In defense of El Salvador Essay Example | Topics and Well Written Essays - 1000 words

In defense of El Salvador - Essay Example However, rather than understand the situation in El Salvador in the same way that it is represented to the individual via the news media, it is instead important to realize that the situation that exists within the country is quite different from the horrific and grizzly reports that are so often the topic of cautionary tales on late night news shows. Further, even though it is true that nations such as Afghanistan may have a lower â€Å"murder rate†, the security of a traveler in such places can be reduced to a question of how foreigners are viewed and treated.   Accordingly, the level of interaction that violence has with the average tourist or foreigner within El Salvador is extraordinarily small; due in part to the fact that almost all of the violence is predicated upon gang related activity and the quest to control narcotic distribution networks.   This is invariably something that the simple tourist has little knowledge of or interest in; thereby partially shielding them from the eventuality of being caught upon the internecine struggle that has recently defined this otherwise pristine nation within Central America (Olate 384). Firstly, although it is true that El Salvador has a very high murder rate and this causes the would-be tourist or business visitor to be concerned, the reality of the fact is that the violence towards foreigners is relatively on par with any other Central American or Caribbean nation.   Although this does not mean that the stakeholder in society should simply be unconcerned about the rate of violence.

Human sexuality Essay Example | Topics and Well Written Essays - 250 words - 1

Human sexuality - Essay Example enarios and the brain ability to mould it self is similar to plastic’s ability to change shape according to elements and objects that contacts the plastic. According to Doidge, a child’s brain has the ability to change over time with changes in environment (Doidge 98). He further states that when children are experiencing adolescent period, they should not be labeled according to their current sexuality preference as this preference changes over time until finally a sexual orientation becomes permanent. The book further states that there is a direct link between culture and brain and brain experiences alterations due to culture and not due to genes. This means that when the brain comes in contact with certain cultural practices, it adopts it and the individual starts behaving accordingly. The concept that brain is adaptive to environment can help us achieve our aims and objectives and we can alter our brain according to our needs. In relation to human sexuality an indiv idual can control his/her sexuality. If the individual wants to be labeled as straight then he/she should come in contact with their opposite sex and this will adapt the brain towards that sex and sexual

Management and Organisational Behaviour Assignment

Management and Organisational Behaviour - Assignment Example A myriad of factors which contribute to chaos in an organisational setup and tarnish OB will also be identified. High absenteeism rate and rotten work attitudes are among the basic factors for polluting an organisation’s environment and stem from negative OB. On the other hand, involvement of staff in the change process amidst other steps can foster a culture that has a high rate of workers’ satisfaction and will to achieve big feats. For this purpose, this report will stress a deep understanding of OB in relevance to job satisfaction, motivation and work attitudes by taking example of Apple Inc.2.0 How Influential Are Motivation and Job Satisfaction in Directing OB?It is an undeniable reality that a motivated and satisfied workforce is a critical asset for any organisation (Chen 2010, p. 66). Such a workforce helps in sustaining the richness of OB yielding multiple benefits for a business. Numerous grave repercussions in reference to OB start dominating the scene when nonchalant managers do not make wise investments in inculcating a sense of organisational commitment in the employees (Perry 2010). In contrast, motivated employees are more satisfied with their jobs, are happier personally, and show a staggering tendency to improve their organisation’s productivity. It is because of the highly deterministic role played by job satisfaction and motivation that leaders and managers should invest more time in implementing various valuable theories of OB to steer the workforce in the right direction. The type of attitudes employees have towards work and how content they are speaks a lot about how likely are any infringements on OB. 3.0 How Successful Is Apple Inc. in Terms of Workers’ Attitudes and Job Satisfaction? Apple Inc. is a well-reputed and widely popular example of OB management done right because this large business organisation has made significant contributions to making employees feel included and valued at the workplace. Foun ded in 1976 by Steve Jobs and Steve Wozniak, this company originally only specialised in personal computers (Harrigan 2003, p. 258) but due to constant hard work and never undermining emotional and psychological needs of its employees, it soon became a symbol of sophistication and one of the most influential names on the face of Earth. A good

