Demonstrating the Virtues of the Just Life Essay -- Essays Papers

Demonstrating the Virtues of the Just Life The character of Socrates in Plato’s Republic is a curious one. Socrates is rarely satisfied with widely or casually accepted statements, and is fearless in taking on enormous topics for debate. One such topic that Socrates tackles early and often in the Republic is that of justice and the just life. It takes little time for Socrates to begin an attempt at demonstrating to two of his friends, Glaucon and Adeimantus, that in fact it pays to be just. After much debate and even the creation of a fictional city, a resolution of some kind is reached. Socrates does succeed in convincing his opposition that it pays to be just, however he does not demonstrate said fact. The difference is subtle, but profound. The debate begins when Glaucon makes the powerful claim that, â€Å"the life of the unjust man is, after all, far better than that of the just man† (Plato, Republic[1], 358c[2]). He and Adeimantus beg Socrates to respond, and in response Socrates decides that to consider justice in a man, it would be easier to consider justice in something larger, namely a city. He begins the creation of a fictional city with the necessities of the citizens, and then the responsibilities each citizen has to the city, namely, to inhabit the profession that one is best at. To protect the city, its citizens, and its land, a class of â€Å"guardians† is to be created. This leads to the discussion of education, and finally to the third class of the population, the wise rulers. Socrates has created a three-tiered city that he claims is just. Once the city has been completed and it is inspected, Socrates declares that the definition of justice that they have been search... ...y saying that, â€Å"isn’t to produce justice to establish the parts of the soul in a relation of mastering, and being mastered by, one another that is according to nature, while to produce injustice is to establish a relation of ruling, and being ruled by, one another that is contrary to nature?† (444d). Isn’t it better to lead a just life if doing so prevents internal chaos and maintains order in the soul? It seems that answer is yes, but the question rests on a fallacy. The connection between injustice in a city as chaos among the classes, and injustice in a man as chaos in the soul has never been sufficiently shown. Socrates has failed his demonstration. -------------------------------------------------------------------------------- [1] Plato. Republic. Trans. Allan Bloom. Basic Books, 1968. [2] Stephanus numbers and letters used to cite all works of Plato.

Bone Forensic Anthropologists Essay

1 How did your findings compare to the rest of your team and to the actual data provided by your teacher? What could account for any variation? 2 Why do you think the pelvis is often the first bone forensic anthropologists look to in determining sex from skeletal remains? The pelvis is the first bone anthropologist look at because a male can not fit a human head through their pelvis. A female (the one that is pregnant) can fit a babies head through her pelvis because its wide enough and doesnt have anything blocking where the baby comes out at. 3 The developmental occurrences you used to determine age stopped at age 25. What are other clues a forensic anthropologist may be able to use to determine age if the bones belong to a person over age 25? Determining the age of a sub-adult skeleton is examination of the teeth and jaw by a forensic anthropologist. However, a comparative analysis may be made using the skull sutures and epiphyseal fusion in the young-adult skeleton. Sutures are the zigzag â€Å"seams† where the bones of the skull meet. Endocranial sutures (inside the skull) are more reliable as an aging method than is ectocranial suture analysis. 4 What is the difference between qualitative and quantitative evidence? Explain how both types of measurements played a role in this activity. Quantitative data Observations that do not involve numbers. These observations were definitely used in this activity when we obsered things like â€Å"heart-shaped vs. round pelvis† or â€Å"blunt vs. sharp upper eye sockets. Quantitative observations are numerical observations. We also used these in this activity for measurements on the sub-pubic angle, the length of leg and arm bones, the nasal index, etc. 5 To analyze the long bones, the femur and the humerus, you looked at bone markings such as condyles, tuberosities and trochanters. Look back at the photographs and at the bone markings on your Maniken ®. How would you describe these markings in your own words? Which features do you think  separate each class of markings from the others? 1. In this activity, you were able to analyze skeletal remains in order to determine four particular traits of an individual. In a real life situation, scientists could provide a more detailed description of the individual based on additional information that can be acquired from the bones of this person. Describe at least two other pieces of information you could possibly learn from bone. Make sure to provide a specific example for each piece of information.

