Feudalism :: European Europe History

Feudalism Essay: Explain the reasons and process of Feudalism. Feudalism came to as a government containing kings, vassals, knights, lords, lesser lords, and peasants. Feudalism is a loosely organized system of rule in which powerful local lords divided their lands among lesser lords in exchange for military services and pledged loyalty. It came to as a need for control over peasants and protection from the Muslims and the Magyars. The relationship between lords and vassals was established by customs and traditions. A lord granted his vassal fief or land, which ranged from a few hundred acres to a square mile in which it included peasants to work the land. The vassal pledged loyalty and military service to his lord. Besides granting an estate, Lords also promised to protect their vassals in return vassals pledged 40 days military service each year and certain money payments in advance each year. Everyone had a place in a feudal society. Below the Monarchs were the most powerful lords-Dukes and Counts- who held the largest fiefs. Each of these lords had vassals in turn they had their own vassals. Sometimes a lord was also a vassal to a more powerful lord but had less powerful ones below him. Because vassals often held fiefs from more than one lord feudal relationships grew very complex. A vassal who pledged loyalty to several lords could have serious problems if his lords quarreled with one and other. The manor was the heart of a lord's estate. On this land the peasants worked to farm crops. Most manors included more than one village. Most peasants who worked the manor were serfs, who were bound to the land. Serfs were not slave but were not free. They could not leave the manor without the lord's permission and if the manor was granted to a new lord the serfs went with it. Mutual rights and responsibilities tied peasants and their lords together. Peasants had to work seven days a week farming the lord's domain.

imperialism in Ecuador :: essays research papers

ECUADOR Before becoming Ecuador in 1830 it was known as the Vice royalty of Granada. Western imperialism and exploration led Spain to inhabit this Gold mine. Thesis: Slide 1 The year 1492 brought about many changes in the Old World that forever altered the way we understand and perceive the New World. Imperialism and Colonialism soared to new heights and brought two completely different worlds into a crash course forever entwining cultures, laws, religion, and customs in North and South America.   Ã‚  Ã‚  Ã‚  Ã‚  Slide 2 The year 1492 is important in many ways. After centuries of fighting the Muslims, Jews, and Moors were finally expelled out of Granada, the last strong hold of other religions in Spain. Christianity once again reigned in Spain. This led monarchy to fortify their homeland and start looking for new land to monopolize and colonize on in Asia. This is why they called the Western part of South America New Granada.   Ã‚  Ã‚  Ã‚  Ã‚   Slide 2- the man the Spanish monarchy chose was Christopher Columbus. Columbus is known for stumbling into America while looking for Asia. Slide 2- the men who deserve the credit should be the man who conquered the Americas and that is Hernando Cortes and Francisco Pizarro. Slide 2 transition into slide 3- Once Cortes and his small army defeated Montezuma’s powerful Mexican Aztec warriors, which outnumbered the Spaniards 10-1. The riches in form of Gold started to flood into Spain. Slide 3- once Queen Isabel died in 1504 and Ferdinand died in1516 there was a power struggle between the families. Charles V and queen Isabel of Portugal took over and immediately had to make political alliances as soon as possible. What better way then conquering new land and people? Spanish Thrown to send Francisco Pizarro on a new Expedition down south to find the other Great Empire that was rumored to exist in the south Slide 3- the motivational factors were over Gold but to make it sound a little better to the church and to the public, the Monarchy said it was to spread Christianity in the new world. Slide 3- on the new expedition Pizarro brought with him a man by the name of Diego de Almargo in 1532 and used Ecuador as the staging point for new invasion of Inca Empire.   Ã‚  Ã‚  Ã‚  Ã‚  Slide 4- now the next obstacle was finding the Empire and learning as much as possible about them to defeat them.   Ã‚  Ã‚  Ã‚  Ã‚  Slide 4- The Spaniards learned that the Incas ruled the area since 1200 A.

