Rhetorical Analysis of the Declaration of Independence Essay

In the Declaration of Independence, Thomas Jefferson, one of the founding fathers of the United States, explains to his readers why the colonies chose to abolish Great Britain’s government. His goal is to inform the readers that the government has certain responsibilities to the governed and that the British failed to adhere to its responsibilities to its colonists. His second goal is to justify their actions by explaining why it was not considered treason. By establishing his credibility and appealing to ethos, pathos and logos, Jefferson successfully wrote an informative, impactful, and inspirational document. In order for Jefferson to earn his readers’ support, he needs to establish his credibility. He does so by stating that â€Å"it becomes necessary for one people to dissolve the political bands† and â€Å"a decent respect to the opinions of mankind.† By acknowledging his needs of explaining to his educated readers the reasons for the coloniesâ€℠¢ actions, he shows them that he is an intelligent man of good character and good intentions. In the second paragraph, Jefferson stated â€Å"Prudence, indeed, will dictate that Governments†¦Ã¢â‚¬  to emphasize that he is cautious and reasonable. Before listing the grievances, he stated â€Å"let Facts be submitted to a candid world.† He wishes to share them to an honest and sincere world to establish a common ground with the audience. After listing the grievances, he guaranteed the readers of the colonists’ honest efforts to fix the conflict without having to separate by asserting â€Å"We have petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only repeated injury.† He continues by affirming that the colonists have tried to appeal to the King and â€Å"our British brethren.† His usage of the word â€Å"brethren† shows that he is humble, respectful, and good willed. He concludes the declaration with an honorable avowal which states that the representatives of the United States of America are willing to pledge â€Å"our Lives, our Fortunes and our sacred Honor† for the principles spoken in the declaration. In Jefferson’s declaration, both the organization and the use of logic are effective and adequate. He begins with the colonistsâ €™Â  fundamental beliefs that â€Å"all men are created equal, that they are endowed by their Creator with certain unalienable Rights.† He addresses that the role of the government is to secure and protect the rights of the people. As he proceeds, he states that if the government fails to â€Å"secure these rights,† then â€Å"it is the Right of the People to alter or to abolish it, and institute new Government.† Jefferson then creates a list of ways in which the British government has violated and stripped the colonists of their rights. Through the inductive proof, he explains the reason in which the colonists must become independent from Britain to gain freedom and to be treated fairly. The list of grievances strongly appeals to his audience’s emotions. Jefferson utilizes a powerful, emotional diction to implement the colonists’ sentiments toward the King’s character into his writing. He uses certain words such as tyrants, invasions, murders, abdicated, death, desolation, cruelty, barbarous, and destruction. These words make the audience establish a sympathetic feeling towards the colonists and that the King is â€Å"totally unworthy [to be] the Head of a civilized nation† and â€Å"unfit to be the ruler of a free people.† Jefferson emphatically proves the injustice and brutality of the King and Parliament. Based on the Declaration of Independence, Elizabeth Cady Stanton drafted the Declaration of Sentiments and Resolution to express freedom to the American public for equality with men under the law, in education and employment. Stanton explains to her readers why depriving women from their rights is unconstitutional and unjust. Her first goal is to convince the men and women of the United States in the support of women’s rights movement. . Her second goal is to demand the rights of women as right-bearing individuals be recognized and respected by society. By utilizing logical argument, establishing her credibility and appealing to the audience’s emotions, Stanton is able to convey a sense of endorsement. Stanton modeled her declaration with the Declaration of Independence to illustrate that her list of logical arguments are simple and clear. She states that â€Å"we hold these truths to be self-evident: that all men and women are created equal†¦Ã¢â‚¬  to address that every human being is created with the same qualities; thus, women should not be treated differently. She understands that her audience knows the â€Å"inalienable rights† that the  government must protect and secure. Believing in this belief, Stanton wants the audience to question why women are not awarded with rights when both sexes are claimed to have been given by the Creator. Her references to religion effectively force the audience to believe that the laws created by the government displease God and his law of equality. Stanton proceeds to list the grievances that women experienced in the United States. Her use of diction and syntax evoke certain emotions out of the audience. Similar to the Declarati on of Independence, Stanton uses repetition in her list to emphasize and impact the audience emotionally. In the list, Stanton states that â€Å"he has monopolized nearly all the profitable employments†¦she receives but a scanty remuneration.† This is one of the oppression that effectively appeals to the audience’s emotion. She wants her readers to feel sympathy over what it is like to work tirelessly for long hours to not being able to keep the money. Stanton uses powerful languages such as â€Å"civilly dead† and â€Å"long train of abuses and usurpations† to persuade the audience to see her point and join the movement. For Stanton’s argument to work, she has to earn her readers’ trust. She knows that most of the women will support her demands; however, she especially needs to gain the support from men for the argument to be more effective. She establishes credibility by utilizing similar words from the Declaration of Independence to demonstrate that she is intelligent. In the last paragraph, she states â€Å"we insist that they have imme diate admission to all the rights and privileges†¦Ã¢â‚¬  to show that she is humble and courteous. She is not asking to take anything from men, but rather she is simply insisting that women get the same rights as men. Both drafts consist of definite logical arguments, well-organized ethical and powerful emotional appeals. Thomas Jefferson and Elizabeth Cady Stanton successfully utilize a wide range of elements to draw the audience and convince them to support their cause. Their passion and determination to gain freedom while experiencing the obstacle of unequal rights were strongly expressed in their writings. Although rhetoric is used by many to create a negative connotation, authors utilize rhetorical strategies to achieve their purpose of persuading or informing an argument. Thomas Jefferson was able to eloquently draft an inspirational and resounding declaration formed the basis for the American Revolution. His declaration became a significant role model for other countries and people who were experiencing similar conflicts  such as France and women. By implementing rhetorical devices, he was able to convince many Americans that independence, which they first apprehended as evil, was in truth a benediction.

