Ethics in Business in Corporate Responsibility - Free Essay Example

Sample details Pages: 5 Words: 1606 Downloads: 6 Date added: 2017/06/26 Category Ethics Essay Type Analytical essay Did you like this example? Introduction Ethics in Business in corporate responsibility is crucial and to the business world it has become of increasing concern over the last two decades. Anderson (1989) agrees that in today’s generation, businesses must also reflect on ethical, legal, social and moral; significances of their verdicts. For listed companies it is now mandatory that they include a section on corporate social responsibilities in their annual reports. Don’t waste time! Our writers will create an original "Ethics in Business in Corporate Responsibility" essay for you Create order However, CIMA (2010) argues that many firms routinely ignore ethical considerations despite codes of practice, regulatory oversight, and ever-increasing public pressure. Consumers expect a business to demonstrate ethical responsibilities such as the treatment of employees, the community, the environment, working conditions etc. Where these expectations are not met this can have a severe negative impact on the business and now with social media this process is heightened. This causes business to start on the back foot and play catch up. To safeguard against such risks it is important that businesses consider the ethical implications of their activities in order to mitigate the chances of a public relations disaster which tend to be expensive and embarrassing. This report will investigate the ethical implication local and global for the expansion of our company. Ethical approach Various authors approach issues by questioning what their favoured moral or political theories say about them in business ethics (Moriarity, 2008). Utilitarian approach suggests that â€Å"an act is morally acceptable if it produces the greatest net benefit to society as a whole, where the net social benefit equals social benefits minus social costs† (Bentham, 1789; Mill, 1957; Brandt, 1979; Rachels, 1999; Velasquez, 1998; Schumann, 2001; Cavanagh, 1981). Utilitarianism suggests that well-being of every distinct individual is no more or less important than well-being of other individual. However, treating the entire individual in same way is not assumed. Therefore, the proposal of the project can be agreed as the greatest net benefits to society once the consequences been taken into account. On the other hand, Kantian ethics which states â€Å"highest good was the good will. To act from a good will is to act from duty. Thus, it is the intention behind an action rather than its consequences that make that action good† (Bowie, 1999). Therefore, it can be argued that the advantage of Kantian ethics in business is that by assembling verdicts based upon a good intention would always lead to virtuous business practice. However, Moriarity (2008) argues that ‘Organisation need an ethics of their own’ because of the distinctiveness of the organisational background. Yet, in business ethics an organisation can deprived moral and political theories but cannot function without consequences, guidelines, moralities, duties, virtues etc and the prominence of pre-theoretical perceptions. Therefore, our business decisions should be guided by sequences of CSR values in order to demonstrate good business citizenship. Dobson (2007) argues that virtue ethics which focuses on character and motivation rather than material goals of the agent can be co-related with our project permission. In addition, business activity must be viewed as a ‘practiceà ¢â‚¬â„¢ for the features to be effectively applied in business. However, the question could arise here ‘could our project expansion be ethically accepted and demonstrated? Are the gifts offered by our project is ethical? Wulfson, (2001) states that corporate philanthropy is one of the most observable techniques a business can help a community. The projected gifts to the local mayor to help the community and to the local school can be suggested as philanthropy ethics. These gifts could be offered as charitable bases which will show our project has a responsibility towards society that will operate in equivalent with the determinations to make profits as suggested by (Wulfson, 2001). By doing this, it will ensure the offered financial gift is taken as for advantage of the community and not as bribery or corruption which will give our project an advantage from public for its expansion. 3.2 Globalisation, CSR and global ethics Bardy, et al., (2011) argues that globalisation is most important chances for eliminating complete poverty worldwide. In addition, the increased sharing knowledge, cultural values and technologies are some of the benefits of globalisation (Kibert, et al.,). However, business ethics in a global context can be described in two different frameworks: relativism -â€Å"when in Rome, do as Romans do† which refers that an action depends on the moral norms of the society. Whereas, absolutism argues â€Å"home country cultural values must be applied everywhere as they are home† (Buller and McEvoy, p327). In addition, right or wrong may vary conferring to different values. For example, McDonald’s strategy of glocal ‘mixing the elements of globalisation and internationalisation has lead them to ability of higher market growth and hence profitability (Vignali, n.d.). Therefore, it is essential for our project expansion to understand and implement the business strateg y according to the culture and values of the country. Thus, our business should follow the cultural norms of country according to their necessity. On the other hand, Husted and Allen () questions â€Å"what is the relationship of global and local (country-specific) CSR to international organizational strategy?