Asses the view, that working class children underachieve because they are culturally deprived Essay

Middle class children have a higher tendency of achieving more than pupils of the working class. A few explanations pay attention on the external factors outside school. This includes cultural deprivation – working class pupils are portrayed as having a lack of correct attitude, values, language and knowledge for educational success. Whilst material deprivation means that working class pupils are most likely to have poorer diets, health and housing and their parents are less able to meet the hidden costs of schooling. The middle class have mote cultural capital – they have a better advantage of their choices within the marketised education system. There are three main aspects to cultural deprivation. The first is intellectual development; theorists argue that many working class homes lack things such as books, educational toys and activities which would help to stimulate intellectual development. Douglas (1964) found that pupils of the working class scored lower on a test of ability than those of the middle class. He argued that because working class parents are likely to be less supportive of their child’s intellectual development this has an impact on them. This could then lead to underachievement as it would mean the child is always behind. Secondly, Bernstein (1975) looked at the difference in language between working class and middle class students. He identified that language can be categorised into two types of speech codes. This highlights the differences between both the working and middle class. The restricted code was typically used by those of the working class. It consisted of a limited vocabulary and is based on use of short, often unfinished, grammatically simple sentences. Their speech is predictable and sometimes consists of single words and hand gestures. The restricted code is context bound so the speaker makes the assumption that the listener shares the same set of experiences. Then there was the elaborated code which is most commonly used by those of the middle class. Vocabulary is a lot more varied and is based on more grammatically complex sentences; speech is more varied and communicates abstract ideas. It is also context free: so the speaker doesn’t assume that the listener shares the same experiences as them, allowing the use of a more descriptive language. This would lead to under achievement  because the language used in schools and in test papers tend to be in the elaborate code as it is seen as the ‘correct’ way of speaking and communication, so therefore middle class people are again at an advantage. Finally, attitudes and values, Hyman (1967) argued that values and beliefs of the lower class show a ‘self-imposed barrier’ to educational and career success. Hyman outlined between working-class and middle-class value systems Members of the working class place a lower value on education. They place less emphasis on formal education as a means to personal achievement, and they see less value in continuing school beyond the minimum leaving age. Members of the working-class place a lower value on achieving higher occupational status, In evaluating jobs, they emphasize ‘stability, security and immediate economic benefits’ and tend to reject the risks and investments involved in aiming for high-risks occupations. Job horizons tend, therefore, to be limited to a ‘good trade’. Compared to their middle-class counterparts, members of the working-class believe there is less opportunity for personal advancement. This belief is probably the basis for the lower value placed on education and high occupational status. Whilst Sugarman (1970) similarly argued that working class subculture has four key elements that create this barrier to educational achievement: Collectivism involves loyalty to the group rather than to emphasis on individual achievement which the school system demands. Immediate gratification emphasizes the enjoyment of pleasures of the moment, rather than sacrifices for future rewards, Will also tend to encourage early school-leaving for the more immediate reward of a wage packet, adult status and freedom from the disciplines of school. Fatalism involves an acceptance of the situation rather than efforts to improve it; it will not encourage high achievement in the classroom. Present-time orientation may further reduce the motivation for academic achievement, whereas an emphasis on long-term goals and future planning can encourage pupils to remain longer in full-time education by providing a purpose for their stay. Cultural deprivation theorists argue that parents pass on values of their class onto their children. Values of middle class will equip children for success, whilst working class values fail to do so. However Keddie (1973) describes cultural deprivation as a myth and sees it as  a victim blaming explanation. She believes that having a culturally deprived background can’t be blamed as the reason that certain pupils fail in school. She argues that there is no cultural deprivation but cultural differences; failure is due to the disadvantages that are pursued by an education system dominated by middle class values. She believes that schools should recognise and build on strengths, and also challenge teachers’ anti working class prejudices. Under achievement can also be subjected to material deprivation. This can also be classed as poverty. It is a lack of basic necessities such as adequate diet, housing, clothing or the money to buy these things. Material deprivation theory explains working class under achievement as the result of the lack of such resources. Unlike cultural deprivation theorists, who blame educational failure on the inadequacy of working class subculture, many other sociologists see material deprivation as the main cause of under achievement. Poverty is closely linked to educational under-achievement. Although external factors, such as cultural deprivation, material deprivation and cultural capital can play an important part as to why there is class difference in regards to achievement, there are also internal factors that can be put to blame. To label someone is to attach a meaning or definition to someone. Studies show that teachers often label pupils regardless of ability or attitude, by basing labels on stereo-typed assumptions about their class background, labelling working class pupils negatively and working class pupils positively. This can restrict pupils from achievement as it means teachers will refrain from giving pupils they have labelled negatively from getting the support they need, meaning they do badly at school. The self-fulfilling prophecy is a prediction that comes true simply by virtue of it having been made. Integrationists argue that labelling can affect a pupils achievement by creating a self-fulfilling prophecy. When a teacher labels a pupil, they make predictions about their abilities for example, ‘this child will do well’ – The child then gets treated in accordance to this prediction, the pupil then internalises the teacher’s expectations which becomes part of its self-image. This makes the child become the kind  of pupil the teacher perceived them to be. (e.g. if a child is labelled positively, the child will then gain more confidence and try harder with their work, thus leading them to success). This prevents children from having the potential to do well, rather than working hard to allow them to do their best they allow their teachers opinion of them to hold them back. Marketisation is the final internal factor that portrays class differences of achievement. Schools operate on a wide education system, whose policies affect class differences in achievement. Such policies include marketisation and selection. Marketisation brought in – a funding formula that gives the school equal funding for each pupil, exam league tables which rank each school according to its exam performance and make no allowance for the level of ability of its pupils, and competition among schools to attract pupils. Marketisation explains why schools are under pressure to do well. Some schools respond to marketisation by creating a traditional image to attract middle class parents – this has re-in forced class divisions. Schools have to spend more money on marketing themselves to parents, often at the expense of spending funds on special needs or other important areas. Overall I think it is clear that cultural deprivation plays a huge part in regard to underachievement. Pupils lack help both at home, and at school, meaning they have less chance at doing well. Internal and external factors both work alongside each other – putting middle class pupils at an advantage in contrast to working class pupils.