Vegetable love Essays

Vegetable love Essays Vegetable love Essay Vegetable love Essay To His Coy Mistress is written in enjambment; this is when the end of the line is not punctuated but flows into the next examples of this are lines 3, 5, 6,7,21 etc. He uses enjambments because it helps to sub stain the argument because it is continuous. He also uses rhyming couplets for the pace and rhythm, this is done for built momentum- it builds the drive of the argument. He also uses definite rhyming couplets effectively to convey his inner feelings: My vegetable love should grow it Vaster that empires and more slow. This shows his love is expanding slowly and innocently over time for his mistress.He uses irregular sentence lengths to create a slower pace of time. Marvell tries to create more time. The poet uses strong stressed words to make them more powerful e.g.: Deserts of vast eternity. This personifies his feeling we see how emotion can grow naturally into something that is immense and powerful. Marvell also expresses the admiration of time running out when he illustrates Timehurrying near. It increases the feeling of anxiety because time is coming closer. In Marvels poem the sentences are very short in length and disjointed through the use of lots of punctuation. As a consequence, the poem seems very broken up and sharp which makes the reader read the poem at a much faster pace. In some ways this speed makes it more excitable which adds to the more lusty aspect of the poem.The mood is at first reckless and jokey it then moves on to being more reflective, serious and considering death. The poem closes with an attitude which is persuasive, pleading, discriminating and eventually triumphant. The first stanza has a fairly regular rhythm but is duller. The more regular, dynamic rhythm of the closing stanza gives us a sense of the poets energetic state of mind. The last line is arresting in that it contains less syllables than those above it. There is an overall regular rhyme scheme of aabbccdd apart from the half rhymes in the second stanza. The words Eternity and Virginity only half-rhyme. The effect of this is to link together in our mind these two ideas.The following words have an impact; He says And your quaint honour turn to dust, and into ashes all my lust, he is recalling the funeral ceremony ashes to ashes, dust to dust. He does not assault these virtues, he says that whatever they mean to her now, they will mean nothing when she is forgotten. In To His Coy Mistress he uses alliteration; long loves and private place. He also uses assonance; youthful hue.Unlike To His Coy Mistress, The Unequal Fetters differs enormously. To His Coy Mistress is a persuasive poem written to a female lover, whereas The Unequal Fetters is written as a warning to women. This poem gives a womens view of love and marriage. Her views are completely different to the ones of To His Coy Mistress in the way that she believes that the fetters between men and women are unequal. Anne Finch has written her poem in four clear verses rather than 3 stanzas. Although both poems start off in the same attitude of romance.In the first verse Anne Finch uses the image of the possibility of time standing still, she says Could we stop the time thats flying. Or recall it when tis past, this means that if time stood still then it would be worth loving. This is the nearly the same image conveyed in the first stanza in To His Coy Mistress about playing the waiting game and if time went on forever, but both poets know that time is quickly disappearing.Then Finch changes her attitude and goes on to say, But since we must lose those graces, which at first your hearts have won what she is trying to say here is that the person has changed since you won their heart and true love, the attraction that was there in the first place has now disappeared. Even though he has now changed her attitude in the poem it is not as sickening as the attitude in the second stanza of To His Coy Mistress. The third verse makes it clear about her feelings of the inequality and shows her anger towards men by writing, Free as Natures first intention was to make us, Ill be found, Nor by subtle Mans invention Yield to be in fetters bound.This means that when a female is born she is born free but then because of men fooling you into there sincere love and into marriage, women are trapped by men. The final verse of The Unequal Fetters she concludes that Marriage does but slightly tie men Whilst close prisoners we remain. She means that women are chained by marriage while men are free and can stretch At the full length of all their chain. The Unequal Fetters refers to the unequal lengths of chain men and women have.Her poem shows how wrongly men treat women just as in To His Coy Mistress. Anne Finch writes her poem in a frank manner whereas Andrew Marvell writes in a sick, perverted and threatening manner. The writer of To His Coy Mistress seems to be quite a selfish writer on the other hand the writer of The Unequal Fetters writes an honest version of her own true feelings. The Unequal Fetters is written in caesura with every other line rhyming which contrasts to To His Coy Mistress which is written in enjambment.

