exist differences within the groups of equal standing (David, 2004). Most of the times, a teacher will tend to teach the whole class as a group but when assessment is done, some students excel more than others. It intrigues keen observers that there are students who do not seem to pay attention to classroom work yet they do well in the exams. Other students demonstrate abilities that are beyond their age. Then, do we have learners who can be termed as geniuses? My point of argument comes in, in that the teacher may use learner centered method of learning, actively engaging all students in the classroom and giving them equal opportunities to participate in the classroom, but there are those students who always emerge the best in class. These are the students who are regarded as intellectually gifted students. These are the students who are born gifted to the extent that they cannot fit in w ith their other peers (David, 2004). Intellectually gifted students have higher levels of cognitive development in that they are able to think in a more logical way, solve problems that would pose a challenge to the students who are of the same age with them and are also able to make decisions on complex matters. To say that they are average students who have studied and acquired knowledge would be ignorance of the highest degree.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Many scholars agree that students vary in their abilities for they are those with astonishing intellectual giftedness and others with modest intellectual giftedness. Other students are fairly gifted and others are said to poses highly intellectual giftedness while another minority group of intellectually gifted students exceeds the giftedness of all intellectual gifted learners and are said to be overwhelmingly intellectually gifted (Gross, 2004). The overwhelmingly intellectual gifted learners are rare in a normal population. All in all, one cannot fail to identify the academically gifted students in the classroom. In such a scenario, students grouped together on the basis of their chronological age exhibit many affective and cognitive differences which work to the disadvantage of the intellectually gifted student. Although there is no universally accepted definition of intellectually gifted students, many people will agree that these students have a high intellectual quotient (I. Q.), excel in their work be it talent, academics just but to mention a few and also have cognitive and affective abilities so high to the extent of being noticeable or standing out from their peers who are of the same age (Gross, 2004). These students go beyond being average even in their characteristics for they tend to be perfectionists and have so many expectations on themselves not to mention the expectations of their teac hers’ peers, parents and society once it comes to their realization that a certain student is intellectually gifted. Cognitive and affective differences determine the way the learner learns in the classroom and in turn their overall performance in the classroom. Reis Renzulli (2004) propose that intellectually gifted students have advanced cognitive abilities and their ability to develop a better understanding of the abstract concepts such as death. With these understanding in abstract concepts such as death, lack of substance of life and irrelevance of living, the gifted student develops common problems with students who are of the same peer (Reis Renzulli 2004).Advertising We will write a custom essay sample on Intellectually Gifted Children specifically for you for only $16.05 $11/page Learn More While the cognitive realm is the most widely used in identifying the intellectually gifted students, the affective domain also plays a major role. The intellectually gifted learners adjust well to the society (Jano, 1983) and are therefore said to be socially smart. The intellectually gifted learner has the characteristic of dominating his/her peers of the same age who have profound confidence in him/her. However, the intellectual sharpness of the gifted learner always lead the learner to experiencing social problems like being isolated from his/her peers and being too selective when choosing the people to associate with, with most studies done on the intellectual gifted students pointing that they prefer to be in the company of children older than them (Colangelo Davis, 2003). Researchers believe that by choosing the company of older peers that is where the intellectual gifted child feels that he/she can associate with peers of the same caliber in terms of their cognitive and affective development. Intellectual giftedness is a unique gift in itself and a child who possesses such capabilities should be nurtured to allow him o r her develop the gift in the areas he/she is gifted in. However, the first challenge to this rare gift is that the school curriculum itself does not make any special programs that can accommodate these gifted children. More often than not (Colangelo Davis, 2003), teachers themselves may not be willing to accept that there are students whose capabilities exceed that of their peers and therefore see no need to treat these gifted learners differently. Teaching intellectually gifted students requires a school to have special program that differentiates the curriculum used by the gifted students from the one that is used by students who are of average performance. The task is even made harder when a student is gifted in only one subject.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More For schools to effectively cater for the needs of the intellectually gifted; programs that allow gifted students to advance in their subjects and grades and be enrolled in two programs at the same time are needed and not many schools are willing to go to such heights (James, 1994). For instance, in a case where a school may have an overly intellectual gifted learner, chances of meeting another learner who is overly intellectually gifted are rare if not close to zero. Intellectually gifted students always feel isolated when they are with their peers because they do not fit in with their peers. They behave in a mature way and are able to solve problems and face challenges more than their peers. With these in mind, the gifted student seeks the company of other older students for him or her to fit in. This characteristic makes people believe that the gifted student is antisocial with his/her peer and therefore branded a lonely person. Their affective abilities make them a bit critical o f their friends and the feelings of their friends towards them. The intellectually gifted child will choose friends keenly than a child of average abilities and this makes them to have fewer friends (Ellen, 1996). Intellectually gifted students are more intelligent than their other peers who are of the same status for their ability to process information is higher than that of their peers. Therefore, in a classroom setting, the gifted students will always feel dragged behind by others. For instance, when a teacher is explaining a concept to students of average ability, the intellectually gifted student may feel bored because he or she has already grasped the concept and may find the teacher repeating her/himself. On the other hand, the intellectually gifted may also feel frustrated that the teacher is not going with the pace that he or she would want the teacher to go with (Colangelo Davis, 2003). For the teacher to effectively solve the problem in a classroom containing both gifte d and average learners he or she needs to integrate learning styles that can also accommodate the intellectually gifted learners. The teacher may also impact negatively on the gifted student in that he or she may assume that since the gifted student has already gotten the concepts that are being taught in the classroom, that they would be no need to focus attention on him/her. Here, the student’s intellectual giftedness works to his or her disadvantage (Vialle Geake, 2002). This further intrigues more questions in the intellectual gifted student’s mind of how weird he/she is not to deserve the attention of the teacher which leads to the student feeling neglected and not cared for by the teacher. This is very crucial especially to the development of a child. A child needs to be loved and cared for and tendencies to focus more attention on other children leaving others out leads to children engaging in deviant behaviors just to seek the attention of the teacher. Not tha t the intellectual gifted students are mischievous, (Colangelo Davis, 2003) they may engage in deviant behaviors so that they can also catch the attention of the teacher. For the teacher who is a keen believer of disciplined students, the intellectually gifted may suffer the most at the hands of the teacher because the teacher will always be punishing the intellectually gifted child in the belief that he or she is instilling discipline in the intellectually gifted child (James, 1994). When the gifted students are combined with students of average ability in the classroom, the intellectually gifted ones always feel that they have learnt everything there is to learn in the classroom for they are no more challenges for them. This leads to underachievement of the student in the class in addition to being bored. Learning is made fun when a student discovers something new that he or she did not know and therefore is intrigued to find out more about that particular concept (Vialle Geake, 2002). On the same tone, the gifted child may not see the need to be in the classroom or pay attention when the teacher is explaining concepts for they are already familiar with them. This brings us to the point where these intellectually gifted students are seen as arrogant but this is not the case for they are simply bored. The teacher can even punish the gifted student without knowing that he or she did not intend to be arrogant or not to pay attention. When these intellectually gifted students are not realized, they take a backseat in their academic achievements to the extent that they can even fail to complete classroom assignments. Some intellectually gifted students may become rebellious to their teachers and peers. The students also face discrimination and stigmatization from their other peers in that their exemplary performance is regarded as weird (Benbow Stanley, 1997). In most cases, other students will find their character abnormal and they would not understand why th eir character deviates from their own. The intellectually gifted are not taken as normal and students always