† Davis and Blomstrom () defines â€Å"Corporate Social Responsibility CSR as the obligation of the internal corporate decision-makers to take action which protects and improves the welfare of society as a whole along with their own interest†. In other words CSR is a set of rules how firms manages their strategies and business for an overall positive and long-term within the environment where they operate. Furthermore, Husted and Allen() finding suggests that organisation strategy in the management of CSR multinational organisations will merely imitate the existing product-market. Hence, to fit in with the frim market strategy CSR remains an activity which when achieved without taking into account all firms including CSR is fortuitous. Our project expansion in lesser developed country indicates the beneficial for the development of the country. Thus, a firm can be multi-domestic in its CSR and world-wide in its market approach if the welfares of different strategies prevail over the costs implied by McWilliams and Siegel (2001). Furthermore, Corporate Social Responsibility CSR is used by companies as a political tool to protect their interest to make sustainable business to ensure not to raise barrier that could be harmful to environment and consumer (Detomaso, 2008). CSR concept encompasses an aggregation of activities to demonstrate the human rights, environmental and labour issues which are brought by activist group (Slack, 2006). Many multinational companies have been indicted of societal disrespect and environmental degradation for chasing profit. For example, in 2013, a garment factory which supplied clothing giants such as Prima rk and Marks and Spencer’s in Bangladesh collapsed killing hundreds of people (BBC, 2013). The initial reaction was huge public outcry of condemnation of the lessee’s fair attitude of the corporation in response to their responsibilities to everyone involved in the process of making their garments. 4.0 Consequence â€Å"Third World babies are dying because their mother’s bottle feed them with Western style infant milk† (Muller 1974). After the scandal of Nestle baby milk and Sanlu milk incident will it be acceptable to expand the baby powder milk factory in least developed country? There are various ethical implications drawn upon expanding the factory. However, one of the major concerns for the proposal is the free supply of baby milk for 3 months to newborn babies. The proposal refers to it as a gift, which from certain angles could be considered as exploitation. Consequently, babies may become dependent on powdered milk after 3 months not liking breast-feeding and poor families may be forced to buy powdered milk. In addition, the lack of income required to feed a baby might cause babies suffering from severe malnutrition and even death (CFB, 2004). This may lead to anger and resentment from the local community. Media will transfer from Local to National to International very quickly heightened by social media. Sales could drop and market share loss to competitors. Share price will fall and there could be the need for heads to roll at the decision makers. Therefore before any actions are taken more research needs to be performed to ensure that newly born babies won’t be so called ‘addicted’ to the milk. Another ethical implication of offering ‘gifts’ to the mayor can be misunderstood as Bribery. The question that can arise is â€Å"is it morally right action to referred â€Å"gifts† as a good action to precede the business†. The UK Bribery Act 2010 which was introduce for com panies of deteriorating to prevent bribery (TIUK, 2012) can cause our parent company to become liable which can block the expansion of our company globally. Hence, our company should only offer ‘gifts’ to school and community and not individual (mayor). â€Å"Doing well by doing good† was highlighted in 1989 by World watch Institute which suggests that business that care about preserving environment can also make profit (Hoffman, 1991). Being environmentally conscious can build a brand in tune with the mood of the country. Our company should concern for the protection of environment as a part of our project. Furthermore, ACAS () states that for employee/employer relationships to be successful there has to be a balance of interests. Companies in the UK have whistleblowing requirements. It should be ensured that these standards are maintained throughout the global operations. Whistle-blowers should be protected so that the organisations are accountable. Co nclusion and recommendation Ethics is about considering the wider effect of business in all aspects and not just the profit and loss account. It is very important to follow ethical implication locally and globally for the survival of the company in long term. The following recommendation should be taken for our expansion policy: Our business should embrace ethical practice. Should work with local suppliers so that more of the economic benefits stay within the country and help develop a poor country into a modern economy. Re-consider the proposed gifts.

Culture Values - An analysis of The End and the...