Behavioral Ecology of Bees Essay

Behavioral Ecology of Bees Introduction Abstract   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Bees constitute one of the major plant pollinators globally. They experience adaptation for feeding on pollen and nectar. Pollination is as well defined as the process by which pollen grains are transferred between plants in reproduction. The amount of colonies (maintained by beekeepers) has gradually declined due to systematic use of pesticide, urbanization, Varroa mites, and tracheal. However, this has increased the competition of bee keeping for pollination purposes. Pollination refers to process via which transfer of pollen in plants reproduction occurs, thus facilitating sexual reproduction as well as fertilization. Pollination constitutes an essential step in flowering plants reproduction, resulting in a remarkable production of genetically diverse offspring. The general study of in-depth pollination entails various disciplines such as horticulture, botany, ecology, and entomology. Pollination was first viewed by scientists as an int eraction process (in 18th century) between vector and flower. The fact that fruiting is fertilization dependent and is as a result of pollination guarantees the importance of pollination in agriculture as well as horticulture. Pollination can either be abiotic (mediated with no other organisms involved) or biotic (organisms carry the pollen grains from the flower’s anthers to the respective part of the pistil or carpel. Beetles have emerged to be the insects that pollinated the most ancient animal-pollinated flowers; thus the syndrome pertaining insect pollination emerged before the first appearance of bees. However, bees are (specialists) pollination agents with physical and behavioural modifications that facilitate pollination, and are relatively more efficient in performing the task than other pollinating insects such as flies, beetles, pollen wasps, and butterflies. The emergence of these floral specialists has driven the angiosperms’ adaptive radiation, and, conse quently, the bees themselves (Riedl, (Johansen, & Barbour, 2006).Methodology:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   All the details availed by this research has been delicately collected from subject-related articles and in-depth analysis of various case studies.Semisocial and Eusocial bees Bees can either be solitary or live in certain community types such as for instance, the eusocial colonies (common among the bumblebees, stingless bees, and honey bees). Different types of sociality have evolved amongst the bees. In certain species, groups (of cohabiting females) may function and live as sisters; otherwise, labor division in the group guarantees them to be considered Semisocial. However, if, in spite of labor division, the group entails a mother and corresponding daughters, the group is then called eusocial. The mother serves as the â€Å"queen† while the daughters serve as â€Å"workers†. The system is said to be â€Å"primitively eusocial† if these cases are purely behavioural while, on the other hand; the system is â€Å"high ly eusocial† once the cases are found to be morphologically discrete. Nevertheless, the primitively eusocial bees constitute relatively more species as compared to the highly eusocial bees. In most cases, the highly eusocial bees are found to live in colonies with each colony having a single queen and several workers. Bumblebees are found to be eusocial, and the queen is found to initiate a nest singly. Colonies of bumblebees contain 50-200 bees at maximum population, which takes place in the duration mid-to-late summer. Bumblebees constitute one of the vital wild pollinators; however, their population has declined recently. Communal and solitary bees: Most bees are said to be solitary if all the females are fertile and inhabits own constructed nests. Solitary bees are vital pollinators whereby pollen is collected for providing the brood’s food in the nest. They are said to be oligoleges (collect pollen from a few plant species) unlike bumblebees and honey bees which ar e generalists. Monoculture and decline in bee species has made honey bee keepers concentrate on seasonally dynamic pollination areas. Fuzzy bees have an electrostatic charge thus adherence of pollen is facilitated. Bee gathering pollen grains are more efficient pollinators rather than those that gather nectar (Davies, Kreb, and West, 2012).In New Zealand, three general of native bees managed to venture into flower buds of the native mistletoe Peraxilla tetrapetala. Bellbird and Tui are some of the birds that orient the ripe bud top since cannot undergo self-opening. This results in a mechanism that causes spring-opening of the petals thus providing access to the pollen and nectar. The individual efficiency of bees determines their population value. Thus while pollination efficiency of bumblebees is high on cucurbits, the cumulative efficiency of honey bees colony is relatively greater as a result of their greater numbers. Bumblebees and honeybees use their spatial vision and color v ision to sort out tasks such as to recognize rewarding flowers especially during foraging. Cognitive factors are very significant in determining what bees see. With progressed visual experience, honey bees know much in using non-elemental processing, entailing rule learning and configurable mechanisms. Honey bees can as well learn delayed-matching-to-sample tasks, as well as the policies governing this decision-making process; exchange acquired rules between various sensory modalities. Lastly, bees can familiarize with complicated categorization tasks and also processing