view them as weird. Some students of the same peer will even go to the extent of believing that the gifted students have some supernatural influence whereas we know that the gifted only possess innate intellectual capabilities which is not a basis to be discriminated against. When a learner with intellectual gift, it also contributes to the learner asking him/her self many questions about his/her intellectual gifts. Some learners may even go to the extent of blaming themselves and develop shy characters. Gifted students when discriminated by their peers will try to fit in, in all ways. One of the ways in which gifted students can try to fit in is through hiding their giftedness for they do not want to be regarded as weird and feel out of place. When this happens, the gifted student regardless of his or her intellectual abilities will not let out his or her true self which bec omes a hindrance to finding out who he or she really is. They do not discover their true identity and they hide in their cocoon by pretending to be like other students of average ability. Other than being resented by his/her peers, the intellectually gifted also faces teacher’s resentment. As illustrated earlier on that the intellectually gifted student will most of the time ask silly questions and challenge the teacher in topics which are not in his/her caliber and show no interest in class work, a teacher who cannot identify the intellectual gifted child will probably resent such a child’s character (Ellen, 1996). To counter the resentment from both teacher and peers, intellectually gifted children always tend to hide their abilities so as to be at par with the norm as that of the peers. When these children hide their giftedness just to appear normal to their peers and teachers, researchers proclaim that the drive in exploring educational fields disappears in additio n to loosing the meaning of achieving (Painter, 1976). The intellectual gifted learner will therefore attend school for the sake of attending school not for the desire to learn. Their exceptional abilities are therefore shunned from surfacing and being beneficial to the society and to the student. They do this trying to seek approval from their peers and teachers and they therefore have a hard time in seeking social approval if doing so means pretending to be who they are not. The gifted learner struggles to be understood by the teacher and the learners and in a worse scenario where the teacher has no background information about the existence of intellectually gifted students. The gifted students lack pride in themselves for they are seen to do things that are not normal. Their self esteem is greatly affected by their intellectual sharpness (Vialle Geake, 2002). The problem becomes worse especially during adolescent when the student is trying to identify his or herself. Many are t he times that a gifted child on reaching adolescent develops identity crisis the reason being that the student cannot fully find out who he or she is. Coupled with doubts about his or her true identity from his peers who they are of the same age, the intellectually gifted student develops self doubt of him/herself leading him/her to have a low self esteem. The teacher on the other hand should try as much as possible to help the gifted student in revealing his/her true identity (Benbow Stanley, 1997). Having intellectually gifted children in a classroom is a challenge itself to the teacher, the basis of my point being that these intellectually gifted children will often challenge the tutor while he or she is teaching (Painter, 1976). When this happens, the teacher may feel intimidated by the gifted child. This causes misunderstanding between the child and the teacher for the gifted child interests in challenging the teacher may be solely contributing to the classroom discussion whil e the teacher may regard the student as a know it all type. For effective learning to take place, the teacher and the student have to be in good terms. On the other end, students of the same peer may feel that an intellectually gifted student is disturbing their lesson by interrupting the teacher during content delivery. The teacher experiences two extreme ends where they are those who are eager to learn and others who are intellectually gifted and know it all thereby creating confusion in the classroom. When a teacher discovers that a particular student is intellectually gifted, he or she may employ strict marking procedures when marking the intellectually gifted learner’s paper (Janos, 1983). Where a teacher has given marks to an average student, the intellectually gifted may fail on the same as a result of the high expectations that the teacher may have on the gifted learner (Reis Renzulli, 2004). Teachers also may ask hard questions to the intellectually gifted so as to prove to the other students that the intellectually gifted does not know everything that there is to know. In such cases, the resentment of the intellectually gifted learner to the teacher keeps on increasing and the more he or she becomes disinterested in school. A teacher may also not feel compelled to answer a question asked by the intellectually gifted child and may ignore the question on the assumption (Janos, 1983) that the student both knows the answer and just wants to test the teacher or can research for him/herself and get the correct answer to the question. This further creates frustrations to the intellectually gifted child in his/her endeavors of learning. While it is normal for the intellectually gifted student to want to discuss concepts to the very minor details, the teacher may only be interested in giving students the contents that will help them answer questions in the exam (Vialle Geake, 2002). The advanced cognitive abilities of the intellectually gifted again works to his/her disadvantage in that the teacher may not have the time to discuss concepts in the classroom in a detailed manner and this makes the learner who is gifted academically feel that he/she has been wasted or that the content discussed by the teacher is shallow. Intellectually gifted children may find it hard to repeat exercises given by the teacher in the classroom. One of the distinctive characteristic of the intellectually gifted is that, the student will master the content after repeating it only twice in most cases. When the teacher therefore make the intellectually gifted child to repeat a task for more than two times, the child loses focus and creates a negative attitude towards schools. Eventually, the IGC (Intellectually Gifted Child) may end up hating school altogether (Reis Renzulli, 2004). The gifted student has no contact with his/her peers. He/she does not enjoy the company of his/her peers and will most of the time prefer to be in the company of other olde r students who he/she can identify with. Therefore, the methods used by schools where these intellectual gifted students are grouped with students of average ability create a restrictive milieu for them (Ellen, 1996). The school only assumes that the intellectually gifted students have the same abilities as that of their peers and shuns off the doors of exploration for the intellectually gifted learner. In addition, the content taught in the classroom where this intellectually gifted child is in on the basis of chronological age is also restrictive enough and does not offer room for exploration of the gifted mind of the learner. The intellectually gifted learner may lack competition in the classroom (Ellen, 1996). Other than the teacher who the intellectually gifted would seem to engage in discussion in complex issues, his/her peers do not conform to his level. The intellectually gifted child does not have the challenge and therefore being in the classroom with people who he/she can not identify with and going through a curriculum that poses no challenge to him/her seems unbearable. The schools assumptions that by mixing the intellectually gifted with the average ability learners, more positive outcomes of learning would be realized because of interactive learning is somehow questioning when it comes to dealing with intellectually gifted learners. The extant literature shows that the intellectually gifted learners need a more challenging environment and an environment that does not put restrictive measures on the achievement of the learners. To drive my point closer home, the intellectually gifted learner in the first place sees no similarities between him/herself with peers of same age. Then, how would we expect the learner to have the zeal in learning if there is none of the peers who can challenge him/her? In conclusion, we must acknowledge that the intellectually gifted learner has abilities that need to be encouraged and that this can only be achieved if s chools are willing to come of their cocoon of comfort of grading the students on the assumption that since the students are of the same age, then they must have many similar things in common. Schools ought to develop programs that accommodate the needs of the intellectually gifted learners. References Benbow, P. Stanley, S. (1997). Inequity in Equity: How â€Å"equity† can lead for High Potential Students. Psychology: Public Policy and Law. 2 (2), 249 – 292. Colangelo, N. Davis, G. (2003). Handbook of Gifted Education. Boston. Allyn and Bacon. 3rd Ed David, B. (2004). Children’s Thinking: Cognitive Development and Individual Differences. Stamford. CT. Wadsworth Publishing Ellen, W. (1996). Gifted Children. New York. Basic Books. Gross, M. U. M. (2004). Exceptionally Gifted Children. London. Routledgefalmer James, W. (1994). â€Å"Nurturing Social Emotional Development of Gifted Children† Eric Clearinghouse on Disabilities and Gifted Education. Reston, V A. Available at  https://www.ed.gov/ Date last Retrieved Janos, M. (1983). The Intellectual Ability Psychological Vulnerabilities of Children of very Superior. Unpublished Doctorial Dissertation. NY. New York University Painter, F. (1976). Gifted Children: A Research Study. Knebworth. England. Pullen Publications Reis, M. Renzulli, S. (2004). Current Research on the Social and Emotional Development of Gifted and Talented Students: Good News and Future Possibilities. Psychology in the Schools, 41, published online in Wiley InterScience. Vialle, W. Geake, J. (2002). The Gifted Enigma. Cheltenham, Australia. Hawker Brownlow This essay on Intellectually Gifted Children was written and submitted by user Nathaly G. to help you with your own studies. 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Myth in Oh Brother, Where Art essays