The Walt Disney Company Essay Example | Topics and Well Written Essays - 500 words

The Walt Disney Company - Essay Example "It complements legitimate power, but in a negative way because compliance is achieved not out of respect, but out of fear. Examples of coercive power include labour union strike threats, denial of promotion or pay raise and litigation." (Rasheed, n.d.). John Lasseter, for the big bosses and other employees, was a threat to their abilities and therefore could most likely surpass their creativity and eventually take the spot light away from them. Also, they thought that his creativity and innovative lines of attack will create a disagreeable encounter for a target. The second type of interpersonal power being applied on John Lasseters case is the expert power. An expert power may be defined as, "Having expert knowledge about a subject that others value and do not possess themselves can give someone the upper hand in communication." (Rasheed, n.d.). In this case, the expert power is being manifested by Lasseter’s profound knowledge regarding animations. Further, his expertise on animation was not limited to the traditional, obsolete forms of animation but he even initiated the incorporation of computers in the process of making animated movies, which totally changed the way animation in both Pixar and Disney work. His extensive control over the animation productions of both Pixar and Disney suggests the expert power that John Lasseter possessed. As mentioned earlier and as we can recall from the passages of John Lasseter’s case, there are two types of power involved: coercive power and the expert power. Coercive power is being manifested through the executive and other big bosses’ decision to terminate him because he jeopardizes the standing of those with higher positions. Because of their personal interests, they made sure to preclude a newcomer from overriding them; they took action in order to preclude the approval of his proposal. But because he was too artistic and very

Dramatic tension for the audience Essay Example for Free

Dramatic tension for the audience Essay In the play, A View From The Bridge, Arthur Miller gave the audience an impression that the Italian immigrants werent welcome to the USA. The scene is set in New York and it relates to six main characters, who are all individuals and play unique roles. Arthur Miller was born on October 17th in 1915 in New York City. He was a prominent figure in American literature and his career as a writer spanned over seven decades. He is considered by audiences as one of Americas greatest play writers, and his plays are widely recognised throughout the world. The play is set in Red Hook. The main focus and stage is the Carbones living and dining room. Alfieri thinks that the public do not appreciate lawyers or priests because he says You see how uneasily they nod to me? Thats because I am a lawyer. In this neighbourhood to meet a lawyer or a priest on the street is unlucky. Were only thought of in connection with disasters, and theyd rather not get too close. A slight of distrust lies in the neighbourhood because he can sense that the law wasnt an amicable idea since the Greeks were beaten. People have told him that the neighbourhood lack an element of elegance and glamour. The neighbourhood consisted of longshoremen and their wives and fathers and grandfathers and poor people. Red Hook was considered quite a dangerous place but now its quite civilized, quite American. Alfieri can foretell the rest of story as he tells the audience that they should watch the situation run its bloody course, and followed that by introducing Eddie Carbone by saying this ones name was Eddie Carbone. The way Arthur Miller uses Alfieri to say this ones, shows that Alfieri has seen this many times before and is giving us a hint that the play is not going to end well. Eddie is introduced on stage by pitching coins with the men, in which he highlighted from them, He is forty-a husky, slightly overweight longshoreman. When Eddie enters his apartment and meets Catherine, there is quite a friendly atmosphere but this changes quickly when Eddie criticizes the way Catherine walks and her appearance. The conversation ends when Eddie says that Beatrices cousins are coming. Here we can get the feeling that Eddie has undiscovered sexual feelings and is very possessive over Catherine. While the family were waiting for Beatrices cousins, Eddie is telling the story of Vinny Bolzano. The story has a significant importance because this play also has a similar story as Bolzano. Miller uses Eddie as the person who informs the immigration about Beatrices cousins (just like the young boy did to his uncle in Bolzanos story). Marco appears to be suspicious initially. He is quite stiff towards Eddie and gives him control of when he requires them to leave. There is an instant reaction where Rodolfo is introduced, we can see Catherine is attracted by his appearance, she asked him many questions like How come hes so dark and youre so light, Rodolfo (you can see how she just addressed the question directly to Rodolfo). Catherine also is astonished, as she said to Beatrice Hes practically blond! . Eddie however assumes that he is homosexual because he has blond hair and sings the song Paper Doll. Eddie doesnt understand the law because he doesnt see