How Information Flows Within an Organization Essay

Information has to travel through different types of pathways in order to be received and used. Think of the pathways of information like the transit system. Information is loaded into systems by using input devices, like keyboards or touchscreens. After the information is imputed it is transferred to some type of storage medium, whether hard disk drive, RAM, or CD’s or DVD’s. Once this information is transferred it is then able to be accessed and used as long as the correct permissions are assigned. The storage allows for future access and the ability to retransmit the data to another device, by using the LAN, WAN, Internet or removable devices like flash drives or external hard drives. The ability to create and use information would not be possible without the hardware that allows the user to input the information they want others to read or use. It can go down to basic components like computers, keyboard, hard drives, etc. However, in conjunction with the hardware there has to be software which outputs the data so the user can read it. Once the data is read the user can create databases or upload the information to different locations like a cloud based server. Once again with the ability to do this would not be possible without special types of hardware that allows this. The hardware in reference is NIC cards, routers, switches, hub, etc. All of these things make it possible for information to be transmitted around the world. Of course to simply transmit data and information around the world could be a very simple thing, until you add in the steps necessary to protect the data. In my current job we do not use very much resources to transmit data or even  create it. However, a company that we work for uses networks and even special communication cables to transmit and receive data from different devices within the building we are working. Basically there are controllers that connect via a two or three conductor cable and which connects to devices mounted on air handler systems. These devices take in an enormous amount of complex data and regularly transmit the data to the controller which then relays the information to a computer that is on the mainframes network. This network allows the company the ability to have remote access to the controller which allows them to be able to change certain values in order to make the air handlers run more smoothly. Some of the data that is transferred include, outside air pressure, discharge air temp, return air temp, and there are even safety measures transmitting to ensure smooth operation. Once an alarm is triggered the device sends data to the controller which then relays the alarm to the computer which outputs the reason for the alarm and specifies what triggered the alarm. A technician can then go on the computer and adjust whatever values need adjusting to remove the alarm and resume proper operation. Without this network of devices and controllers and computers there would be no way for these issues to be resolved in a timely manner. Seeing how allot of the work we do is in Charlottes main healthcare system, by us not being able to have quick and painless connectivity many peoples wellbeing could be at risk. The one thing the company I work for makes sure of is security for their systems and networks. Although the physical network is not part of the company’s infrastructure it is protected from other people trying to access it because it is their equipment, cables, controllers, and devices. The hospitals have no access to these systems because one wrong value can be the difference between freezing temperatures or summer conditions in the building. The company, Johnson Controls, uses three different programs that have to be authenticated before access is granted. Firstly the technician has to slide their finger over the fingerprint scanner to access the computer that connects to the controllers. Seems like a correct finger scan would be all that’s necessary for accessing the system, however, the IT personnel decided to add two more layers of security due to the nature of their business. Secondly the technician has to scan their badge into a card  reader type of device that pops up a screen that greets the technician as a Johnson Control employee. Once again not enough security in the minds of Johnson Controls so the final security measure is an encrypted password, that if it is entered incorrectly starts the whole process over again. After talking with multiple technicians the consensus is that they cannot stand all the security measure, but they do understand the purpose. Perhaps the best measure the company has against potential invasions is that all the equipment they use from top to bottom is made by themselves. This ensures that only their employees are trained and permitted to use the equipment. Other people might look at the equipment and be dumbfounded due to the processes and certain protocols in place on how to use the equipment to access any information. Although I currently do not work in an environment that utilizes servers and multiple computers, I do see how information is passed through devices to controllers and finally to computers or networks. Even though there is multiple types of information the way it is used and flows follow the same path. Without hardware and software there would be no way to use and transmit the data. As the technology continues to change and become more advanced, I am sure the way information is used will change along with it.