Myth in Oh Brother, Where Art essays I think a perfect example of myth used in movies is the story of Odysseus in O Brother, Where Art Thou? If you are familiar with the story of The Odyssey, you can easily spot some instances of the mythical story and its connection to the current world in this movie. There is an instance where the three escaped convicts stumble along three sirens singing in the river. They are astonished with the beauty of these women and want to stay with them. This happens every day when someone stays with someone else because of their looks of because of money, etc. I can relate to this personally because I watched my sister stay with a guy because he always said he would change, and I stayed in a job for the money because the idea of having money sounded so sweet, just like the song of the sirens. We both never stopped to think if we were ever really happy with our whole situation, or just parts of it. Another example is when the men encounter a large man with an eye patch. This man represents the Cyclops. The huge man is a fast talker and immediately moves on to destroy the men to take what he wants from them. I think this compares to overpowering salesmen out there today who try to lowball other salesmen so they can get the sale. Even if the commission is low, there is still a commission, so they win. I think one of the greatest myths is that we are not accountable for our own actions. We always seem to find someone else to blame for what has gone wrong in our lives. Some of characters in this film go out and try to right the wrong decisions they have made. I wish we could all live with the ideology that we all can make our own decisions, even if it is not the best decision, but at least we got to make it ourselves. ...