the need of obtaining evidence to prove Rodolfo guilty. He just assumes that Rodolfo wants to marry Catherine for the right to stay and become an American citizen. It is difficult for Eddie to express his emotions because he has intimate feelings towards Catherine. Alfieris advice to Eddie was to inform the immigration as to how Beatrices cousins entered the country illegally. Initially Eddie is shocked at the advice and says Oh, Jesus, no, I wouldnt do nothin about that. Alfieri also advised Eddie to learn to let Catherine go. He says The child has to grow up and go away, and the man has to learn to forget. Eddie does not want to let Catherine go. This could result in two endings, either Eddie snitches on Rodolfo and Marco or lets his niece live her life the way she wants to. Catherine starts off a conversation about the places where Marco and Rodolfo have been to. Eddie doesnt seem too convinced when Catherine says theyve been to Africa, and says its true Eddie. Miller uses his stage directions to show that Eddie is only asking Marco about the places they have visited. Then the conversation diverts to Catherine asking Eddie about oranges and lemons growing on trees. Eddie replies directly to Marco. He becomes very aggressive and rude when Rodolfo intervenes. Eddie gets very hostile and snaps back at Rodolfo by saying I know lemons are green, for Christs sake, you see them in the store theyre green sometimes. I said oranges they paint, I didnt say nothin about lemons. . Another incident rises when Eddie has a conversation about how he can teach boxing to Rodolfo. Eddie picks on Rodolfo and tries to intimidate and patronise him. They both throw in some light punches but Eddie gets carried away and grazes Rodolfo. Catherine is astonished and Eddie replies Why? I didnt hurt him. Did I hurt you kid? . Marco had realised that Eddie was bothered by Rodolfo. Marco showed his strength towards Eddie by raising the chair over his head. He does this to make Eddie aware that if anything happens to Rodolfo, Eddie will have to pay the consequences. Arthur Miller shows that Marco has had enough and understands whats going on, the stage directions describes Marco with a strained tension gripping his eyes and jaw, his neck stiff, he also used a simile the chair raised like a weapon over Eddies head. Eddie then realises what Marco meant, his grin vanishes as he absorbs his looks. . This shows us that Marcos hamartia is Rodolfo.

Relationships in Minimum of Two Essay Example for Free

Relationships in Minimum of Two Essay The story ‘Laps’ encapsulates the importance of confronting past failures and losses. As a young adult, Queenie is rejected by her hometown community of Angelus, made into â€Å"a loser, an outcast†. From early on in the opening passage we are given an indication of past hurts, â€Å"a grave and a crusade and a well of bitterness†. Through this use of strong imagery and metaphor, Winton establishes character and highlights Queenie’s sense of disconnection from her past. Additionally, the use of interior monologue such as â€Å"all this time they’ve been growing, and I’ve gone to fat† gives us an indication that although time has passed and people have moved on with their lives, Queenie has remained stationary in her past, unable to move on from her rejection and loss. She is numb with the weight of the past, feeling â€Å"as though all this was a story she had read somewhere; it didn’t seem part of her life†. Queenie’s isolation is further reflected in the setting. Angelus is a physical representation of Queenie’s past, as she says â€Å"I want to confirm things†¦. ike this town being the past†. Additionally, water is used as a reoccurring symbol; the ocean, once a place of happy childhood memories, is now a place of exile and defeat. The metaphoric description of the â€Å"steel surface of the harbour† is an example of pathetic fallacy, reflecting Queenie’s hardness, her sense of rejection and defeat as an outsider. Furthermore, juxtaposition in setting is used to contrast the urban – representing the present, new life of â€Å"softness† – with her prior life in the countryside – a symbol of â€Å"hardness† and her past loss and defeat. Queenie is aware that she has not moved on from her past, â€Å"The hurt of seven years before had healed them together in a way they had not expected†¦she had been numb for longer than she could remember†. She confronts her husband, suggesting they return to Angelus for a weekend, saying â€Å"places shouldnt frighten us anymore†¦. a place can’t screw you forever†. We can see that Queenie has come to the realisation that in order the move forward she must take a step back into her past. As Queenie and her young family approach Angelus, the town is described as a â€Å"new galaxy†, reflecting change and as well as Queenie’s sense of foreboding and anticipation. As they enter the town, the family is dumbfounded by how much it has changed – â€Å"Angelus had learned to live off its dying†¦it was a town looking bright faced into the future†. The notion of the town and community having moved on in time is a stark contrast to Queenie’s step back into her past. As they return to Angelus, Winton begins to give us snippets of information similar to flashbacks – of her past. The revelation of Queenie’s loss and defeat to the reader is parallel to Queenie’s confrontation with her past. As the