Rate and Sequence of Development

Babies are born at 40 weeks. If a baby is born before the due date, they will be classed as premature. Premature babies generally take longer to meet the early development milestones, Newborn babies spend more time sleeping than being awake. It is very important to a newborn baby to spend quality time bonding with their primary carer. Babies develop fast during the first four weeks; feeding and sleeping patterns can start to form and will start to communicate through smiling and crying. As from 3 months old, babies are much more alert, and generally settled into a day and night routine and cry less often.Being more settled and interacting with people around them, and can recognise their primary carer. From 6 months babies can express enjoyment through laughing and smiling. They can reach for objects; this heightens the need for exploration. From 9 months babies are usually becoming more mobile, they can explore their environment. Cognitive and communication development is improving a nd babies are aware of words. From this age, the emotional lesson is being learnt, as babies begin to understand that carers who leave the room will return.At 12 months babies are much more mobile. The baby is becoming much more vocal and babbling to the carer. Fine motor skills are developing and the baby is becoming more interested in feeding themselves, also the baby starts to remember things. From 15 months a child’s language is really developing, and can start to put together a small key worded sentence. Walking is steadier, and as the sense of independence develops, so does the frustration within the child, and prevention is usually the cause.From 18 months, a child will understand most of what is being said to them, so communication is important. Children of this age still cannot control their emotions and need a lot of sensitivity from their carers when they become overwhelmed by their feelings. From 2 years, a child’s personality is evident and become more app arent every day. Cognitive and behavioural development is continuing during this stage, short sentences are spoken and walking and movement is confident, leading to trying new things, like climbing and jumping. The child will begin to understand emotion and consequences.At 3 years, children start to take an interest in peers, this is suitably timed as at this as children start pre-school, and can enjoy playing with others of a similar age. Children learn to express themselves through speech, in doing so, this reduces the child’s frustration. At 4 years, children will make the transition to school, which marks a massive change in their lives. When starting school the child will be fluent talkers, confident movers and will already have a social group of friends. Their concentration span will be increasing all the time.At 5 years old children will be settled into formal schooling. Many children will enjoy the challenge of the classroom and independence of playtimes. Others howev er can find it all very difficult because learning doesn’t interest them or find the learning difficult. This can cause a negative feeling towards school. Friends are very important now. At 6-7 years old, physical development has now slowed down to previous years, but confidence levels increase, as does learning within the school. Between the ages of 8-12 years, Children will be reading and writing well.Children have learnt what it is they enjoy and dislike. During this stage of life, it can be a emotional time, children will be moving on to new school and leaving old friendship groups and starting to make new friendship groups. Puberty can start around this age (mainly girls). Technology often causes a child to be less active in this age group and so a balanced diet is required. Between the ages 13 – 19 years, there is a lot happening, puberty, relationships, exams, leaving school, career choices. [pic] [pic] [pic] [pic] New Born CryingHappyPrimary carer [pic] [pic] [ pic] [pic]In prone SittingCrawling Walking [pic] [pic][pic] [pic] [pic] Learning through play (18 months – 4 years) [pic] [pic] [pic] [pic] Learning through play (5 years – 19 years) Physical Development |Age Range |Development within the age range | |0 – 3 months |Babies hands are tightly closed most of the time. The baby will lay with head to one side | | |(in supine position) and legs pulled up toward the abdomen (in prone position), head falls| | |forward (head lag) and the back curves.As the baby gets older they are aware of faces, | | |more so when fed and talked to. | |3 – 6 months |Â  The baby’s head in central position (in supine), the head and chest can be lifted from | | |the floor and can supported themselves with their forearms (in prone). The back is | | |straighter and slight head lag remains. The baby will have found their arms and can be | | |waved and brought together; legs can be kicked separately and together. The baby is aler t | | |and will move their head to watch others.The baby has found their fingers and can engage | | |in hand and finger play and briefly are able to hold objects before dropping. | |6 – 12 months |Â  During this