Explain the role and significance of sponsorship in marketing an event Essay

Explain the role and significance of sponsorship in marketing an event and identify the positive and negative impacts associated - Essay Example The events provide the company with an opportunity of face-to-face interaction with the target customers who have grown and have become significant contributor towards the marketing communication program. Research studies have shown that about 22 percent of the total marketing budget is dedicated towards the sponsorship of events and activities (O'Connor, 2004). Sponsorship is defined as â€Å"the alignment of a brand with an activity in order to exploit the commercial potential created by the association, thereby positively impacting the brand image and/or sales amongst the sponsor’s target market, in order to attain marketing and corporate objectives† (Koekemoer, 2004, p. 456). In simple terms sponsorship can be defined as the provision of resources like equipment, people and money by an organization who acts as the sponsor, to the sponsoree or the beneficiary. As compared to the traditional advertising sponsorship acts as an alternative that provides opportunity for selling the product and services of the marketer and building brand image for the organizations. Sponsorship is a very powerful marketing tool. It has the capability to cut through the clutter, provide a unique opportunity to create relationship with the customers by producing emotional bondage with them and speak something rare as far as the business is concerned. This study focuses on gaining an in-depth knowledge regarding the role and importance of sponsorship and the negative and positive impacts it creates. Roles of Sponsorship The role that sponsorship plays can be understood from the objectives that the companies look for achieving through sponsorship. The success of sponsoring an event by the company is well defined by the objectives, evaluation of the end results and benefits that the organization enjoys. As per Andreff & Szymanski (2006), there are two types of objectives that can be classified as indirect and direct objectives. A dramatic change in the behavior of the ex isting and the new customers due to sponsorship is signified as direct objective. On the other hand indirect objective is signified by the increased visibility of the product and the brand, enhancement in the brand image and contact with the target segment. By accomplishing the indirect objectives the organization look for attaining growth in sales as the long term goal of the organization. Five significant principles of sponsorship objectives have been proposed by Jobber (2007). The objectives include gaining publicity, creating opportunities for entertainment, nurturing favorable company and brand association, enhancing the community relations and generating opportunities for promotion. Sponsorship provides an effective way to the organizations to promote their products, logos and brands; thus, providing opportunities for promotion. The company can use products like pens, sweatshirts and bags with their logos on them to create a wider recognition and retention among the audiences. Social responsibility is another reason that drives the company towards going for sponsorship. Companies engaged in sponsoring schools can create a socially responsible and caring image of the organizatio