Different Kinds of Bacteria Essay Example | Topics and Well Written Essays - 4250 words

Different Kinds of Bacteria - Essay Example Despite the fact that it is normally hard to investigate in situ, important biological traits are characterized to these assemblages, encompassing co-operative behavior, defense against predators, competitive advantage, antibiotics, physical disturbance and immune system (Sutherland 2001b). These assemblages vary from the hugely random aggregation of bacteria developing on surfaces, in semi-solid surroundings or in limited volumes, to complicated structures integrating considerable amount of extracellular medium material. This latter kind of assemblages symbolizes biofilms in strio senso, and the existence of structural matrix material issues biofilms with a unified physical identity that may be lacking both in a settlements and in glop (Davey & O'Toole 2000). It is evident that the physical resilience of biofilms is the outcome of multiple interactions between matrix elements (usually exopolysacharides, EPS), bacterial surface additios (flagella, fimbriae and aggreagation concepts) and coverings (lipopolysacharide, LPS) and the surface settled by the bacteria. In the case of the biofims generated by salmonella typhimurium enteritidis rdar mutants, and the pseudomonas fluoresccens SBW25 wrinkly spreader, the expression of a cellulose matrix and a fimbrial-like attachment issues are the main elements adding to biofilm strength and integrity (Lappin-Scott et al. 1995). In each case, biofilms generate at their-liquid (A-L) interface and are substantially bigger and more robust than the archetypical submerged biofilm generated by several other bacteria, for instance, pseudomonas aeruginosa. The wrinkly spreader (WS) refers to a niche-specialist genotype that colonizes the A-L border of liquid cultures, developing an A-L biofilm, and develops badly in the liquid discourse (Donlan 2002). Background on Pseudomonas fluorescens It occurs by spontaneous mutation from the ancestral (smooth; SM), non-biofilm-forming P. fluorescens SBW25 strain, in spatially configured micr ocosms, and displays massive negative frequency-advantage is attributable to cooperation among personal WS cells: overproduction of attachment factors, whereas costly personal cells, outcomes in the interests of individuals aligning with those of the group and permits migration of the oxygen-replete A-L boundary. According to some research conducted concerning these genes needed for biofilm generation through P. fluorescens WS (using one specific WS isolate, PR1200, mini-Tn5 mutagenesis recognized two main loci – the wsp chemosensory operon programming the response regulator WspR, and the wss cellulose biosynthesis operon that encompasses genes engrossed in the partial acetylation of the cellulose matrix (Dunne 2002). WspR is needed for the expression of cellulose and a supposed curli or thin aggregate fimbriae (Tafi)-like attachment factor, both of which are needed for ordinary WS biofilm establishment and colony formation (Al-Tahhan, Sandrin, Bodour & Maier 2000). Moreover, the cellulose acetylation-defective mutant WS-18 (WS wssF; mini-Tn5) was discovered to generate weak biofilms. These discoveries propose that the physical incorporation of the WS biofilm outcomes from the mingles between cellulose fibres and attachment factor, and between attachment factor and the ramparts of the microcosm vial. This latter interaction is needed during the initial phase of biofilm establishment when bacteria attach in the meniscus area of the loquid to the glass vials (Gaspar, Marolda & Valvano 2000). Successive development out over the A-L interface outcomes in the characteristic WS biofilm. One of the prior recognized WS