family move through the town, visiting places from their past, we see that Queenie slowly gains hope and comfort that she can move on with her life, as well as regaining her confidence, putting her past into a broader perspective. The idea of Angelus as â€Å"just a place† suggests that through visiting , Queenie is finally able to detach herself from her past. The story ends on a sense of hope as Queenie lunges into the water, â€Å"not invincible but strong†. She comes to the realisation that â€Å"she knew she could swim it all out of her† – she can finally move on from her grief and loss. Through this story, Winton reveals that sometimes in order to move forward you have to take a step back; you have to move on or your past will destroy you. â€Å"Gravity† is another story highlighting the importance of confronting the past. On the anniversary of his father’s death, Jerra is forced to confront his loss and father’s absence. From earlier stories in the Nilsam suite we learn that Jerra can be self-indulgent and immature, taking a long time to accept changed circumstances. This inability to confront the past reaches a climax in â€Å"Gravity†. Jerra is unable to move on – the loss of this father has bounded him to the past, giving him a sense of emptiness, â€Å"there was a hole in him†¦something was lost. † From the opening passage Jerra’s self-indulgence and bitterness is evident by his reluctance to return to the party he is supposed to be co-hosting. The use of flashbacks of Jerra’s father teaching him to ride a bike highlights the bond of the father-son relationship and the pain of Jerra’s loss – â€Å"And then the grip gone, no old man. Sudden grave feeling of independence. Turning, turning†. Jerra is hit with the realisation that his father is gone, that he is alone â€Å"it was riding down that street, as though he had been balancing a cycle for the first time. There was no exhilaration in it, only a terrible sense of gravity†. The memory of learning to ride a bike is a metaphor of Jerra’s current struggle to deal with reality – he must stay on the bike in order to move forward or be dragged down by gravity; Jerra must move on or be held down by the past. The vibrant atmosphere of the party is a stark contrast to Jerra’s sense of loss. Everything is a blur, â€Å"he felt a little punch drunk†, disoriented. As â€Å"the party wore on†, Jerra seeks refuge in the studio which his father built for him. As Jerra unlocks the studio door, he is unlocking his past. The studio is linked to â€Å"the Tower of Babel†, suggesting a safe haven, a place of sanctuary. Compared to the world outside the walls of the studio, everything within is clear – Winton uses listing to describe the studio in great detail. The studio is a physical representation of the connection between father and son. By coming here, we are given an indication that Jerra is ready to confront his past and move on with his life. The studio is full of memories, and as Jerra is forced to confront them and reflect, we see a sudden change in the way he sees the world. â€Å"Nilsam was a father. He was a husband. He was a son† – Jerra finally accepts his responsibilities and understands his place in life. As with ‘Laps’, the story ends on an optimistic note, the setting of dawn symbolizing a new day and bright future. Today he would do many things† – Jerra is finally able to move forward and make the most of his life, after directly confronting his father’s loss. Jerra acknowledges his father’s death and his responsibility of his own role as a father, and comes to the realization that life needs to be lived. On the other hand, ‘Minimum of Two’ challenges the idea of confronting the past. The story highlights that taking the wrong approach to a problem, especially matters that involve others, can have disastrous consequences. Madigan is consumed with anger, frustration and bitterness over the rape of his wife Greta. The use of short, sharp syntax in the quote â€Å"I was ashamed. That hatred came back and I was frightened of myself† illustrates Madigan’s raw emotion of fear, anger and guilt at his inability to console his wife. Winton uses contrast to show Greta’s deterioration – â€Å"Greta had never been a weak person†¦ [but] Greta was no longer strong, there was nothing†. Madigan is well aware that the couple’s relationship is disintegrating, likening it to â€Å"starving to death†. This simile shows his utter helplessness as he watches his wife suffer physically and mentally. His hunger for his wife and helplessness at her alienation drives Madigan into darker emotions, his anger building up into hatred and revenge, to the want â€Å"to kill Fred Blakey†. Unlike ‘Laps’ and ‘Gravity’, the story has a sombre ending, with Madigan realising that â€Å"something had slipped from [his] grasp†. Consumed with anger, Madigan kills Fred Blakey, yet â€Å"in that moment [he] knew [he] had lost [his] life. [He] was a dead man. † In the moments following his act of revenge, Madigan has the crystalline realisation that revenge means absolutely nothing. In this story, Winton suggests that sometimes when we try and confront our problems, we end up making things worse. Winton explores both the positive and negative outcomes of confronting one’s problems, highlighting the need to do so in order to move forward. This message is evident in ‘Laps’ and ‘Gravity’, where the protagonists are forced to confront their past loss and defeat. In these two stories, Winton suggests that in order to move forward, a backwards step into the past is necessary. Although the process may bring back painful memories, Winton shows that there is hope for those who confront their problems. However, Winton also emphasises the need to deal with problems from the right approach, with calm rather than bitterness, the failure of doing so resulting in potentially disastrous consequences as seen in ‘Minimum of Two’. As a whole, the anthology of stories reveals to us that those who confront their problems do deal with them more successfully, and are able to move on with their lives.