Management Essay Example | Topics and Well Written Essays - 2250 words - 2

Management - Essay Example These students need an appropriate place for completing their assignments and homework projects. In addition, need for friendly studying environment increases during examination period. Therefore, students remain in dire need of an appropriate environmental context to conduct their learning activities. University of Colorado at Denver usually has study rooms and library facilities. However, these rooms open their doors for a limited number of hours. Studies indicates that junior students would use approximately 15 hours, while senior students use 20 hours every week in class work preparations (Seung 89). In this context, it would be appropriate to consider development of a facility that provides a 24/7 study room services around the campus. The main objectives of this project include provision of a user-friendly learning environment for the student population. The first aim is to facilitate availability of a 350-student capacity study room within the facility. This space will accommo date a significant number of students all around the clock. Apart from individual study sections, the facility will have lounges meant for constructive discussions relating to learning processes. The project also takes into consideration the fact that modern learning processes requires utilization of electronic knowledge sources from the internet (Seung 46). Therefore, involved stakeholders will ensure that the UCD facility has fully equipped and operational computer laboratories. Apart from objectives of promoting academic learning, the project will enhance provision of a suitable social atmosphere for the students. This aspect of socialization will be addressed by installation of TV room with entertainment features. In addition, students will acquire employment opportunities through various management related vacancies within the facility. Addition of a snack vendor kiosk will facilitate generation of funds that can be used to improve service delivery within the facility. In gener al, integration of all these aspects within the project will serve the purpose of providing a satisfactory and cost effective environment for studying. Students who would prefer to conduct their learning activities at unconventional hours will benefit from this project. In this regard, facility management will ensure development of a sustainable secure atmosphere that will substantially increase studying time for the university students. In order to ensure objective development of a feasible project proposal, the concerned team will apply inherent efforts in involving relevant authorities in their respective roles. Relevant authorities within the project’s work structure would include the university’s administration. Relevant information needs to reach the campus management in a timely manner. In this case, timely provision of relevant data increases chances of project approval from the administration. Apart from the campus directorate, numerous logistical permits will be necessary during construction exercise. In this case, city authorities will play a significant role in enabling commencement of construction plans implementations. Timely provision of rational information should reach city officials in order to appraise the quality and validity of the project in meeting its objectives. This means that suitable communication techniques and channels will facilitate acquisition of relevant permits from city

'An analysis of . . . . .' (writer's choice, pending customer Assignment

'An analysis of . . . . .' (writer's choice, pending customer approval) - Assignment Example Organizational change management requires processes and tools for managing the people side of the change at the organizational level. Thus, after a review of the literature in change management and on the importance of computer-mediated education for UOH, the change management program would be presented and analysed in the following sections. 2.0 Literature Review A study was conducted among fifty adult EFL Saudi learners at Najran University, Saudi Arabia, by Mahdi (2012) to investigate the impact of informal use of computer-mediated communication (CMC) on English as a Foreign Language (EFL) learner’s interaction. Informal use of CMC implies unplanned and unevaluated activities that can occur outside the classroom. The findings of the study suggest that the students had positive attitude towards the use of CM to improve their English language. However, teacher interference and busy schedule, can impact the informal use of CMC. The findings of this study are relevant for this paper because teachers or the faculty would be the prime drivers of this change at UOH. Similarly, Riyadh Colleges of Dentistry and Pharmacy (RCSDP), in the process of implementing a totally computer-based information system to facilitate administration, delivery of curricula and clinical teaching, conducted a survey of the students to investigate into their knowledge and skills relevant to ICT (Rahman, 2012). The aim was to measure the level of acceptance and the degree of training that would be required to equip them to accept the challenge in computer-mediated education system. The study found that students of this college demonstrated favourable attitude towards ICT and their level of use was at par with students from other countries. The fact that the university needed to...The aim was to measure the level of acceptance and the degree of training that would be required to equip them to accept the challenge in computer-mediated education system. The study found that students of this college demonstrated favourable attitude towards ICT and their level of use was at par with students from other countries. The fact that the university needed to conduct a study shows that there were doubts about students’ capabilities in using CALL. The study also revealed that there is scope for improvement and that the universities should make greater use of ICT in imparting education. At UOH also the preparatory year is not mandatory for students of me...