abilities of displaying numbers up to four (inclusive). A combination of the above evidences suggests that bees possess sophisticated visual behaviors (that fit cognition’s definition); hence simple primary bee vision models should know how various factors influence the results gained from experiments of animal behavior (Wilson, 2004). In regions where introduced honey bees have invaded, the floral resources of several plant species are used exclusively by honey bees, on the other hand, the native bees are endangered. However, native bees visit and pollinate the plant species in the regions where honey bees have not been established. In New Zealand (Heine, 1938; Thomson, 1927; Craig et al., 2000) and Tsamania (Goulson et al., 2003), similar effect has been realized as a result of invasion of honey bees. The predominance of honey bees in New Zealand will have severe plant-pollinator interactions, for instance, variations in order of gene flow in plants, native bees population decrease and boosted reproductive fitness of (invasive) exotic weeds. Pollination disruption by the invaded honey bees evident in plants grown in orchards suggests that removal of pollen by honey bees may lower pollination success in plant species such as ornithophilous plants. In addition to that, if the population of a particular bee species declines due to disease or natural cycles of parasites, a reliable and st able pollination source is provided when native bees fill the left gap. Nevertheless, native pollinators save money since they exhibit less need for imported honey bees’ hives. Sustainable management practices and reduced use of pesticides make organic farms vital participants in pollinator conservation efforts. For instance, since 70% of native bees nest underground, heavy tillage may be essential on farms where bees are needed pollinators. This benefits the growers by decreased need for rental-honey bees, greater farm biodiversity, and improved pollination services. Native bees can be relied upon by organic farmers who care for the chemical inputs (e.g., miticides and antibiotics) which are mostly used in maintenance of managed honey bees. Native bees pollinate crops when sufficient habitat is availed and bee-friendly practices of management are implemented (Kelly, 1998). Conservation of bees can be achieved via: classical biological control; existence of beneficial organis ms’ populations is practiced. Conservation biological control; habitats are provided to encourage populations of resident predatory insects. This reduces the need for pesticides and also provides extra food as well as nest habitat for bees. Resistant varieties; use of crops that are not vulnerable to pest insects reduce the use of pesticides, thus benefit both beneficial insect populations and pollinators. Native plants are the best source of bees’ food, but some garden plants are great sufficient for pollinators. Local native plants’ use; native plants are more attractive (to native bees) than exotic flowers. Choosing a wide variety of flower colors; especially purple, blue, yellow, violet and white attract bees. Diversified plants flowering all seasons; a range of pollinators (bee species), flying at varying times of the year, is supported (Holzschuh et al. 2007; Dramstad & Fry 1995). Pollinators perform several ecological obligations in natural ecosystems (th at they constitute a keystone combination in almost all terrestrial ecosystems), essential for plant reproduction as well as forming the foundation of a food web rich in energy (Kearns et al. 1998). Most bee species nest underground, digging tunnels heading to some brood cells. Honeybees and bumblebees are excluded from this phenomenon since they need a small cavity (e.g., an abandoned rodent nest) for their colony (Thomson & Kearns 2001). Feral honey bees occupy large cavities, e.g., a hollow tree (Raw & O’Toole 1999). In the temperate regions, honey bees manage winter as a colony. Within the cluster, an internal temperature of 95oF is maintained (optimal temperature for wax creation). Honey bees can forage optimally at the air temperature range 72-77oF, mostly because they exhibit physiological and behavioural mechanisms responsible for their flight muscles’ temperature regulation. Bees can be poisoned by insecticides (once they drink tainted nectar, absorb toxins vi a their exoskeleton, or when their pollen-collecting hairs trap insecticidal dusts. Movement or coverage of honey bee hives before application of pesticides cannot protect the wild bees’ scattered populations. However, during the winter season, bumblebee queens seek â€Å"winter safety† in some of the honey bee hives. Most of the bumblebees, hardly tolerate the winter season thus, are found dead as the spring season commences. In addition to that, chemical treatments of honey bees against Varroa mites saved several commercial operations and also improved cultural practices. In regions of mild climate, resistant breeds’ repopulation and Varroa resistance’s natural selection has facilitated the recovery of feral bees’ populations. References Kelly, Dave (1998). Native bees With New Tricks. New Zealand Science Monthly. Wilson, Bee (2004). The Hive: the Story of Honey Bee. London Morelle, Rebecca (2012). Extinct Short-haired Bumblebee returns to UK. Davies, N.R., Krebs, J.R., and West, S.A. (2012). An Introduction to Behavioural Ecology. 4th ed. West Sussex: Wiley-Blackwell, 2012. Print. pp. 387-388 Riedl, H., E. Johansen, L. Brewer, & J. Barbour (2006). The Potential Conservation Value of Unmoved powerline Strips for Native Bees. Biological Conservation 124:133-148. Source document

Ethical Leadership Is Mostly About Leadership Integrity Essay