Texts reflect the culture and values of their eras by presenting and addressing perspectives of the composers on the issues of the context. The poem The End and the Beginning by Wislawa Szymborska and the Austrian film 71 Fragments of a Chronology of Chance by Michael Haneke accomplish this by exemplifying issues in 1990s society such as the increasing influence of media and the breakdown of interpersonal communication. The End and the Beginning is a Polish poem by Wislawa Szymborska which captures a wars aftermath on its innocent citizens and how, in time, both the war and its origins are forgotten. It thus shows how the values of a country or society may change over time as the views and opinions of its citizens change. The overall†¦show more content†¦This fragmentation is also visually portrayed through the jigsaw-like paper game. Part-way through the film, a student fails to solve the puzzle leading to an outburst of anger, foreshadowing his final act of violence. Haneke has also used subtle film techniques to add to the sense of a breakdown of communication. The camera is always positioned in such a way that makes the audience feel detached from the characters. Rather than connecting emotionally with the characters, the audience is made to analyse them, thus reflecting the emotionless state which our society has assumed with changing values. The characters themselves are not named, allowing them to become representative of types within society. The use of media is also present throughout the film with Haneke showing the increasingly invasive presence of media within society as values change and mankind becomes more technological and industrialised. By repeating the same articles at the end with the embedding of the films event as another story, Haneke comments on how the media subsumes any disturbance into the even surface of society and integrates it into the unending stream of trivialised information. The film also serves a didactic purpose, as Haneke highlights and criticises the blatant use of violence in Hollywood action films, saying that his films are intended as polemical statements against the AmericanShow MoreRelatedMetz Film Language a Semiotics of the Cinema PDF100902 Words   |  316 PagesPhenomenology of the Narrative, 16 II Problems of Film Semiotics Chapter 3. Chapter 4. Chapter 5. The Cinema: Language or Language System? 31 Some Points in the Semiotics of the Cinema, 92 Problems of Denotation in the Fiction Film, 108 III Syntagmatic Analysis of the Image Track Chapter 6. Outline of the Autonomous Segments in Jacques Rozier s film Adieu Philippine, 149 Chapter 7. Syntagmatic Study of Jacques Rozier s Film Adieu Philippine, 177 vii viii CONTENTS IV The Modern Cinema: Some TheoreticalRead MoreDeveloping Management Skills404131 Words   |  1617 Pages61 Emotional Intelligence 62 Values 65 Ethical Decision Making and Values 72 Cognitive Style 74 Attitudes Toward Change 76 Core Self-Evaluation 79 SKILL ANALYSIS 84 Cases Involving Self-Awareness 84 Communist Prison Camp 84 Computerized Exam 85 Decision Dilemmas 86 SKILL PRACTICE 89 Exercises for Improving Self-Awareness Through Self-Disclosure 89 Through the Looking Glass 89 Diagnosing Managerial Characteristics 90 An Exercise for Identifying Aspects of Personal Culture: A Learning Plan and Autobiography

Educational Management Theories And Concept Education Essay Free Essays

string(195) " utilizing SPSS determined the cogency of the leading theoretical account proposed by Bass and Avolio \( 1997 \) and the school-learning civilization theoretical account proposed by Maehr et Al\." The construct of transformational leading has drawn a considerable attending from direction research workers and specializers. This construct has been initiated by Burns ( 1978 ) and developed by Bass ( 1985 ) to include certain behaviors of a transformational leader and being function theoretical accounts in forepart of their followings which will ensue in edifice trust with followings and accomplishing value congruity between leaders and followings. The consequence of school leading on educational results has been widely debated in recent decennaries. We will write a custom essay sample on Educational Management Theories And Concept Education Essay or any similar topic only for you Order Now Currently, school systems around the Earth are concentrating on pupil accomplishments authorising school leaders along with course of study and answerability models. The paper aims to supply an overview of research on the effects of transformational leading on instructor attitudes and educational results. It refers to eight research undertakings conducted in many different school systems based on quantitative method attack consisting little scale medium size and mega research undertakings for the benefits of all types of school stakeholders on how a leader can better pupil accomplishments. The first article that is reviewed is a paper presented at NZARE AARE, Auckland, New Zealand in November 2002 titled The Impact of Transformational Leadership Style of the School Principal on School Learning Environments and Selected Teacher Outcomes: A Preliminary Report by Alan Barnett. The intent of this paper is to describe on an probe of the relationships between the transformational and transactional leading behavior of school principals in New South Wales State secondary schools and some selected instructor results and school acquisition environment