The Practice of Leadership investigation and questionnaire

The Practice of Leadership investigation and questionnaire The research we have discussed has described transactional leader. What is the difference between transactional and transformational leaders? (4) 1. Transactional leaders are leaders who ___________________________________________________________________________________________________________________________________________________________________________ 2. Transformational leaders are leaders who ___________________________________________________________________________________________________________________________________________________________________________ 3. Transformational leadership is built on top of transactional leadership. You cannot have transformational without transactional leadership. 4. The evidence supporting the advantage of transformational leadership over the transactional is tremendously impressive. 5. A Table Comparing Transactional and Transformational Leadership: Transactional Transformational Visionary vs Charismatic Leadership Visionary leadership is described as with the ability to create and articulate a realistic, credible, attractive vision of the future for an organisation or organisational unit that grows out of and improves on the present. 1. If the vision is properly selected and implemented, it can be so energising that it incites individuals to use their skills, talents and resources to make it happen. 2. The key properties of a vision are that it has inspirational possibilities that are value centred, are realisable, have better imagery and are well spoken. 3. What skills do visionary leaders have? (3) a. ___________________________________________________ ___________________________________________________ b. ___________________________________________________ ___________________________________________________ c. ___________________________________________________ ___________________________________________________ Charismatic leadership theory is an extension of attribution theory and suggests that followers make attributions of heroic or extraordinary leadership abilities when they observe certain behaviours. A charismatic leadership style can appear similar to a transformational leadership style, in that the leader injects huge doses of enthusiasm into his or her team, and is very energetic in driving others forward. However, charismatic leaders can tend to believe more in themselves than in their teams. Eight personal characteristics of charismatic leaders have been identified. (8) ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ 2. An increasing amount of research shows impressive correlations between charismatic leadership and high performance and satisfaction among followers. 3. Most experts think that individuals can be trained to exhibit charismatic behaviours. 4. Charismatic leadership may not always be needed to achieve high levels of employee performance. It may be most appropriate when an employees job has a lot of ideological content. Quiz: Charismatic and Transformational Leadership 1. Charismatic leadership is best understood by examining: a. leader characteristics b. leader and subordinate characteristics c. leader and situational characteristics d. leader, subordinate, and situational characteristics 2. Which statement about transformational and charismatic leadership is most accurate? a. both types of leadership involve the same underlying processes b. both type of leadership are effective in any situation c. charismatic leaders are less common in business organizations d. charismatic leaders are more effective in business organizations Team leadership As the usage of work teams grows, the role of team leader becomes increasingly important. 1. The challenge for most managers is learning how to become an effective team leader. 2. Effective team leaders have mastered the difficult balancing act of knowing when to leave their teams alone and when to get involved. 3. How does an effective leader build and support teams? (5) a.________________________________________________________ _________________________________________________________ b.________________________________________________________ _________________________________________________________ c.________________________________________________________ _________________________________________________________ 4. There are two priorities for a team leader. (2) a. ___________________________________________________ ______________________________________________________________________________________________________ b. ___________________________________________________ ______________________________________________________________________________________________________ 5. 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Which leader action is most likely to improve a group decision? a. ask judgmental questions to stimulate more creative solutions b. separate solution generation from solution evaluation c. determine who was responsible for causing the problem d. insist that the person who suggests a solution must defend it 4. Which of the following is not recommended for leaders of decision groups? a. focus the group discussion on the best two solutions b. encourage members to look for integrative solutions c. describe the problem without implying the cause or solution d. allow ample time for systematic evaluation of ideas LEADERSHIP ISSUES IN THE TWENTY-FIRST CENTURY. Leaders and Power: Leadership power refers to: _____________________________________________________________________________________________________________________________________________________________________________________________ What is the difference between power and authority? (2) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Kelman (1958) proposed three different types of influence processes: 1.______________________________________________________________ 2.______________________________________________________________ 3.______________________________________________________________ French and Raven (1959) identified five sources or bases of power. Explain them. (10) 1. Legitimate power ___________________________________________________________________________________________________________________________________________________________________________ 2. Coercive power ___________________________________________________________________________________________________________________________________________________________________________ 3. Reward power ___________________________________________________________________________________________________________________________________________________________________________ 4. Expert power ___________________________________________________________________________________________________________________________________________________________________________ 5. Referent power ___________________________________________________________________________________________________________________________________________________________________________ Yukl and Falbe (1991) add two more types of power: 1. Information Power ___________________________________________________________________________________________________________________________________________________________________________ 2. Ecological Power ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Most effective leaders rely on several different bases of power. Power can be personal (referent and expert) or position (legitimate, reward, coercive, information, ecological). How is power acquired or lost? a. Social Exchange Theory _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ b. Strategic Contingencies Theory _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Quiz: Power and Influence 1. What kind of power is dependent upon friendship and trust? a. affiliation power b. dyadic power c. referent power d. expert power 2. Which influence process is most likely to result in continued commitment to a task objective regardless of the managers subsequent actions? a. instrumental compliance b. personal identification c. compliance with authority d. internalization 3. Which two kinds of power have been found to be related most strongly to leader effectiveness in motivating subordinates? a. expert and referent power b. reward and referent power c. expert and legitimate power d. reward and expert power 4. Control over information is likely to give a manager power over: a. subordinates b. subordinates and peers c. peers and superiors d. peers, superiors, and subordinates 5. Which is not a recommended way to increase ones expert power? a. show others how to solve problems for themselves b. avoid making rash or careless statements c. act confident and decisive in a crisis d develop exclusive sources of technical information 6. The most likely outcome for an influence attempt based on legitimate power is: a. passive resistance b. compliance c. active resistance d. commitment Leading through Empowerment: Another modern leadership issue is leading through empowerment. Managers are increasingly leading by empowering their employees. 1. The increased use of empowerment is being driven by two forces. (2) a. _________________________________________________________ ______________________________________________________________________________________________________________________________ b. _________________________________________________________ ______________________________________________________________________________________________________________________________ 2. Empowerment should not be considered a universal solution to problems. Instead, it should be used where a workforce has the knowledge, skills, and experience to do jobs competently and where employees seek independence and possess an internal source of control. 3. The following conditions should be met for empowerment to be introduced (Cautions): ___________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________ Quiz: Leading through empowerment 1. Leading through empowerment increases _______________ of the workers: a. control b. maturity c. independence d. decision-making maturity 2. What is the most likely benefit from using participation in decision making? a. the decision will be made more quickly b. the quality of the decision will be better c. there will be more decision acceptance by participants d. there will be greater agreement among the participants Developing Trust: Another important modern issue for leaders is creating a culture of trust and credibility. 1. Credibility is __________________________________________________________________________________________________________________ 2. Trust is __________________________________________________________________________________________________________________ 3. Research has identified five dimensions that make up the concept of trust. Explain them. (5) a. Integrity ______________________________________________________________________________________________________ b. Competence ______________________________________________________________________________________________________ c. Consistency ______________________________________________________________________________________________________ d. Loyalty ______________________________________________________________________________________________________ e. Openness ______________________________________________________________________________________________________ 4. Given the fact that many organisations have moved to self-managed work teams, trust is extremely important because many of the traditional control mechanisms have been removed. 5. How should leaders build trust? Give eight suggestions. (8) a. ________________________________________________ b. ________________________________________________ c. ________________________________________________ d. ________________________________________________ e. ________________________________________________ f. ________________________________________________ g. ________________________________________________ h. ________________________________________________ Providing Moral, Ethical and Legal Leadership. Providing moral leadership involves addressing the means that a leader uses in achieving goals. It involves the content of the goals as well. Transformational leaders encouraging moral values when they try to change the attitudes and behaviours of followers. Unethical versus ethical leaders and the use of charisma. Recent corporate financial scandals have given rise to research that considers the ethical implications in leadership. The importance of ethical behaviour when it comes to trust. Abuse of power as leaders, especially illegal activities. Heroic Leadership. In the last few years there have been questions raised about the integrity of business leaders and there are signs of doubt entering into the publics perceptions of business. Polls in the US show that just 16 per cent of Americans trust business executives. US CEO makes 411 times the average worker. CEO salaries in Australia and New Zealand have not been as huge as in the US, but have in the same upward direction. Further resentment when rewards are given to CEOs even when the companys performance declines. Failure of the heroic leader has resulted from arrogance and greed. CEOs role as organisational leader needs to change. CEOs need to get back to the basics of what it means to be a leader. Such as: Give people a reason to come to work. Help employees to develop a passion for their work, a commitment to their colleagues and sense of responsibility to the organisations customers. Be loyal to the organisations people. Spend time with people who do the real work of the organisation. Todays CEO needs to be candid about what business practices are acceptable and proper. They should be prepared to take decisive action when something wrong is discovered. Becoming an effective leader. Organisations are in need of effective leaders. Cross-cultural leadership. Do leadership styles vary with national culture? National culture is certainly an important situational variable in determining which leadership style will be most effective because of how followers will respond. Name 7 universal elements of effective leadership. (7) _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ Gender differences and leadership. The next modern leadership issue we want to discuss is gender and leadership. This topic is one that still creates controversy! What, if any, differences exist between male and female leaders and what implications would these differences have? 1. The evidence generally has found that males and females do tend to use different leadership styles. This is not sexist, just reality. (3) a. Women tend to adopt a more ____________________style and a less ________________________________style than men do. b. Women are more likely to encourage participation, share power and information, and attempt to enhance followers self-worth. c. Men are more likely to use a directive, command-and-control style. d. Men rely on the formal authority of their position for their influence base. e. Men use___________________________________ leadership, handing out rewards for good work and punishment for bad. 2. Is different better? Consider the following statement: The best managers (leaders) listen, motivate, and provide support to their people. They inspire and influence rather than control. Generally speaking, women seem to do these things better than men. Do you agree? _____ 3. However, gender does not mean destiny. Which leadership style is effective depends on the situation. Gender simply provides a behavioural tendency in leadership style. 4. Glass ceiling: An unofficial, invisible barrier that prevents women and minorities from advancing in the businesses. In economics, this term refers to situations where the advancement of a qualified person within the hierarchy of an organization is stopped at a lower level because of some form of discrimination, most commonly sexism or racism, but sometimes, glass ceiling describes the limited advancement of the deaf, blind, disabled, and aged. Quiz: Gender and Cross-cultural Leadership 1. Which statement is most accurate according to the research on gender and leadership? a. men are more effective than women as leaders in organizations b. women are more effective than men as leaders in organizations c. men and women have an equal opportunity to be effective leaders d. men and women do not differ in their effectiveness as leaders 2. Which is least likely to be a reason for the glass ceiling in large organizations like business? a. differences in leadership behavior displayed by men and women b. implicit theories about the attributes required for effective leadership c. popular stereotypes about the skills and traits of men and women d. less encouragement and developmental opportunities for women Leader training Organisations around the globe spend billions of dollars, yen and Euros on leadership training and development. Some people do not have what it takes to be a leader. Evidence indicates that leadership training is more likely to be successful with individuals who are high self-monitors. Also individuals with higher levels of a trait called motivation to lead are more receptive to leadership development opportunities. Skills that can be taught are implementation skills in relation to effective visions, trust building, mentoring and situational analysis. Online leadership Write down the three main challenges of online leadership: __________________________________ __________________________________ __________________________________ Leadership Role-Play: Handling Confrontation (Mon): In groups (min. 3 max 4 people) think of a scenario in which a manager has to deal with employees about a problem in a workplace interview. Prepare a written script that you will hand a copy to your instructor when you do it. Appoint one person as the reporter, one person as the manager, and the rest as employees. The reporter sets the picture for us and the others act out the scenario in about 5 minutes. Then the reporter puts up a slide to summarize the leader-follower dynamics illustrated in the role-play, as reflected by the theory that we have learnt in the workbook. The class will then discuss this summary and analyze it further, drawing effective conclusions from the theory that we have learnt. Three important questions to ask: What kind of leadership style did the manager use? What is his relationship like with the follower/s? What do you think will be the outcome of the confrontation?