A recent study conducted in 2010 among UK and some European companies, revealed that the most prominent ethical issues to organisations includes harassment, bribery, corruption and facilitation payments, and whistle blowing (Wesley et al. 2011). Thus, it is important that ethics must indeed embark from the top. Leaders cannot escape from their responsibility to establish a moral example for their followers. The ethical actions and behaviour of top management have to be consistent with their teaching, otherwise formal ethical training and codes are bound to have a slim chance of success. The outcome of organisational goals is dependent on the leader’s capabilities to set the direction for employee behaviour, which includes promotion, strategies and appraisal (Brown & Mitchell 2010). This essay will examine how leadership integrity plays a part in building an ethical leadership, and also consider the other factors involved in building ethical leadership. Ethical leadership is mostly about leadership integrity Ethical leadership involve leaders to lead in a way that respects the dignity and rights of followers. It is especially important in the society today, when the public trust has been eroded by the actions of many, in both the profit and non-profit organisations. For instance, top executives of corporate organisations contributed to the recent credit crisis by reporting higher profits than actual, in order to enjoy greater compensation themselves (Berenbeim 2009). Ethical behaviour includes key principles such as integrity, honesty, and fairness. This is a situation where by leaders engage in behaviour that benefits others and refrains from behaviour that cause harm to others (Toor & Ofori 2009). Ethical leaders embody the purpose, vision and values of the management. They link up the organisational goals to that of the employees and stakeholders, giving a sense of direction to their employees’ work and ensure that organizational decisions are based upon sound moral values (Pic colo et al. 2010). Thus, an ethical leader who demonstrates leadership integrity is one with ‘right values’ and ‘strong character’, who set examples for others by constantly making efforts to incorporate moral principles in their beliefs, values and behaviour (Freeman & Stewart 2006). Hence, leadership integrity is one of the top attribute of an effective and good leader. Leadership integrity represents an honest, reliable and trustworthy person. It symbolizes a true commitment to perform the right action, regardless of the situation. One study has shown that the integrity of profit making by managers and business owners is a key point which makes a Fortune 500 organisation stands out from other competitors (Blanchard et al. 1997). Social learning theory (Bandura 1977, 1986) also aims to explain why followers’ perceptions of ethical leadership behaviour are influenced by the individual characteristics of the leader. Social learning theory suggests that individuals learn and follow the actions, attitudes, behaviour and values of credible role models (Bandura 1977, 1986). Ethical leaders are perceived to be role models with high ethical values and traits, such as leadership integrity, and thus, this encourage followers to establish their own framework of moral ideals and principles, which ultimately leads to moral action (Avolio 2005). Followers are also able develop a higher level of moral perspective and interpersonal ability through the provision of positive and constructive moral feedback given by the ethical leaders (Eisenberg 2000; Hoffman 1988). In a study developed by psychologist Dr. Robert Turknett, it was revealed that integrity is the foundation of his leadership character model, and hence, suggested that no leader can be successful without integrity (Turknett et al. 2005). He also notes that individuals with integrity are willing to stand up and defend for what is right, careful to ke ep promises, will not twist facts, and can be trusted to speak the truth. Furthermore, James Quigley, the global CEO of Deloitte Touche Tohmatsu, emphasized the importance of integrity and trust in the professional success of an individual (Quigley 2007). He highlighted that individuals who lacks integrity are not considered trustworthy, and will severely weaken an individual’s value to the organisation. Hence, the importance of integrity and character is highly valued in the workplace. Individuals who lack integrity, are not trustworthy, and will not be given responsibilities or opportunities, and thus, will be frowned upon by other employees in the organisation (Quigley 2007). Corporations with integrity leaders are often leaders in their own industries, and likely to do better than other competitor firms, achieving in their long-term financial goals. Other fundamental elements that make up ethical leadership In contrast, other studies have suggested that ethical leadership is not just about leadership integrity, but at the same time, it consists of a multi dimensional concept, with many other fundamental elements (Trevino & Brown 2004). Ethical leaders have to be seen as both a â€Å"moral person† and a â€Å"moral manager† (Trevino et al. 2000). The moral person aspect of ethical leadership can be seen as the personal characteristics and traits of the leader, such as personal integrity, honesty and trustworthiness, including the moral nature of the leader’s behaviour, such as expressing a genuine concern for others and treating people right, demonstrating personal morality, and being open and communicative. In the process of decision making, ethical leaders consider the ethical impact of