Values And Ethics In Educational Leadership

Values And Ethics In Educational Leadership One of the major adversities of applying values and ethics in educational leadership from a innovative perspective lies in convincing academic institutions and administrators to think differently about leadership through Aristotelian principles. Educational executives themselves, are challenged to rethink traditional pedagogical curriculum regarding leadership principles and techniques and are encouraged to utilize Aristotles philosophy, specifically, the nature of practicing right actions, integrity, and espousing these principles through living a virtuous life (Lapsley Narvaez, 2006). In turn, virtues of an academic administrator can be encapsulated in the concepts of values and ethics espoused by school officials. Applying values and ethics in educational leadership includes understanding that supervisors should be men and women of principled character. Applying Aristotles virtue constructs in educational leadership training course work defines such character traits and what it m eans to be a moral agent. As a moral obligation, educational leaders have an responsibility to demonstrate care in the schools that they supervise. Learning to differentiate between Aristotelian virtues and how these values and ethics are to be integrated in educational leadership curriculum programs are the major composition of this paper and will become the fundamental examination of effective educational leadership. Applying Values And Ethics in Educational Leadership Through Aristotelian Principles Literature Review Overview As an introduction to academic administration and ethical behavior, many have proposed the following questions: Does academic leadership training curricula teach ethical accountability? Secondly, is what they teach sufficient? And lastly, is there a direct correlation in the merging of academic leadership with Aristotelian virtues that result in a more authentic type of leader? To be a moral and ethical educational leader, one would need to uphold the ideals of justice, compassion, and empathy for the betterment of each member in the school in which he or she governs. Also, the need to identify and measure the educational leaders commitment to moral character in part to protect the interests of mutual stakeholders is an essential component under consideration when evaluating the effectiveness of academic administrators. Peer-reviewed journals and articles approach varying definitions pertaining to virtue, moral values, or ethical practice in the realm of academic leadership. It is apparent that many have opinions regarding the subject and how each should be addressed. However diverse the definitions are, all authors acknowledge the call to return to more ethical accountability in educational leadership. The challenge presented is one of defining academic leadership through moral ethical dilemmas. Such dilemmas are confronted by diverse course content material that is lacking and considered insufficient to produce appropriate outcomes to solve difficult situations. The paper is outlined to include the following sub-headings for the purpose of direction and mapping subject matter, these include: Applying values and ethics in educational leadership, the principled academic administrator, applying Aristotles virtue constructs in educational leadership, a moral obligation to care in educational leadership, differentiating between values and ethics, integrating values and ethics in educational leadership curriculum programs, and finally pulling it all together in the conclusion. The Principled Academic Administrator Academic administrators are entrusted with the duty to act in accordance to ethical behaviors, with so many ethical misappropriations in the media spotlight, and recent scandals had in academic institutions, many have question if current leadership training curriculum found in administrative educational leadership programs fail to teach sufficient ethical accountability (Propheter Jez, 2012). Curriculum that addresses characteristics traits associated with moral virtues in the context of school administration must question if moral virtue such as those espoused by Aristotelian principles will developed a more authentic leader? Bowen, et al. (2006), notes that doctoral programs should place more emphasizes on ethics than on management. Educational leaders must be able to command leadership skills that are committed to moral character and ethical behavior, have the interest of and mutual respect for all stakeholders at heart, support and promote teacher and student alike, are engaged in justice, care, compassion and empathy and