age, babies develop fast and start to learn big movements like, rolling over | | |to going onto their hands and knees to progressing to taking a few steps. Sitting unaided | | |is also developed during this age. Also a number of fine motor skills develop during this | | |age, the palmar grasp to and inferior pincer grasp to then recognising and controlling the| | |release of this grasp.The hand – eye coordination is more defined and now able to feed | | |with a spoon and finger foods. | |1 yr- 2yrs |Â  The child’s walking has become more confident and will attempt to run. The child will | | |start to crawl the stairs, and will walk them if hand is held by a carer. The marks on | | |paper progress into scribbles, a small tower of block will progress int o a tall tower. The| | |child can now push themselves along on ride-on-toys, and is able to kick and throw balls. | |The child will now be able to thread cotton reels using the delicate pincer grasp. | |2 yrs – 4 yrs |Â  During this age, the physical activity becomes independent. The child will learn to walk | | |up the stairs holding on to the hand rail; this will develop into the child confidently | | |climbing stairs and outdoor play equipment. The child will develop from riding large | | |wheeled toys without peddles to using peddles and steering confidently. Kicking a | | |stationary ball will develop into kicking moving balls in straight lines.Drawing becomes | | |an interest, faces and letters are often attempted, using the preferred hand. | |4 yrs – 7 yrs |Â  From the age of 4 years, children will be learning how to fasten buttons, zips, use | | |scissors and cut out basic shapes. Writing becomes more familiar and will be learning how | | |to write his/her na me and other short familiar words. A Child’s coordination will increase| | |and will be able to play games with rules. General balance is good; bikes stabilisers will| | |start to be removed.By the time a child is 7 years, they will be able to hop, skip and | | |use larger outdoor play equipment in schools and parks. The child will be able to catch | | |with one hand and be able to tie up their shoe laces. | |7 yrs – 12 yrs |Â  Physical growth slows down during this age group. The development of coordination and | | |speed of movement along with physical strength develops during this time. The child’s | | |interest in TV, computers and games consoles over take the physical play.The child’s | | |writing becomes more adult like, as does the use of computer equipment. | |12 yrs – 16 yrs |Â  Generally puberty begins between 11-13yrs. The bodies of both boys and girls change | | |throughout puberty. There is a variation in age in which this occurs; gi rls usually enter | | |puberty by 13 years and boys 14 years. Sporting talents become more apparent during this | | |time. | |16 yrs – 19 yrs |Â  A girl’s body can become more woman-like by 16 years old, and a boy becomes manlier by | | |16-17 years. Intellectual and Cognitive Development |Age Range |Development within the age range | |0 – 3 months |From birth a baby can be soothed by a familiar voice, usually the primary carer. Through | | |the use of senses, the baby starts to understand that he/she is a separate person. The | | |baby will begin to notice object in their immediate environment | |3 – 6 months |Â  From 3 months a baby will show interest in bright shiny objects.The baby will be very | | |alert and will watch things going on around them keenly. The baby will explore by putting | | |objects into their mouth | |6 – 12 months |Â  The baby will explore the immediate environment, the primary carer staying within close | | |proximity. During this age, the child will start to look for items which have fallen. | |1 yr- 2yrs |Â  From 1 year, the baby’s memory develops.Remembering past events will highlight the | | |anticipation of future familiar events. The baby will also start to look for objects that | | |have fallen out of sight, knowing they still exist, but can’t be seen. At this young age, | | |child will look for, and return familiar things in there right places. The child will use | | |toys in a way they are familiar with e. g. putting a doll in a bath. The child becomes | | |aware of peers and takes an interest in their activities.A child will use trial and error| | |in a way to explore and discover the world around them. | |2 yrs – 4 yrs |Â  A child from 2 years will understand that actions have consequences. He/she will be able | | |to complete simple jigsaw puzzles and build a tower of bricks; creativity within imaginary| | |and creative play is developed. The child will start as king what and why question and | | |using speech of thinking and reporting. The child can name colours and sort items into | | |simple sets.The child will now be able to recognise his/ her own written name | |4 yrs – 7 yrs |Â  At 4 years old, a child’s memory has developed, and can recall many songs and stories. | | |The child is now able to problem solve, number correspondence improves, reading and | | |vocabulary develops. The child will learn from new experiences at school, and learning | | |style preferences may be