concepts. The theoretical model presented in this paper is based on a mediated-effects theoretical account of effectual schools as discussed by Hallinger and Heck ( 1998, p.162 ) . The author acknowledges that antecedent variables can hold an of import causal influence that consequence desired results such as pupil accomplishment. However, the author mentioned that the focal point of this survey is to analyze the relationship between the leading patterns of the principal and school and schoolroom variables, viz. school larning environment and teacher satisfaction. A study was carried out in 52 indiscriminately selected schools affecting 458 instructors from across New South Wales. The staff sample size ( n=458 ) consisted of 200 males ( 43.7 % ) and 235 ( 51.3 % ) females ( losing = 23 or 5.0 % ) , the bulk of whom ( 60.0 % ) were full clip instructors. A smaller figure ( n=132 ) came from publicities places held within their schools ( 28.9 % ) . The bulk of respondents ( n=340 ; 74.2 % ) had more than 11 old ages learning experience, and had been in their current school for more than 6 old ages ( 49.1 % ) . 291 staff ( 63.5 % ) reported learning within their current principal for more than 2 old ages. The Multifactor Leadership Questionnaire Form 5X ( Short ) developed by Bass and Avolio ( 1997 ) was used to mensurate leading behavior, while, the School Learning Environment Questionnaire developed by Fraser ( 1986 ) was used to measure school larning environment. Factor analysis was used to find the cogency of the leading theoretical account developed by Bass and Avolio ( 1997 ) and the school larning environment theoretical account developed by Fraser ( 1986 ) in the Australian school context. The factor analysis of leading points suggested that one transformational factor ( vision ) , one transformational/transactional intercrossed factor ( individualized consideration ) and one non-leadership factor ( laissez-faire ) factor were apparent. The analysis of school larning environment points identified seven factors. Four outcome factors were incorporated that is the overall satisfaction with leading, perceptual experiences of instructor influence, perceptual experiences of instruc tor effectivity, and perceptual experiences of instructor control. Multilevel patterning analysis was used to research the relationship between leading behaviors, school acquisition environment factors and instructor results. Contrary to what might be expected, consequences from the analysis of the leading behaviours factors with instructor results suggested that instructor results like overall satisfaction with leading is more closely and extremely correlated with individualized consideration instead than with vision. Further, the leading behaviour factors demonstrated differential correlativities with each of the school larning environment factors, bespeaking that principals may aim their leading behavior to hold maximal impact in any attempt at modifying school larning environment. The 2nd article that is reviewed is a research by Kerry Barnett, John McCormick and Robert Conners from University of New South Wales, Sydney, Australia, titled Transformational leading: Panacea, placebo, or job? taken from the Journal of Educational Administration volume 39, pages 24 to 46 ( 2001 ) . The intent of this survey is to describe on an probe of the relationships between the transformational and transactional leading behavior of school principals in selected New South Wales State secondary schools with some instructor results and facets of school learning civilization. Teacher outcomes in concern here are excess attempt, effectivity and satisfaction. Properties of transformational leading and school learning civilization was laid down every bit theoretical model in this survey. A study was carried out in 12 indiscriminately selected secondary schools located in the Sydney Metropolitan country in New South Wales, Australia, and 15 indiscriminately selected instructors from each school were requested to finish questionnaires. Of the 12 schools, 124 instructors returned completed questionnaires stand foring a 68 per centum response rate. The sample comprised 54 per centum female and 46 per centum male instructors and 75 per centum were aged 30-59 old ages. The instructors in the sample held assorted places in the school, including full-time schoolroom instructors ( 57 per centum ) , caput instructors ( 23 per centum ) , deputy principals ( 5 per centum ) and others, such as bibliothecs, callings advisors, parttime instructors, support instructors ( 15 per centum ) . A sum of 64 per centum of the sample had more than 11 old ages of learning experience and 60 per centum had three to ten old ages of this experience at their current school. The Multifactor Leadership Questionnaire ( MLQ 5X ) developed by Bass and Avolio ( 1997 ) was used to mensurate leading manner, while, The Patterns of Adaptive Learning Survey ( PALS ) developed by Maehr et Al. ( 1996 ) was used to mensurate the dimensions of school-learning civilization. Factor analysis with chief axis factoring utilizing SPSS determined the cogency of the leading theoretical account proposed by Bass and Avolio ( 1997 ) and the school-learning civilization theoretical account proposed by Maehr et Al. You read "Educational Management Theories And Concept Education Essay" in category "Essay examples" ( 1996 ) . The factor analysis of leading points