Scarlet Letter Critique Essay example -- essays research papers

Hester Pyrnne is a Puritan woman that thinks that her husband is dead or lost at sea. She has a love affair with Dimmesdale that no one knows about but themselves. Hester is ridiculed for it because she has a baby resulting from it, however nothing is done to Dimmesdale by his fellow Puritans because no one knows that he took part in the affair and is the baby’s father. The Puritans show their disapproval of Hester by doing a variety of things like spreading rumors, outcasting her, and even sewing a scarlet letter “A'; to her bosom. So is what being done here right? How about other Puritan views and attitudes? Are they right as well? Well, it is clear that Hawthorne doesn’t think so, and he shows this in so many ways and symbols that it is at some times hard to unfold. He clearly states in his writing that the Puritans are sinners themselves in the way they act because they are stubborn and believe that their way is the only way.   Ã‚  Ã‚  Ã‚  Ã‚  There are many examples in the book that show these views that he has. The first sign of these views came in the second chapter. Here she is ridiculed by the entire Puritan society because of the adultery that she has committed, but they don’t let her get off easy. They put her on the scaffold in front of the whole town to be made an example of, and the whole village just starts talking about her and the scarlet letter on her bosom. Why do they do this? Probably because they are ...

Communication of Respect

| Business CommunicationTrimester 2 AssignmentSubmitted By:Aksha AnandPGDM-A(2011-2013)Roll No: 06| | | | | | | | The communication of respect has been established as a significant dimension of cross-cultural communication to define and fully understand respect in cross-cultural interactions. The communication of respect can be examined and seen as a field of study. This framework is devoted to the communication of respect from both respect and communication competence. Study describes that good communication is a serious and specific study of the communication of respect. Evaluation of cross-cultural communication competence of respect across cultures in an environment where such pan-cultural communication is growing is extremely important. EXPLAINING RESPECT There are different disciplines dependent upon communication. Respect according to many researchers is both group and individually defined and oriented. It is inseparable from communication as there is no way to show respect in the absence of verbal or non-verbal communication. Also, many researchers allow respect to go undefined relying entirely on participant perception of the term. However, unlike previous views, communication of respect is a complex concept and more than merely simple politeness and courtesies. COMMUNICATION AND CULTURE- THE DIFFERENCES Cross cultural communicative competence framework developed by Ruben, has identified seven behavioural dimensions of cross cultural competence. They are * Display of respect * Interaction posture * Orientation to knowledge, Empathy * Self-oriented behaviour * Interaction management * Tolerance for ambiguity. Several years later on, it has been increased to nine dimensions by sub-dividing self-oriented behaviour into three distinct dimensions – * Task oriented roles * Relational roles * Individualistic roles. Communication of respect is heavily impacted by cultural norms. For many Koreans, respect is communicated via formality whereas for many Americans, respect is communicated in initial interacti ons by treating others equally. Sometimes due to lack of cross culture language, respect may not be effectively communicated. CONSEQUENCES OF RESPECT AND DISRESPECT Respect is very important silent feature in our communication and there are serious effects related to respect or the lack of the same. Therefore the phenomenon merits scholarly attention. Success is often dependant on being able to communicate respect and avoiding communication of disrespect. Communicating respect leads to a â€Å"social healing effect† on psychological perceptions of previously strained relationships. This article seeks not only to recognize the important work devoted to the communication of respect that has already been written, but also calls for more work to be done. THE CONCEPT OF COMMUNICATION OF RESPECT One of the key conceptual frameworks devoted to communication of respect is presented by Van Quaquebeke (2009) which distinguishes respect from tolerance and elaborates on two distinct types f respect. Tolerance is aligned with appraisal, whereas respect is closely aligned with recognition. Appraisal respect is evaluative and focuses on a result, while recognition respect is more process focused and occurs in interaction. The author of this article emphasizes on interactional respect. From a culture general communication perspective, there are four domains of communication competence that determine how respect is communicated interpersonally.

The Key To The Future Is In The Genes

The Key To The Future Is In The Genes The Key To The Future Is In The GenesGenetic engineering is a much argued about and controversial topic these days. Genetic engineering is the changing of our base make-up, DNA, which has unlimited medical research capabilities, healing possibilities, and can even stop the aging process. Genetic engineering should be allowed to be researched to the full extent capable, with the oversight of the government.When you think of genetic engineering, you think of The Matrix, where humans are grown for a specific purpose. This is not true. Genetic engineering is the changing of your genetic makeup, for the purpose of creating immunities and curing genetic defects. By changing the genes in your white blood cells, you can create immunities to such viruses as HIV, Ebola, even the common cold. This small affect alone can increase life expectancy and help raise the quality of life. This technique can also be used to cure cancer, cystic fibrosis, Tay-Sach's Syndrome, and Down's syndrome.dick mouse The Human Genome Project is a genetic engineering project that is to map out all 23 pairs of human chromosomes. This project has an extreme impact in the scientific world. Mapping out all of the genes, the map of life itself, would mean a much greater understanding of the human body in general. Scientists could much better understand the human psyche and what creates the psychiatric abnormalities like bi-polar disorder and schizophrenia. This development could cure incurable diseases and finally help people to live without these horrible mental diseases.Genes control every aspect of our body and how it works. These genes even control the aging process. Think about it. If there were no aging process, no one would get old! There is no magic bullet for death, however, but people could be able to live to 120 while...