are highly motivated by the individual success of each of the members of the larger community of the school of which he is to govern (Pijanowski, 2007). Academic leaders make decisions that impact the lives of teachers, students and parents, making the act of leadership a moral issue. An educational leaders core set of values, or set of beliefs, is the ethical framework from which a leader develops a vision for the school in which he administers. Associated with administrative leadership, is the constant call for change, thus the academic leader becomes the change agent and will direct, define, and shape the change sequence that leads the schools progression and improvement for all stakeholders. Understanding this concept of leadership helps further define what educational leadership is, Starratt (1991) elaborates by noting educational leadership includes virtual ethics such as critique, justice and caring. That is to say that school administrators will be faced with decisions that will required them to critique hierarchy and bureaucratic boards who may tend to bow to public pressures or sway with public opinions. Starratt argues that justice is formed in some standard but that this standard must be held above one individuals passion and serve the greater good of the many. This Starratt (2004) called the community of moral goodness, wherein many individuals would join together for the greater good of the whole forming a relationship of effective leadership. This would then lead from one state of moral responsibility to a higher state of moral responsibility. In turn, individuals in a community form a relationship in caring not out of obligation but out of a sense of positive regard for one another. Academic administrators embedded with these qualities will constitute the principled leader. Therefore, there is a need for the call of Aristotelian constructs in educational leadership curriculum graduate programs. Applying Aristotles Virtue Constructs In Educational Leadership Applying an Aristotelian philosophy to educational leadership is perhaps the most logical approach to value and ethical driven curriculum specifying virtues in school supervision. Kodish (2006) incorporates the suggestion that Aristotelian philosophy bridges both theory and the practice of moral and right action. Drawing on insights of authentic leadership and virtue, Aristotles (1987) defines virtual states of character as having to do with feeling, choosing, and engaging in actions that do well toward others and doing so until these characteristics form in us habitually. This hypothesis leads us to conclude that a good academic administrator will embrace and exemplify a number of these traits or virtues, in ethical manners especially in regards to his role as the academic head. It is the purpose of this paper in part, to identify a few of these Aristotelian virtues as they are related to educational leaders. A short composition on morals, judgment, respect, genuine, empathy, care, and courage will be explored as basic components of the makeup of the moral fiber regarding the academic leader. Morals. Aristotle classifies moral virtue as the excellent state of an individual and good judgment. He sees this character as an intellectual virtue embracing moral rational and the ability to have moral perception along with sufficient insight to make ethical decision not only for ones self, but for the larger community. Judgment. As moral character is an essential element of choice to act right, so is judgment equal to wisdom and practical judgment in Aristotelian philosophy. Good judgment often requires the academic leader to use wisdom in decision making processes. Ethical administrative judgment is a virtue of academic administration. Aristotle would simply state that curriculum driven programs need to teach students that moral virtues are the characters of acting in good judgment. Empathy Respect. Aristotle would promote the idea that empathy and respect are interconnected and go hand-in-hand. That these two components are essential elements in a school leaders character and as such they exist mutually together and serve the best interests of all stakeholders at heart. He would suggest that these interests are cradled in the simplest proponents of the Golden Rule and promote a climate of mutual worth for all persons. Genuine Authenticity. Starratt (2004, p.3) identifies authenticity as one of the foundational virtues of ethical leadership. To be genuine or authentic as an academic supervisor requires leaders to live ethical, transparent lifes that demonstrate leadership, stewardship, and commitment to a sense of spirituality. Educational leadership is authentic to the degree that it is ethical, sincere, genuine, and trustworthy in action and interaction and that such interactions are consistent with the promotion of others wellbeing. In the context of school leadership, this includes the success of staff and student alike. Justice, Care Courage. Shapiro and Stefkovich (2005) argued that moral virtues associated with leadership have a particular importance to safeguard and promote the best interests of others. When the ethics of justice, care, and courage are joined with an ethic of inclusive Aristotelian discourse, educational administrators have a model to ethical decision-making founded on principle. Moral Obligation To Care