apparent. | |7 yrs – 12 yrs |Â  The child now understands mathematical questions and is able to find the answers in | | |number calculations, measuring nd weighing. Many children can read and write simple text | | |by the age of 7. A child will learn a new range of subjects at secondary school, and might| | |follow their own individual interests out of school. A sense of logic develops. | |12 yrs – 16 yrs |Academic knowledge increases as exam curriculum is followed. | |16 yrs – 19 yrs |Towards the age of 16 years, future career decisions are made . e. g. further education, | | |career choices. | Communication Development Age Range |Development within the age range | |0 – 3 months |A newborn baby communicates through sound, crying and physical closeness. The baby will | | |begin to coo and gurgle with the primary carer when talked to. The baby starts to | | |recognise and link familiar sounds such as the face and the voice of a carer. He/she will | | |copy high and low sounds and will return a smile when smiled at. | |3 – 6 months |Â  Sounds are used primarily to call for a carers attention.The baby is babbling frequently| | |and enjoys rhymes and the rhyme actions. The baby plays tunefully with the sounds he/she | | |can make. | |6 – 12 months |Â  The baby now recognises his/her own name and recognises familiar words, including ‘no’. | | |The baby will makes longer strings of babbling sounds and intentionally uses volume | | |vocally. The baby will increasingly understand basic messages communicated by carers and | | |older siblings. |1 yr- 2yrs |Â  The babbling increasingly starts to sound like speech and lead to single words being | | |spoken. The child shows an understanding that particular words are associated with people| | |and objects, by using a few simple words in context. Labelling such as ‘you’ ‘me’ ‘mine’ | | |is understood and the use of single words increases and begins to use people’s names. The | | |child understands a great deal of what carers say. | |2 yrs – 4 yrs |Â  At 2 years, the child will point to items and name them.Vocabulary increases and | | |sentences are used. Some sentences can be used incorrectly, but by 42 months most language| | |is used correctly. The child enjoys stories and rhymes and will use plurals, pronouns, | | |adjectives, possessives and tenses. | |4 yr s – 7 yrs |Â  From 4 years, a child uses language fluently and is clear and understood to all. He/ she | | |have an understanding of language, and can enjoy rhymes, stories and nonsense.The child’s| | |vocabulary is growing each day, and will be learning to read, he/she will recognise small,| | |key words. At the age of 6 years, the child’s language becomes more adult like and enjoys | | |word play and jokes. | |7 yrs – 12 yrs |Â  The child enjoys social chats with friends and family, the conversation becomes more | | |adult like. Both verbal and written communication is fluent and the correct grammar is | | |used. The child may read as a leisure pass time. |12 yrs – 16 yrs |Â  The child may be reluctant to ask adults for advice or information required. It may be | | |sourced anonymously. | |16 yrs – 19 yrs |At this age the child will enjoy socialising with friend and having catch up chats with | | |friends and family. | Social, Emotional and Behavioural Development |Age Range |Development within the age range | |0 – 3 months |A new born baby will smile from about 5 weeks, the baby will discover what he/she can do, | | |and create a sense of self.The baby may cry if the primary carer leaves the room because | | |the baby doesn’t understand that the person still exists and will return. The baby is able| | |to show excitement and fear. The baby responds positively to a kind soothing carer, If a | | |carer doesn’t respond to the baby, the baby will stop trying to interact. | |3 – 6 months |Â  The baby can now clearly tell people apart, showing a preference for a primary carer and | | |siblings. During this age the baby shows a wider range of feeling clearly and vocally. | |He/she will reach out to be held and may stop crying when spoken to. The baby enjoys | | |attention from others and seeing themselves in the mirror. | |6 – 12 months |Â  During this time the baby becomes increasi ngly mobile which allows the child to approach | | |people. The baby understands that when a carer leaves the room, they will return. Baby’s | | |offer objects in their hands but do not let go. The sense of self identity increases as | | |self-esteem and self-confidence develop.The child will start to wave goodbye, prompted at| | |first, then freely. The child is now happy to play alongside other children for increasing| | |lengths of time. | |1 yr- 2yrs |Â  The child becomes more curious to the world around them. The child may signs of | | |separation anxiety and can be jealous of attention or toys given to other children. | | |Emotions are changeable; they quickly alternate between wanting to do things alone, and | | |then requiring their carers help.The child becomes frustrated easily when not able to | | |carry out their chosen task. The child show angry defiance and resistance to adults At | | |this