their decisions, and based them upon ethical values and decision rules (Trevino & Brown 2004). It is therefore important that leaders themselves are indeed moral persons and explici tly demonstrate ethical behaviours to their followers. Their followers learn what to do and what not to do by observing their leaders behaviour, and are likely to imitate their leaders (Kaptein 2002). However, being perceived as a moral person is insufficient. A moral person only portrays the actions of the leader. It does not advice the followers what is expected of them. A moral manager creates ethical standards and expectation throughout the organisation by portraying ethical behaviour, traits and decision making. A moral manager posses three distinct characteristics. Firstly, a moral manager actively demonstrates ethical behaviours and lead through good examples. Secondly, rewarding morally appropriate conduct and punish unethical behaviours, strengthen the organisations’ ethical stance. Thirdly, a moral manager communicates ethical values and issues throughout the organisation openly (Brown et al. 2005). There are four types of leadership styles. They include the ethical leader, the hypocritical leader, the ethically neutral leader, and the unethical leader. An ethical leader is an individual who is both a moral person and a moral manager. This leader also has a strong influence in the organisation, with regards to the ethical culture, enforcing the goals of the organisation, and influencing the ethical values, norms and standards (Kalshoven et al. 2011). Next, a hypocritical leader is one who is not a strong ethical person but who attempts to place strong emphasis on ethics and values. These leaders often talk about ethics, but do not follow up with the action itself (Trevino et al. 2000). In such cases, the followers often perceive these acts only as a false front. Without any actions to match what the leader communicates about ethics and values, it points out issues that has yet to surface, and thus, is worse than not doing anything at all, which tarnish the reputation of the leader (Trevino et al. 2000). This result in the followers not trusting the leader, and becoming cynical in everything the leader says. Thirdly, the ethically neutral leader is seen as neither a strong ethical or unethical leader. An ethically neutral leader may be an ethical person, but do not take up an active leadership role is the important areas of ethics, and followers are uncertain of the leader’s stand on the issue of ethics. Hence, the ethically neutral leader is one who focuses on end results without setting any ethical goals. Lastly, a weak moral person and moral manager is an unethical leader. Furthermore, other studies have suggested that in addition to the first key attribute of leadership integrity, there are five other attributes that characterise ethical leaders, which includes, ethical awareness, managing ethical accountability, people oriented, motivating and encouraging and empowering (Resick et al. 2006). Firstly, ethical awareness is the ability and willingness to identify moral and ethical situations and problems. Hence, without being first able to identify the ethical issue present, even a leader with leadership integrity will not be able to act ethically, which will lead to a da maging effect on perceived ethical leadership (Resick et al. 2006). Secondly, ethical leaders have to learn to manage ethical accountability, through establishing and instilling a reward and punishment system. This ensures proper ethical standards and conduct are performed throughout the organisation (Resick et al. 2006). Thirdly, in order to be aware of how their actions will impact others, ethical leaders have to be people oriented, which highlights the selfless, external focus and responsibilities required of an ethical leader (Resick et al. 2006). Next, ethical leaders are also required to be motivating. Thus, even if ethical leaders possess leadership integrity, they have to be able to motivate, exert influence, and guide followers towards the organisational goals, ethical standards and norms (Resick et al. 2006). Lastly, ethical leaders must be encouraging and empowering, and thus delegate responsibilities and tasks to employees, and ensure that they are ethically responsible. This allows the employees to be independent and responsible, and hence convey ethical standards throughout the organisation (Resick et al. 2006). Emotional intelligence is another strong attribute and influence of ethical leadership, beside leadership integrity. Leaders with high emotional intelligence are able to stimulate an ethical organisation by openly communicating about ethical issues, gaining motivation, and increase ethical awareness. Ethical leaders who have high emotional intelligence are also very trusting, understanding, engaging and have the ability to inspire others (Gregory 2010). Such leaders develop a strong set of empathy and interpersonal skills, as well as people oriented skills. They are then able to understand the influence, and impact their behaviours and decisions on the stakeholders and employees in the organisation (Gregory 2011). One study highlighted that 89% of the respondents identified emotional intelligence as highly important and essential to meeting the organisations’ top challenges (Freeman 2007). Two other studies were also conducted with business students, and nurses in the US hospitals. The results of both studies revealed that emotional intelligence has a direct relationship with ethical awareness, and thus, higher emotional intelligence scores predict higher performance in ethics (Joseph et al. 2009; Deshpande 