suggested that there were two factors which were transformational, two factors which were transactional and one instructor result factor. The analysis of school-learning civilization points identified five school learning civilization factors. The transformational leading behavior ( single concern ) was associated with the instructor outcomes – satisfaction, excess attempt and perceptual experience of leader effectivity. Contrary to what might be expected, transformational leading behavior ( vision/inspiration ) had a important negative association with pupil larning civilization. Significant interactions were found between vision/inspiration and active direction by exclusion with intrinsic motive for larning and between inactive direction by exclusion and vision/inspiration with extrinsic motive for larning. This suggests that the relationship between transformational and transactional leading behavior and school-learning civilization is more complex than might be first thought. The 3rd article that is reviewed is a research by Femke Geijsel and Peter Sleegers from the Department of Educational Sciences, University of Nijmegen, The Netherlands, and Kenneth Leithwood and Doris Jantzi from the Centre for Leadership Development, OISE/University of Toronto, Canada, titled Transformational leading effects on instructors ‘ committedness and attempt toward school reform, taken from the Journal of Educational Administration, volume 41, pages 228 to 256 ( 2003 ) . The intent of this paper is to analyze the effects of transformational school leading on the committedness of instructors to school reform, and the attempt they are willing to give to such reform. It does so by constructing on the cognition from both educational and non-educational research into such effects. A theoretical account of such effects is tested utilizing two about comparable sets of quantitative informations collected independently by research squads in Canada and The Netherlands. Structural equation mold is applied to prove the theoretical account within each information set. Consequences of the Canadian and Dutch surveies are so compared. The model used to steer the enquiry about transformational leading effects consists of nine specific variables embedded in three general concepts, every bit good as the relationships among these variables and concepts. Harmonizing to this model, transformational signifiers of school leading have direct effects on instructors ‘ committedness to school reform and the excess attempt they devote to such reform. Such leading besides has indirect effects on instructor attempt through teacher motive. Although non measured in these surveies, it is assumed that instructors ‘ excess committedness and attempt consequences in alterations in their interactions with pupils which, in bend, influences pupils ‘ results. Dutch informations were collected from a study carried out in 45 secondary schools throughout The Netherlands affecting 1,347 instructors. At the clip of informations aggregation, all secondary schools were confronted with mandated large-scale school reform. Canadian informations were collected in one big territory in eastern Canada. All 1,444 instructors in 43 junior high and high schools in the territory were surveyed, half having Form A and half Form B of the study. At the clip of informations aggregation, all schools in this territory were confronted with outlooks for significant alteration from both the territory and provincial authorities that clearly called for the exercising of school-level leading. Both surveies collected informations about length of learning experience and gender. Teachers in the Dutch sample had somewhat more teaching experience than their Canadian opposite numbers: 63 per centum as compared with 59 per centum with more than 15 old ages ‘ experience. Independent sample t-tests in the Dutch sample show instructors with comparatively longer experience to hit significantly higher on the variables â€Å" single consideration † and â€Å" engagement in determination devising † and significantly lower on the variables â€Å" capacity beliefs † and â€Å" context beliefs † than their co-workers with less experience. The gender balance differed greatly, with male instructors consisting 70 per centum of the Dutch sample compared with 47 per centum of the Canadian sample. An independent sample t-test of the latter group identified merely one variable in which gender differences were apparent: females rated â€Å" personal ends † higher than their male co-workers, proposing gender was non a important factor in overall response forms in the Canadian survey. Independent sample t-tests in the Dutch sample indicated that females rated â€Å" capacity beliefs † and â€Å" context beliefs † higher, and â€Å" engagement in determination devising † lower than the males. For both learning experience and gender, the existent differences in the average tonss of the Dutch instructors are little ( 0:2 ) , so these background variables were non expected to hold a serious impact on the consequences of the survey. The Dutch study consisted of 60 points ( 54 of which were used in this survey ) rated on four-point graduated tables with five variables measured on a Likert graduated table ( disagree to hold ) and two variables ( engagement in determination devising and professional development activities ) utilizing the options â€Å" ne’er † , â€Å" sometimes † , â€Å" frequently † , and