in Educational Leadership As moral agents, educational leaders should act in accordance with personal values and convictions that incorporate the respect, trust and integrity for being authentic and true to their values. The ethic of care implores educators to nurture the emotional and moral development of students. This moral value requires educational administrators to focuses on affirmation values such as trust, loyalty, belonging, self-worth, and self-efficacy in the process of education, making academics about individuals in the educational profession. As care agents in education, caring ethics would refer to the relationship created between student and teacher. As administrators over educational institutes, caring incorporates the obligation to respond to the needs of not only students, but staff, teachers and other stakeholders. This may include addressing curriculum designs to meet the needs of a diverse student body, staff needs based on census loads, and responses to classroom environments. Care must not be based on a one time efforts at virtuous decision but ongoing developing ontological relationships. Creating An Ontological Relationship In Educational Leadership Cunliffe and Eriksen (2011 p.1432) would argue that we exist in mutual relationships with others and our surroundings and that we both shape, and are shaped by, our social experience in everyday interactions and conversations. It appears that such theories in relational ontology lay the foundation for mutual members of an organization to extend mutual respect and regard toward one another when such relationships are formed. The basic contention of a relational ontology is simply that the relations between entities are ontologically, as Cunliffe (2009) explains, the Relational leader is more concerned with creating interpersonal relationships and institutions, where the focus is on ethical issues of care, concern, and respect. Ontological relationships in academic leadership should include relationships as more fundamental than the individual leader. This is accomplished by working through various difficulties or differences together with other members of the academic community and assuming ownership and mutual responsibility, where moral relational-responsiveness is demonstrated. In return, mutual respect is enhanced, a sense of safety and nurturance is experienced and mutual regard are honored allowing for positive interaction to be had among all stakeholders who in turn are more apt to further their personal investment into the program. Identifying what are considered values and separating ethical bou ndaries are sometimes difficult in relationships, especially is this so in the guise of administrative roles. Having a better understanding of the essential role of each in educational leadership is important. Differentiating Between Values and Ethics Ethical decision making among educational leaders is an essential element of administration, teaching ethics is only one component of a construct necessary for making ethical decisions, staging values as important in and of itself will not suffice. Instructing academic leaders on this principle is vital in changing the direction of educational supervisors in becoming cognizant driven regarding ethic and value mindsets. Beckner (2004) has indicated research literature on educational administration has placed a greater emphasis on the moral values and ethical practices associated with school administration then has been promoted in the past. Shapiro and Stefkovich (2005) have supported that school officials have a duty and obligation to all stakeholders for whom they are accountable to be moral agents that are informed, ethical, and capable to lead. Darling-Hammond (2005) makes a case regarding educational leadership graduate preparation programs to include real-life dilemmas in curriculum training materials so as to better prepare administrators with the process of ethical decision-making. As Kline (2006) indicates, failure of strong ethical training is at the center of most corruptible educational leadership and administrative dilemma, noting that most dilemmas faced by educators lack sufficient policies to direct how to solve issues before and when they do come to light. As a profession, supervisors who oversee curriculum development, have a moral obligation to ensure that educational administration programs found at the graduate level, train prospective leaders in the principles of virtues associated with the development of ethical operating schools (Shapiro Stefkovich, 2005). As literature review recommends, it is imperative that both moral values and ethical principles become an integrated ingredient of curriculum develop ment in educational leadership programs. The following section of this work will address this critical issue. Integrating Values And Ethics In Educational Leadership Curriculum Programs Avolio, et al. (2009) suggested that authentic leadership includes both a sense of greater self-awareness and self-regulated behaviors that lead to positive community development. Avolio and colleagues feel that authentic leadership is essential and one of the first steps needed in ethical leadership preparation. Curren (2008, p. 338) includes ethical instructions as a vital aspect of leadership training course work for future administrative leaders noting that these