2009). Insights and analysis In reflection, leadership integrity is an important and essential attribute in building an ethical leadership. As discussed earlier, leadership integrity is highly valued in organisations, and the absence of it will likely result in followers losing trust and respect for the ethical leader. Hence, this means that followers will especially look up to ethical leaders with strong leadership integrity as these leaders are associated with having strong positive traits and characteristics, whom will likely do the right thing, given any circumstances, and supports the statement that ethical leadership is mostly about leadership integrity. In addition, Bandura’s social learning theory suggests that individuals learn and follow the actions, attitudes, behaviour and values of credible ethical leaders. Hence, this means that followers’ moral self-development is likely to be heavily influenced by the leader’s effort to model moral behaviours. Thus, this also supports the statement that ethical leadership is mostly about leadership integrity, because the qualities of the leader, such as leadership integrity, will influence the followers to model such behaviours and values. On the other hand, only the moral person aspect of ethical leadership place emphasis on the leader’s behaviour, traits and personal decision making towards ethical conduct. The behaviours and actions of a moral manager have an external focus of how the leader is seen by employees and stakeholders, as they aim to increase the ethical awareness and standard in the organisation. Thus, under Trevino’s definition of an ethical leader, leadership integrity belongs to the category of a moral person. However, the leader needs to be both a moral person and a moral manager, in order to be considered an ethical leader. Thus, this denies the statement that ethical leadership is mostly about leadership integrity, and supports the idea that leadership integrity is only one dimension of being an ethical leader. Secondly, Resick’s definition of the six key characteristics of an ethical leader belongs to the category of either a moral person or a moral manager, where leadership integrity, ethical awareness and people orientation falls into the category of moral person, while managing accountability, encouraging and empowering, and motivating belongs to the category of moral manager. Hence, this refute the statement that leadership integrity is mostly about leadership integrity, as it can be clearly seen that leadership integrity is only one aspect of the characteristics required of ethical leadership, as there are other important elements that effect ethical leadership as well. Thirdly, studies have also revealed that other than leadership integrity, the emotional intelligence of the leader is also another key factor in building an ethical leadership. Thus, this further supports the claim that that ethical leadership is not mostly about leadership integrity, but is also heavily influenced by the personal characteristics of leaders’ emotional intelligence. My personal stand is that though the behaviour, values, traits and personal characteristics such as leadership integrity, of an ethical leader is important, but, the ability to influence and affect followers to model such moral behaviours places an even greater emphasis in building a reputation of ethical leadership. As discussed earlier, the traits and behaviours of the moral manager addresses this aspect, and thus support my stand that ethical leadership is a multi dimension concept, which consists of many other fundamental elements other than just leadership integrity. Conclusion Ethical leaders bring about highly desired benefits to organisations. The personal characteristic of an ethical leader, such as leadership integrity is one key factor in building ethical leadership. However, there are also other elements involved which have a strong impact in building ethical leadership. Hence, in order to be effective ethical leaders, individuals with leadership integrity have to demonstrate that they are capable of motivating employees by creating and stimulating an ethical organisation, developing standards of ethical conduct and behaviour, and communicating openly on ethical issues, instilling a rewards and punishment systems, demonstrating ethical behaviour, and thereby increasing the ethical awareness in the organisation. References Avolio, B. J. 2005. Leadership development in balance: Made/Born. Mahwah, NJ: Lawrence Erlbaum Bandura, A. 1977. Social learning theory. Englewood Cliffs, NJ: Prentice–Hall. Bandura, A. 1986. Social foundations of thought and action. Englewood Cliffs, NJ: Prentice–Hall. Berenbeim R.E. 2009. Ethical Leadership, Maintain an Ethical Culture. A paper presented at the Global Leadership Development conference in Mumbai, India Blanchard, K. H., O’Connor, M., O’Connor, M. J., & Ballard, J. (1997). Managing by values: Berrett-Koehler Pub Brown M.E. & Mitchell, M.S. 2010. Ethical and Unethical Leadership: Exploring New Avenue for Future Research, Business Ethics. Brown M. E, Trevino L. K, & Harrison D. 2005. Ethical leadership: A social learning perspective for construct development and testing. Organizational Behaviour and Human Decision Processes, Vol. 97, pp. 117−134. Deshpande, S.P. 2009. A study of ethical decision making by physicians and nursesin hospitals. Journal of Business Ethics, Vol. 90, pp. 387-397 Eisenberg, E.M. 2000. The kindness of strangers: Hospitality in organizational communication scholarship. In S. Corman & M. S. Poole (Eds.), Foundations of organizational communication: Finding common ground. NY: Guilford Freeman R.E. & Stewart