age the child likes to follow their carer and like to help with the act ivities, | | |imitating them. | |2 yrs – 4 yrs |Â  At this age a child is beginning to understand his/her own feeling and identifies happy | | |and sad faces. The child is also aware of other people’s feelings. They will be able to | | |tell others how they feel.Children will respond to carers lovingly, and is affected by | | |their mood. The child may use language to protest verbally, causing them to be less | | |rebellious. The child will now be using the toilet and washes own hands, He/she will also | | |be able to dress them self. | |4 yrs – 7 yrs |Â  The child may be socially confident and self-esteem is apparent and responds well to | | |praise for behaviour, encouragement and responsibility. The control over emotions | | |increases but as imagination increases the child can become more fearful.At this age the | | |child will be keen to ‘fit in’ with other and approval from adults and peers is desired. | | |Friends are important; most of the se are made in school. The managing of behaviour is best| | |carried out and often responds best to ‘time out’ method. The child will enjoy games and | | |activities. | |7 yrs – 12 yrs |Â  Around the age of 7 years, a child will doubt their learning ability and often say ‘I | | |can’t do it’. This leads them to becoming frustrated easily.Personality is established | | |more firmly as attitudes to life are developed. The child is more susceptible to peer | | |pressure, solid friendships are formed and ‘best friends’ are important. The child may | | |feel unsettled when making the transition from primary school to secondary school and as | | |puberty approaches. Strong friendships are relied upon and usually the same sex. The child| | |may be reluctant to go to clubs unless a friend is there too.At this age the child is | | |more independent and able to make more decisions. | |12 yrs – 16 yrs |Â  The child will now travel t o school alone. Mood swings become more apparent due to | | |puberty. There will be a desire for the child to ‘fit in’ with peers and express | | |individuality this can be through art/ music/ dance or creative writing and possibly | | |through dress and hairstyles. The child may prefer to spend time with friends rather than | | |family, and may tend to spend more time in their bedroom at home.A balance of school and | | |leisure time is important. | | 16 yrs – 19 yrs|Â  The child becomes interested in own sexuality and feels attracted to others and may | | |develop romantic and sexual relationships. The child may experiment with smoking, drugs or| | |alcohol, this behaviour is linked with low self-esteem. The child may self experiment with| | |identity through appearance . e. g. piercings and tattoos. A child may start a new job, it | | |is important that a home, work and social life balance is taken on. | Moral Development Age Range |Development within the age range | |0 – 3 months | | |3 – 6 months |Â   | |6 – 12 months |Â   | |1 yr- 2yrs |Â   | |2 yrs – 4 yrs |Â  The child is increasingly able to understand consequence of behaviour and the concept of | | |‘getting in trouble’. The child understands the concept of saying sorry and ‘making up’ | |4 yrs – 7 yrs |Â  The child has a good understanding of familiar, basic rules. If he/she are in an | | |environment where swearing is happening, it is likely the child will use in their own | | |language.The child will have experienced blaming and blame, and feels shame/guilt when | | |adults disapprove. The child will be keen to win and be ‘right’. | |7 yrs – 12 yrs |Â  Attitudes to life are being developed – these are the basis of future moral codes. The | | |child can understand increasingly complex rules, impacting on the sense of right and | | |wrong. Conflict with parents arise due to wanting independence, home rules are unfair, and| | |refuse to wear clothing that parents have bought. | |12 yrs – 16 yrs |Â  The child will now develop personal morals, beliefs and values outside of parents’ | | |influence . e. g. egetarian | |16 yrs – 19 yrs |Â  The child may protest to make their feelings know and to act on a desire to change the | | |world . e. g. petitions, student protests | All tables are guides and development ages groups are approximate. Question: What is the difference between Sequence of development and Rate of development? Why is the difference important? |Sequence |Rate | |The sequence is the order on which children develop. For |The rate is the speed or age on which children develop.For | |example, a child will learn to sit up before they can walk. |example, children of the same age will not reach all of the | |There are exceptions to this; children or young adults with a |milestones at the same age. | |disability may develop different ly. | | It is importance to identify the difference and how each one plays a role in identifying the accomplishments of a child, what milestones have been reached and when. They enable charting of a child or young person's development to happen and provide a structure or picture that can measure where a child might be in need of support.