â€Å" ever † . The Canadian instrument contained 186 points ( 55 of which were used for this survey ) , rated on a five-point graduated table ( â€Å" strongly differ † to â€Å" strongly hold † ) with a â€Å" non applicable † response option, every bit good. Although each survey used its ain instrument, they both addressed the same three sets of variables: : transformational leading: vision edifice, individualised consideration, rational stimulation ; teacher committedness to alter: capacity beliefs, context beliefs ; excess attempt: engagement in deter mination devising In the Dutch survey, the factorial cogency of the concepts was examined in a first-order confirmatory factor analysis ( CFA ) utilizing LISREL VIII ( maximal likeliness method ) . Based on the factorial construction ensuing from the CFA, graduated tables were constructed for each of the variables and dependability analyses indicated all graduated tables to be dependable. The Canadian survey conducted explorative factor analyses utilizing chief constituents extraction with varimax rotary motion to analyse eight sets of points selected from the larger survey based on their conceptual nexus to the variables in this survey. The research theoretical account depicts transformational leading dimensions straight act uponing instructors ‘ motivational procedures and instructors ‘ excess attempt. The LISREL attack ( LISREL VIII, maximal likeliness method ) ( JoA?reskog and SoA?rbom, 1999 ) was used to carry on structural equation mold ( SEM ) because it allows for proving the cogency of causal illations for braces of variables while commanding for the effects of other variables. Multiple fit indices are necessary for the rating of structural equation mold ( Bollen and Long, 1993 ) . The Chi-square trial is the traditional step used to prove the intimacy of tantrum between the ascertained covariance matrix and the theoretical account representation of the covariance matrix. In add-on to the Chi-square trial, three other indices are reported: the â€Å" root mean square mistake of estimate † ( RMSEA ) ; the â€Å" expected cross-validation index † ( ECVI ) ; and the comparative tantrum index ( CFI ) . The fit indices were used to set up the tantrum of the Dutch and the Canadian theoretical accounts individually because the Dutch and Canadian theoretical accounts serve independently collected informations sets that are non compatible. The findings show transformational leading dimensions affect both instructors ‘ committedness and excess attempt. The effects of the dimension ‘s vision edifice and rational stimulation look to be important in peculiar. Both the Dutch and the Canadian survey found the dimensions of transformational leading to hold modest effects on instructor committedness to reform. Of all dimensions, vision edifice and rational stimulation were reported to hold a important consequence on teacher committedness and excess attempt, unlike individualised consideration which was found to hold the weakest influence. The 4th article that is reviewed is a research by William L. Koh from Faculty of Business Administration, National University of Singapore and Richard M. Steers and James R. Terborg from Lundquist College of Business, University of Oregon, titled The effects of transformational leading on instructor attitudes and pupil public presentation in Singapore, taken from the Journal of Organisational Behaviour, volume 16, pages 319 to 333, ( 1995 ) . The intent of this survey is to analyze the influence of transformational leader behavior by school principals as it related to organisational committedness, organisational citizenship behavior, teacher satisfaction with leader, and pupil academic public presentation in Singapore. To steer the survey, four hypotheses were set Forth: transformational leading factors will hold important positive add-on effects to transactional leading factors in foretelling organisational citizenship behavior ; transformational leading factors will hold important positive add-on effects to transactional leading factors in foretelling low-level committedness to the school ; transformational leading factors will hold important positive add-on effects to transactional leading factors in foretelling satisfaction with the leader ; and transformational leading factors will hold important positive add-on effects to transactional leading factors in foretelling nonsubjective steps of pupil public presentation. A study was carried out in 100 indiscriminately selected secondary schools affecting 2000 instructors in Singapore. From the selected schools, instructors who had been at that place at least one calendar twelvemonth formed the sampling frame for the choice of instructors. Twenty instructors were indiscriminately selected from each school. To avoid common beginning discrepancy, evaluations of leading and result variables were obtained utilizing a split sample technique. Specifically, 10 instructors responded to questionnaires which measured satisfaction with the leader and organisational committedness, while the other 10 assessed the leading manners of the school principals. Attitudinal and behavioral informations were collected from both instructors and principals ; pupil academic public presentation was collected from school records. The Multifactor Leadership Questionnaire Form 5S ( MLQ ) developed by Bass ( 1985 ) was used to mensurate leading manner ; the Organizational citizenship