L. 2006. Developing Ethical Leadership, A Bridge Paper of Business Roundtable Institute for Corporate Ethics. Freedman J, 2007 Workplace Issues Report, Six Seconds 2008. Gregory P, 2010, Ethical Leadership, Training journal, pp. 44-47 Hoffman, M. L. 1988. Moral development. In M. H. Bornstein & M. L. Lamb (Eds.), Developmental psychology: An advanced textbook (2nd ed., pp. 205-260). Hillsdale, NJ: Lawrence Erlbaum Associates. Joseph J, Berry K, & Deshpande S P 2009. Impact of emotional intelligence and other factors on perception of ethical behavior of peers, Journal of Business Ethics. Kalshoven K, Den Hartog D, De Hoogh A, 2011, ‘Ethical leadership at work questionnaire: Development and validation of a multidimensional measure, The Leadership Quarterly, vol. 22, pp. 51-69 Kaptein M. 2002, Guidelines for the development of an ethics safety net. Journal of Business Ethics, Vol. 41, pp. 217-234 Piccolo R.F, Greenbaum R, Den Hartog D.N. & Folger R. 2010.The Relationship between Ethical Leadership and Core Job Characteristics, Journal of Organizational Behavior, Vol.31, pp.259–278. Quigley, J H. 2007. Trust – An Essential Asset: Creating Individual and Corporate Value, The Raytheon Lectureship in Business Ethics, Waltham: Bentley College, pp. 1-24. Resick, C, Hanges, P, Dickson, M, Mitchelson, J, 2006, ‘A Cross – Cultural Examination of the Endorsement of Ethical Leadership’, Journal of Business Ethics, Vol.63, pp. 345-358 Toor S. & Ofori G. 2009. Ethical Leadership: Examining the Relationships with Full Range Leadership Model, Employee Outcomes, and Organizational Culture, Journal of Business Ethics, Vol. 90, pp.533–547. Trevino L. K. & Brown M 2004, Managing to Be Ethical: Debunking Five Business Ethics Myths, The Academy of Management Executive, Vol 18. No. 2, pp 69-83 Trevino L. K, Hartman, L. P, & Brown, M. 2000. Moral person and moral manager: How executives develop a reputation for ethical leadership. California Management Review, Vol. 42(4), pp.128-142 Turknett, Robert L., & Turknett, Carolyn N. 2005. Decent People Decent Company: How to Lead with Character at Work and in Life. Mountain View, CA: Davies-Black Publishing. Wesley S, Basran S, Hayward A. & Harris D. 2011, Corporate Ethics Policies and Programmes: UK and Continental Europe Survey 2010. A Publication of the Institute of Business Ethics. http://www.ibe.org.uk, viewed 1st September 2012.

Landlord and Tenant Essay Example | Topics and Well Written Essays - 4000 words

Landlord and Tenant - Essay Example It must be stated that statutory provisions appear to restrict the rights of tenants where carrying out repairs is concerned. Although the tenant has a common law right to deduct costs of repairs from rents payable to the landlord or arrears of rent, this may not provide adequate levels of protection against the landlord’s breach of contractual obligations. Statutory regulations specify all manner of restrictions in the carrying out of repairs and despite the good intentions of the tenant, the landlord can refuse to pay for the repairs if the wrong materials or the wrong contractor is used. The requirement of notice by the tenant before the landlord will be liable for repairs has also been spelt out under statutory provisions as well as the precedents established in case law. Another important distinction that must be noted is that licensees and tenants have a different set of rights where the question of forcing the landlord to carry out repairs is concerned. Licensees may have better provision under common law principals against licensors who are in default, because they can force them to carry out repairs on grounds of contractual breaches.

Equity and Trusts Assignment 3 England and Wales Essay

Equity and Trusts Assignment 3 England and Wales - Essay Example The wishes contained in Vera’s will upon her death amounted to issues relating to equity and trusts law. Actually, it relates to charitable trusts. Under the Charitable Act 2006, Vera’s wish as contained in her will is considered as charitable gifts. These gifts can be defined as gifts that are given by either the legal or physical person to benefit a particular cause, often known as charitable purposes. Most charitable givers, like Vera, mostly employ the services of executors and trustees to execute their charitable cause. Executors and trustees are the people who have fiduciary duty of property administration, a duty which they should discharge in consistence with testator’s wishes (as expressed in his or her will) (Dollimore, 2007, p. 56). The law requires that the validity of the charitable gifts be ascertained. Therefore, executors and trustees should be conversant with the criterion of determining such validity. Determination of validity of the provisions contained in a testator’s will is crucial in ensuring that such wishes meet the legal threshold. It is against this background that it is important to determine the validity of Vera’s wishes. In her will, Vera gave all her property to her executors and trustees upon trust to sell the same and to hold the proceeds of sale as a trust fund upon trust in two halves. The first half was aimed at promoting research into the theory that the pyramids were built by aliens from another world. According to Edwards and Nigel (2007, p. 71), under the Charities Act 2006, this is considered as a valid cause because its main purpose is to promote education. Education as a charitable purpose is founded on Charitable Uses Act 1601 and has been further expanded under the Charities Act 2006. Over the years, the common law has recognized education as a charitable purpose that covers a wide area. The education category includes