cardinal virtues are essential and would be a good start toward articulating what it means to be an ethical academic administrator. Cameron and Caza (2002) incorporate ethics instruction in leadership preparation studies curriculum to include the academic institutions role and its obligation to the student and larger community. Given the obligation that professor have to students in preparing them for the future administrative duties, and that this obligation goes beyond just a professional one, Kline (2006) suggest that instructors of ethical courses must make a deliberate decision to think of the student beyond academic settings. In other words, how does ones behavior reflect on other aspects of the individuals complete life, not just in the administrative role? Ethics must be an essential part of course content. Returning to Bowen et al. (2006), which assert that ethic curricula should include codes of conduct, framework on ethical decision making practicums, and adequate case studies with frequent examinations to ensure future administrators are prepared to deal appropriately with dilemmas that they will be confronted with. Without the commitment to strong ethical integration in curriculum program, ethics courses are seriously compromised. Implementation is as crucial as is the content. The question then becomes how is this best achieved? The State of West Virginias Department of Education operates under a code of ethics. Codes of ethics are design to guide the professional conduct of the members who practice in their fields. As with most ethical course preparation, research of code conduct directive is a must. Students are led to investigate and research content that require review of state and national code of ethics. Graduates should become familiar with these codes and reference them frequently. Opportunity to discuss, debate and examine case studies in ethical dilemma will better prepare future administrators to handle real-life experiences that may confront them as school supervisors. Additional internships with real-time school directors can enhance administrative skill-sets in ethical problem solving outside of classroom content, with hands-on practicum learning. Educational leaders need to develop a working knowledge of Aristotelian virtues from which effective school administrator rise. Additionally, institutions of higher learning need to incorporate these values into graduate curricula programs, emphasis to strengthen academic administrative training program with stronger ethics and value latent material centered on Aristotelian virtues has been the theme of this paper. Review of literature certainly has supported the need and indeed has extended the call for academic leaders who are better prepared to lead educational institutions. Academic supervisors however, must distinguishes themselves and be refined in aptitude through curriculum that include moral values and ethical content rich in ethics, archetype, and critical evaluations that aspire leaders and encourage them to develop critical thinking skills and make decisions that are based on the common benefit of all person in a larger educational community. Academic leaders that adhere and reflect a higher level of insight in discharging their duties as administrators, understand that such considerations have an impact on their lives and the lives of their students also understand that they will influence not only an immediate generation, but will effect generation yet to be born. Conclusion Expanded research is needed to increase our understanding of the ethical dilemmas confronted by academic leaders. Challenges faced in educational institutions require ethical responses and require insights based on values that are saturated in virtue. Values include appropriate morals, judgment, genuineness, empathy, care, respect for others, and the courage to stand for what is right, not what is always popular. Principled men and women who are espoused and trained in Aristotelian philosophy should inform policy and strategies in academic administration to ensure that every stakeholders voice is heard, recognized and needs are being addressed. That too, the best interest of the educational institution is being forwarded. Academic leaders have a moral obligation to care about their staff, students and all constituents who have a vested interest in their academic establishment and to the larger community in which they serve. These relationships are formed from an ontological concept, meaning they are logical. When united in a common act of ethical consideration for one another, we logically uplift one another. Additional consideration should be given to graduate programs training educational professional in academic supervision. Course content should include in curricula development, content rich in Aristotelian concepts leading to the learning and development of school leaders in their activities to attain authentic leadership observance which are embedded in ethical constructs. Content must take care to ensure differences between values and ethics are made clear and how these should be integrated into the curriculum and espoused in the classroom and among all staff members. Applying Aristotelian values and ethics in graduate educational leadership programs may prove beneficial in restoring ethical prudence to academic administrative roles.