behavior for instructors was operationalized and measured utilizing an instrument developed by Smith, Organ and Near ( 1983 ) ; the Organizational committedness was measured utilizing the Organizational Commitment Questionnaire ( OCQ ) , developed by Mowday, Porter and Steers ( 1982 ) . ; and teacher satisfaction with the principal was measured utilizing the leader subscale of the Index of Organizational Reactions ( IOR ) , developed by Smith ( 1976 ) . Pilot studies were conducted in four schools before the primary survey was initiated. Oblique factor analysis and Orthogonal rotary motion was performed on the MLQ points ; factor analysis, chief constituents analysis and oblique rotary motion was performed on the OCQ points ; while OCB and IOR went through factor analysis. School degree analyses showed that transformational leading had important add-on effects to transactional leading in the anticipation of organisational committedness, organisational citizenship behavior, and teacher satisfaction. Furthermore, transformational leading was found to hold indirect effects on pupil academic accomplishment. Finally, it was found that transactional leading had small add-on consequence on transformational leading in foretelling results. The 5th article that is reviewed is a research by Kenneth Leithwood and Doris Jantzi from Ontario Institute for Studies in Education, University of Toronto, Canada, titled Transformational school leading for large-scale reform: Effectss on pupils, instructors, and their schoolroom pattern taken from the School Effectiveness and School Improvement, volume 17, pages 201 to 227 ( 2006 ) . The intent of this paper is to describe on the effects of a school-specific theoretical account of transformational leading on instructors ( motive, capacities, and work scenes ) , their schoolroom patterns, and additions in pupil accomplishment. The theoretical model presented in this paper assumes that for large-scale reform to accomplish its ain ends, school staffs must be motivated to react to the reform in some locally meaningful and productive manner. Teachers ‘ motives, capacities, and work scenes have a direct consequence on their school and schoolroom patterns. These patterns are clearly intended to better pupil larning but may or may non make so depending on their effectivity. Transformational school leading patterns on the portion of †those in places of duty, † to utilize the linguistic communication in our steps, have both direct and indirect effects on instructors ‘ patterns, the indirect effects being realized through leaders ‘ influence on instructors ‘ motive, capacity, and work scenes. The instructor informations from a larger 4-year rating of England ‘s National Literacy and Numeracy Strategies were used for this survey. Two representative samples of 500 schools each were selected, one sample to supply grounds from instructors about National Literacy Strategies ( NLS ) and one to supply grounds about National Numeracy Strategies ( NNS ) . Both samples were selected at random from England ‘s National Foundation for Educational Research ( NFER ) database of schools to be representative of the whole of England ‘s primary school population in footings of school type, national course of study trial consequences, part, and proportion of students eligible for free school repasts. Independent schools were included in the sample, even though the NLS and NNS were non mandatory in these schools, since some of them were taking to implement all or portion of the schemes anyhow. Two signifiers of a Likert-type instructor study were developed to mensurate all concepts in the model except pupil accomplishment. One signifier focused on NLS and one on NNS. These instruments, field tested and refined over several phases, included a 5-point response graduated table for most inquiries ( 1 strongly disagree, 2 agree, 3 undecided, 4 agree, 5 strongly agree ) . The steps of pupil accomplishment were additions in Key Stage 2 consequences. Survey responses were analyzed at both single and school degrees. Statistical Package for the Social Sciences ( SPSS ) was used to cipher agencies, standard divergences, dependability coefficients, correlativity coefficients, and to aggregate single responses by school, as appropriate. Independent sample T trials were used to compare average evaluations of literacy respondents to those of numeracy respondents to find whether differences were statistically important. Paired samples t trials were used to compare average evaluations of specific constituents within a scheme that is reading and composing for literacy or mental mathematics and mathematical constructs for numeracy. LISREL was used to measure the direct and indirect effects of leading on motive, capacity, and state of affairs, every bit good as the effects of all these variables on altered instructor patterns. This way analytic technique allows for proving the cogency of causal illations for braces of variables while command ing for the effects of other variables. Datas were analyzed utilizing the LISREL 8 analysis of covariance construction attack to path analysis and maximal likeliness estimations ( JoA? reskog A ; SoA?rbom, 1993 ) . Using way analytic techniques, the writers found that transformational leading had really strong direct effects on instructors ‘ work scenes and motives ; and important effects on instructors ‘ schoolroom patterns. Specifically, leading, along