Chemical Composition of the Human Body

Chemical Composition of the Human Body Many of the elements found throughout nature are also found within the body. This is the chemical composition of the average adult human body in terms of elements and also compounds. Major Classes of Compounds in the Human Body Most of the elements are found within compounds. Water and minerals are inorganic compounds. Organic compounds include fat, protein, carbohydrates, and nucleic acids. Water:  Water is the most abundant chemical compound in living human cells, accounting for 65 percent to 90 percent  of each cell. Its also present between cells. For example, blood and cerebrospinal fluid are mostly water.Fat: The percentage of fat varies from person to person, but even an obese person has more water than fat.Protein: In a lean male, the percentages of protein and water are comparable. Its about 16 percent  by mass. Muscles, including the heart, contain a lot of muscle. Hair and fingernails are protein. Skin contains a large amount of protein, too.Minerals: Minerals account for about 6 percent  of the body. They include salts and metals. Common minerals include sodium, chlorine, calcium, potassium, and iron.Carbohydrates: Although humans use the sugar glucose as an energy source, there isnt that much of it free in the bloodstream at any given time. Sugar and other carbohydrates only account for about 1% of body mass. Elements in the Human Body Six elements  account for 99%  of the mass of the human body. The acronym CHNOPS may be used to help remember the six key chemical elements that are used in biological molecules. C is carbon, H is hydrogen, N is nitrogen, O is oxygen, P is phosphorus, and S is sulfur. While the acronym is  a good way to remember the identities of the elements, it doesnt reflect their abundance. Oxygen is the most abundant element in the human body accounting for approximately 65% of a persons mass. Each water molecule consists of two hydrogen atoms bonded to one oxygen atom, but the mass of each oxygen atom is much higher than the combined mass of the hydrogen. In addition to being a component of water, oxygen is essential for cellular respiration.Carbon is contained in all organic compounds, which is why carbon is the second most abundant element in the body, accounting for about 18% of body mass. Carbon is found in proteins, carbohydrates, lipids, and nucleic acids. Its also found in carbon dioxide.Hydrogen atoms are the most numerous type of atom in a human, but because they are so light, they only make up around 10% of the  mass. Hydrogen is in water, plus its an important electron carrier.Nitrogen is about 3.3% of body mass. Its found in proteins and nucleic acids.Calcium accounts for 1.5% of body mass. Its used to build bones and teeth, plus its important for muscle contraction. Phosphorus is about 1% of body mass. This element is found in nucleic acids. Breaking bonds connecting phosphate molecules is a major component of energy transfer.Potassium is around 0.2-0.4% of the mass of a person. Its used in nerve conduction. Potassium is a key cation or positively-charged ion in the body.Sulfur is found in some amino acids and proteins. Its about 0.2-0.3% of body mass.Sodium, like potassium, is a positively-charged ion. Its about 0.1-0.2% of body mass. Sodium helps regulate the electrolyte balance in the body and maintain homeostasis with respect to the volume of water in the blood and cells.Although aluminum and silicon are abundant in the earths crust, they are found in trace amounts in the human body.Other trace elements include metals, which are often cofactors for enzymes. Trace elements include iron, cobalt, zinc, iodine, selenium, and flourine. Element Percent by Mass Oxygen 65 Carbon 18 Hydrogen 10 Nitrogen 3 Calcium 1.5 Phosphorus 1.2 Potassium 0.2 Sulfur 0.2 Chlorine 0.2 Sodium 0.1 Magnesium 0.05 Iron, Cobalt, Copper, Zinc, Iodine trace Selenium, Fluorine minute amounts Sources Anke M. (1986). Arsenic. In: Mertz W. ed., Trace elements in human and Animal Nutrition, 5th ed. Orlando, FL: Academic Press. pp. 347-372.Chang, Raymond (2007). Chemistry, Ninth Edition. McGraw-Hill. pp. 52.Emsley, John (2011). Natures Building Blocks: An A-Z Guide to the Elements. OUP Oxford. p. 83. ISBN 978-0-19-960563-7.Subcommittee on the Tenth Edition of the Recommended Dietary Allowances, Food and Nutrition Board; Commission on Life Sciences, National Research Council (February 1989). Recommended Dietary Allowances: 10th Edition. National Academies Press. ISBN 978-0-309-04633-6.Zumdahl, Steven S. and Susan A. (2000). Chemistry, Fifth Edition. Houghton Mifflin Company. p. 894. ISBN 0-395-98581-1.

Impact of death and dying on the personal lives and practices Research Paper

Impact of death and dying on the personal lives and practices - Research Paper Example The purpose of this paper is to demonstrate my scholarly skills in critically analysing an article that has attempted to bridge the identified gap in knowledge. This article, by Sinclair, seeks to provide a deeper insight into the impact that death and experiences with the dying have on the personal and professional lives of those working in the palliative and hospice care environments. My critical analysis will focus on the purpose of the article, the methodology and research design used as well as the study population. The article is focused on bridging the identified gap in research and hence contributing to the body of knowledge in the profession. The purpose of this article is to sensitise the nursing professionals and scholars on the psychological needs of the practitioners working in an environment where the thoughts of death, dying and grieving are normal experiences. The topic is very significant at a time when palliative and hospice care are gaining increased attention in the healthcare field (Sinclair, 2011). This means that the psychological health of the practitioners becomes a burning issue that require equal attention. I strongly believe that this purpose is not just worthwhile as a contributor to the body of knowledge, but it has also come out clearly in the article. The researcher, in this article, has made use of a rather rare method in research. First, Sinclair has made use of ethnographic enquiry in which the participants are selected and observed in their normal working environment. It is from these observations that the researcher obtains the results to make a conclusion of the study. The ethnographic enquiry method has been enriched by the use of conveniently selected participants for the study (Sinclair, 2011). To study the participants effectively, the researcher conducted observations on a variety of healthcare professionals in different fields within the palliative and hospice departments. The collected information was analysed through

'In Defense of Food An Eater's Manifesto' By Michael Pollan Essay

'In Defense of Food An Eater's Manifesto' By Michael Pollan - Essay Example We are weak in a sense that we need to consult doctors and therapist to know what we must eat and follow the logo that processed food containers hold. We go by mob psychology without giving any judgment to what actually is the truth. Other animals and organisms do not have such requirements, they are capable of making a decision what they should eat and they eat what nature has offered them. Our story is different as we need a variety of different things to eat to stay fit and healthy. The author has thrown light upon the biased nature of human beings regarding what to eat, how much to eat and what sequence to follow. We have set certain parameters regarding with what a particular food item will go. This tendency came in picture because of a lot of variety has captured the market with guiding and misguiding food-labeling rules. Genetically modified food and all the variety of processed food has taken us away from our roots. What we are eating today is totally different from what our ancestors have eaten and most probably what our mothers have eaten. Food comes with various logos some are stating that they may protect against cancer but actually it has no such role. Some of the food items presented in the market are the result of vague kind of research that has been carried out in the market, for e.g. the genetically modified food are gaining much prominence these days. "Genetically Engineered" food is grown, manufactured, created, developed or changed by utilizing the techniques that brings changes in molecular or cell biology of an organism. This technique cannot be exploited in nature or under natural conditions. These techniques are mostly based on recombinant DNA technology, cell fusion, micro- and macroencapsulation, gene deletion or duplication, introduction of any gene from other organism through microinjection or by the process of transgenesis where the desired foreign gene is inserted in the early sates of development and also the techniques based on altering the position of the genes. The process does not include propagation, conjugation, fermentation, hybridization, in vitro fertilization and tissue culture method (Grubesic, 2005). These marketed food products are highly advertised in the TV, newspapers and magazines with big claims but according to the author the best food is what our grandmothers have eaten and recommends us. In the present era, in order to make maximum gains people are adopting unfair means to market the products by decorating them through packaging and variety of other methods to attract women and children. These processed food have no true food value and incorporate food additives for manufacturing, stuffing or in packaging, dispensation, preparing, treating, and packaging, food additives may also be used when long distance transporting is to be done or when the food item is to be kept for long duration. Now-a-days radiations are given to ensure the safety of food from chemicals. The food is labeled with the name of the company or firm or by any legal or commercial entity. If the research has provided us with the processed food items then research has also provided us the information about the repercussions of eating such products. The author has therefore recommended that if we eat modified food which claims to be rich in nutrition and possess