Constantin Brancusis Work and its Reflection on Modern Art Essay

Constantin Brancusis Work and its Reflection on Modern Art - Essay Example Every person has a mind and a heart of his own. And what goes on in that heart of hearts is only shown or represented by art. Art of any kind can potentially do that job well. But for me, sculpturing is the spokesperson or the ambassador of human nature. Two sculptures of the same object that are made by two different people will be significantly different. This is because both of those people see differently. Their eye with which they see is different. Their mind with which they understand is different. Their heart with which they relate is different. And their hand with which they make is different. Therefore sculpturing for me is the way of expression and that inspires me. Constantin Brancusi is known as the pioneer or the leading figure of the modern movement. He was the one who practically gave birth to abstraction. He started as a woodcarver. And his journey from a craftsman in woodcarving to the art of sculpturing is a remarkable one. It speaks of the much-ignored fact that anything is possible and that it doesn’t matter where you begin. All that matters is that you know what you want. The right amount of passion and hard work can take you to places you could have never dreamt of going. This is what we learn from Constantin Brancusi’s life and that is what inspires me. The reason for my choosing this topic is exactly this too. Studying games design I have a great interest in this art of sculpting and this particular artist teaches me that a man can be an artist of any kind and genre as he wants. His life and work teach me that a man can be a jack of all trades and master of ONE. Brancusi revolutionized the art of sculpting. He eliminated all that wasn’t necessary and introduced all that WAS necessary but was being ignored previously. It is said that he learned the true purpose of art; a purpose different from the generally believed notion of representing different forms.  

Air pollution in china Essay Example | Topics and Well Written Essays - 1750 words

Air pollution in china - Essay Example Indeed, the poor air quality threatens the power of the Chinese Communist Party which derives its authority from its social contract for providing better quality life to the people. The increase in both indoor and outdoor air pollution in China due to rapid industrialization, urbanization and economic growth adversely affects its people’s healthy, ecology and economy, thus the adoption of critical measures to curb the problem. The contributing factor to China’s air pollution is its rapid economic growth, urbanization and industrialization. He, Huo, and Zhang observe the proportion of China’s urban to total population grew from 18% to 31% between 1978 and 1999, this being three times the world’s average during the same period (398). The use of coal as a source of energy has been the main source of anthropogenic air pollution. Even so, Zhang and Smith observe that 60% of the population still lives in rural areas (848). This population uses biomass, which mainly includes crop residues and wood, in simple stoves. Thus, while the urban population heavily depends on coal for energy, the rural population depends on biomass. As such, China faces the problem of both indoor and outdoor air pollution. Despite the improvement in environmental protection requirements that have improved China’s air quality in the past decade as observed by Liu et al., the issue still remains a critical chall enge (281). SO2 and total suspended particulates, TSP, still remain ten times more concentrated in China’s air than recommended by the World Health Organization. Thus, it would be beneficial to understand the sources of this. The indoor air pollution in China is attributed to the rural population’s reliance on biomass as the source of household energy. Zhang and Smith observe that 80% of the energy that the rural households consumed in 2003 was from biomass, that is mainly wood and crop residues