Assignment 4B Coursework Example | Topics and Well Written Essays - 250 words

Assignment 4B - Coursework Example Foundations enable community schools to establish a board of directors (BOD) with a particular focus on raising funds for the school rather than the operation of the college. The members can turn out to be crucial donors for the college. The foundations manage alumni relation, solicit gifts and also drive scholarship programs and special events. Foundations also maintain focus, market colleges, create donor choice, and invest endowment funds. The separate foundations also establish management structure for investment portfolio of college, brand the colleges and create a separate fund pool and limit liability. They also separate finances for community colleges (Bers, Head & Palmer, 2014). The approach used by philanthropy, particularly private foundations, to assess community college financial health is appropriate. Community college leaders must work towards ensuring fiscal viability for their colleges. As such, performance-based funding is a critical way of ensuring that the colleges remain sustainable and that they do not over rely on tuition fees. Colleges need financial advice to succeed (Barr & McClellan, 2011). It thus remains important to assess the effectiveness of colleges both on the dimension of education and fiscal performance. The approach by philanthropy and private foundations ensures accountability on part of the colleges amidst numerous financial challenges that they

The importance of integrity and leadership Essay

The importance of integrity and leadership - Essay Example As employees are instrumental in driving a company’s bottom-line integrity and leadership impact organizational performance. The review also found a positive correlation between profits and focus on corporate social responsibility. As the world is still struggling to come out of the 2008 financial crisis, people have realized the need to follow strong ethical conduct in business dealings. Most of the organizations in the early 21st century started following the practice of rewarding the managers, who showed high profits, with huge bonuses and pay packets with no regard to the means they were adopting. Corruption, back stabbing and data fudging by managers were accepted as part of the game and the performance linked bonuses increased their greed at every success. This review aims to understand how ethics and leadership impact an organization. It attempts to understand how a leader can demonstrate ethical behavior and what impact it has on the overall performance of the organization? The importance of integrity and leadership has always been an important topic for study by researchers. This can be demonstrated by a number of studies that were done during the late 20th century to show the link between ethics and business performance as well as leadership integrity. Preston conducted a research on 67 companies over a period of 11 years to find out whether there was any causal relationship between financial performance and the company’s CSR policy (Corporate Social Responsibility which can be considered as a proxy to integrity) (Verschoor, 1998). He found that there was no significant negative relationship between the two. However, he found that both were positively related implying higher the CSR performance (integrity perception) higher the business performance. Other studies too found a positive relation between the two. There were some studies which found no or mixed relation

Is leadership something that comes naturally Essay

Is leadership something that comes naturally - Essay Example (1999) are of the opinion that leaders are made since extensive training is needed in any case, therefore those who thinks that leaders are born will be unable to explain why then training and development sessions are held in order to make a leader more successful. Eric Garner (2005) is against the saying that leaders are born. It takes certain efforts in order to become a leader. Garner are of the opinion that it is not enough to be born with certain qualities, a person also has to be aware of how these could be used in order to produce results. Wally Bock (2006) adopted a balanced approach while expressing his views on the subject. He says leadership comes both naturally and with education and experience. He says that it cannot be just one of the two, otherwise we would have had leaders who have no educations at all and they would be very successful or in the other case we would have had leaders who are alike since they have received the same education and were trained to become a model leader. A vast majority of writers are agreeing with the opinion of Bock. They, however, argue about which qualities have to be inborn and which qualities should come with education and experience. They say that anyone can learn to become a leader. However, there are some qualities that cannot be taught, the so called intangible ones, and the ones that cannot be measured and explained, for instance, natural decision making, complex problem solving, and self-development and group development. On the other hand, there are many qualities that can be learned, for instance, time and task management, communication skills, negotiation skills, ways how information can be presented, debating and most importantly motivating. Without developing the abilities that are even inborn apart from learning new ones a leader will never become successful. Duggan and fellows (2007) suggest that for becoming successful in profession, leaders must focus on self-development, therefore, be quite