Great Expectations Essay Example for Free

Great Expectations Essay What Picture Of Childhood Does Charles Dickens Create In The First Section of Great Expectations?  In 1861, when Dickens embarked upon telling the novel Great Expectations, the country was riveted. Theyd hasten to read the next weekly instalment which was full of drama and, more importantly, the issues which Dickens urged to convey throughout the novel. Strong feelings were rooted to his childhood where he was forced to work in a blacking factory and even give up his education at one point. When he did receive an education it was poorly taught, like Pips own experience. In comparison, our society today and its compulsory education is a striking contrast to Victorian childrens life. Treatment during childhood is also an important theme and most interestingly how Pip is treated by his sister Mrs Joe and her husband Joe Gargery. Whereas Joe supports and encourages Pip, Astonishing! You ARE a scholar, he remarks when Pip writes something on the chalkboard to him, Mrs Joe treats Pip extremely differently. Despite being only a sister to Pip, Mrs Joe acts as his mother as she has raised him by hand. Literally this describes how she raised him alone, but also symbolises how Pip seemed to be raised by Mrs Joes violence. She is firm and cruel and uses the tickler, a whip, on Pip when she sees that he has misbehaved. This sounds childish and fun to our ears, which is ironic seeing as it causes Pip so much pain throughout his childhood. Another severe and strict method of control is force feeding a disgusting dose of tar water. This treatment for a naughty child, which is used on Pip, was also used on Joe. This could be a possible reason for why Joe and Pip act brotherly and are on equal terms as seen here: get behind the door old chap, as they are united against Mrs Joes cruel punishments and severity despite the social rules that your elders are your betters. Therefore, although Joes behaviour towards Pip seems more natural to us nowadays, it is in fact Mrs Joes treatment of Pip, which Dickens writes to give us a picture of childhood, which was more common in Victorian times. The classic seen and not heard view of children, which was meant quite literally at the dinner table on Christmas day where Pip was not allowed to speak., is also portrayed in the character of Mr Pumblechook. He tells Pip over dinner he should be grateful to them which brought you up by hand, because if he had been born a Squeaker he would not have received such care. Mr Pumblechook uses every chance, like testing his arithmetic, to belittle and insult Pip. However, when Pip gains his fortune Mr Pumblechook hypocritically claims that it was well deserved and they have always been old friends. We can see that Mr Pumblechook, in seeing that Pip is now of a higher status and so has to respect and try to gain favour of him, whereas before young Pip as a child was of a very low status. Miss Havisham looks down on Pip for another reason as her wealth makes Pip feel even more common. She invites him to play in Satis House, which has been neglected since her failed wedding day. She is blunt with Pip, for example: I hope you want nothing. Youll get nothing. She has a frighteningly manipulative influence on those around her. She teaches Estella to break mens hearts and encourages Pip to think she is his mysterious benefactor. It could be because she spends too much time alone with her bitter thoughts, which allows her to be so cunningly manipulative. She expects people to follow her wishes, especially Pip as he is common. You are unwilling to play, then are you willing to work? In contrast, Magwitchs treatment towards Pip is regardless of class. When he first meets him he is desperate, shaking, ill and in pain. We can see that this makes him desperate, and even threatening to Pip. However, later on in the novel we can see that Magwitch treats Pip with great respect in affection in return for his help seeing himself as Pips second-father, whereas Mr Pumblechook tries to leech of Pip when hes older. It is difficult to tell whether Pips deed or Magwitchs nature lead Magwitch to treat someone so kindly like Pip, but as he was desperate on the marshes we can assume he isnt only kind to Pip. Friends on the desolate marshes are a fortune Pip does not possess in his childhood. Interacting with children your own age plays a vital role in growing up as we can see from Pips reactions to his meetings with Estella. Her condescending manner is very apparent in the scornful tone she refers to Pip as boy despite being the same age as him. Once again, it is because of class that she mocks him. She laughs at him for calling the Knaves Jacks. However, Pip falls in love with her even more despite her cruel actions and wishes to change and better his life in the hope of wooing Estella. She has caused a huge impact on Pips life because of the way she has been brought up to break their hearts and because she is the first pretty girl Pip has set his eyes upon. Pip first meets Herbert Pocket in the grounds of Satis House where he is challenged to a fight. Not knowing his name, Pip refers to him as the pale young gentleman. He was secretly afraid of him despite that he did not look very healthy. It could be that his fear is from being treated badly by those of higher status; however, Herbert treats him as an equal by playing and even returning Pips good will by saying same to you. This shows how he treats Pip more fairly unlike Estella. This gives us an insight that class is not an issue to all children. Another person similar to Pips age is Biddy. She comes to look after Joe, Mrs Joe and Pip and at once Pip recognises her intelligence. However, we can see a slight snobbery in the way Pip looks at her. He does not understand how she can learn quicker than Pip. From this we can see he acknowledges Biddys intelligence, but is also confused why he is not superior in that aspect which is rather snobbish. Although Pip and Biddy do not see each other in the same way (Pip did not know back then that Biddy loved Pip), Pip trusts Biddy immensely and tells her that he wants to be a gentleman on Estellas account. He has told no one else this, but still looks down on Biddy and thinks she is envious and grudging of his new wealth. He does not treat her as an equal in this aspect so it is difficult to see if we could call her a true friend. And as friends are important in childhood, its clear to see that Dickens is saying that Pip did not have much of one. Unlike today, Pip doesnt play any games nor is he allowed as much freedom to go out. He is whipped for visiting the graveyard, so he certainly wouldnt be able to go out with friends like children his age today. He is expected to learn from Joe in the forge and become apprenticed (PRENGTD) to him. Before receiving the fortune he has no choice, and at the beginning wants no other career; however we are now encouraged to consider many career options from a young age. This may have been because back then, you didnt have much chance other than to follow the family trade unless you had money. In Satis House he is expected to play in front of Miss Havisham, walk her and keep her company. Even though he is there to play, it is not by choice and he does not have fun by it. His games, for example cards, are very formal whereas today children would play informally and with children their own age, and so once again Dickens shows Pips lack of fun in childhood.

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.