with instructor motive, capacity, and work scene explained about 25 % to 35 % in instructors ‘ schoolroom patterns. However, there were no important effects of leading on pupil accomplishment. The 6th article that is reviewed is a research by John A. Ross and Peter Gray, titled School Leadership and Student Achievement: The Mediating Effects of Teacher Beliefs taken from the Canadian Journal of Education volume 29, figure 3, pages 798 to 822 ( 2006 ) . The intent of this paper is to describe on a research on how principals contribute to student accomplishment indirectly through teacher committedness and beliefs about their corporate capacity. The theoretical model presented in this paper hypothesized a theoretical account associating leading to pupil accomplishment through instructor capacity edifice. The theoretical account predicts that transformational leading will act upon instructors ‘ professional committedness, defined here every bit committedness to organizational values which includes committedness to school mission, committedness to professional, and committedness to community-school partnerships. A study was carried out in 205 schools affecting 3042 simple instructors from two Ontario territories. All points in the study were taken from old surveies and rated on six-point graduated tables measured on a Likert-scale ranging from strongly differ to strongly hold. Transformational leading consisted of 12 points mensurating instructor perceptual experiences that their chief leads by developing the capacity of the organisation and its members to accommodate to the demands of a altering environment. Collective instructor efficaciousness consisted of 14 points developed by Goddard et Al. ( 2000 ) . Teacher committedness to organisational values consisted of three variables: Committedness to school mission consisted of 12 points that measured instructors ‘ credence of school ends, their belief that these ends were shared by the staff, and their committedness to reexamining school ends on a regular basis ; Commitment to the school as a professional community consisted of 5 point s stand foring instructors ‘ committedness to sharing learning thoughts with each other ; and Commitment to school-community partnerships consisted of 4 points mensurating teacher committedness to including parents in puting school waies. The adequateness of the committedness variables was tested with collateral factor analysis. The theoretical account was tested utilizing way analysis. The natural informations were input to SPSS and the variance-covariance matrix was analysed utilizing the maximal likeliness method of AMOS 4.0. To guard against capitalising on opportunity, cross-validation scheme was used by indiscriminately delegating schools within territories to make two groups. The first group was used as the geographic expedition sample to prove and polish the theoretical account ; the 2nd sample was the proof sample in which we replicated the analysis without farther theoretical account alteration. The Chi-square trial is the traditional step used to prove the intimacy of tantrum between the ascertained covariance matrix and the theoretical account representation of the covariance matrix. In add-on to the Chi-square trial, two other indices are reported: the Adjusted Goodness of Fit ( AGFI ) ; and the Root Mean Square Error of Approximation ( RMSEA ) . In this survey, the writers found no statistically important direct consequence of leading on accomplishment, as expected from old research. At the same clip, schools with higher degrees of transformational leading had higher corporate instructor efficaciousness, greater teacher committedness to school mission, school community, and school-community partnerships, and higher pupil accomplishment. Therefore, the consequences suggest that the principals who adopt transformational leading manner have a positive impact on instructor beliefs in corporate capacity and committedness to organisational values. Increasing the transformational leading patterns in schools makes a little but practically of import part to overall pupil accomplishment. The 7th article that is reviewed is a research by John A. Ross and Peter Gray from Ontario Institute for Studies in Education, University of Toronto, Canada, titled Transformational leading and instructor committedness to organisational values: The interceding effects of corporate instructor efficaciousness taken from the School Effectiveness and School Improvement, volume 17, figure 2, pages 179 to 199 ( 2006 ) . The intent of this survey is to analyze the mediating effects of instructor efficaciousness by comparing two theoretical accounts derived from Bandura ‘s societal cognitive theory. Model A hypothesized that transformational leading would lend to teacher committedness to organisational values entirely through corporate instructor efficaciousness. Model B hypothesized that leading would hold direct effects on instructor committedness and indirect effects through instructor efficaciousness. A study was carried out in 218 schools affecting 3072 simple instructors from two Ontario territories. The instrument used in this survey is precisely the same as the instruments used in the 6th article, where the points are rated on six-point graduated tables measured on a Likert-scale ranging from strongly differ to strongly hold. The two theoretical accounts were tested utilizing structural equation mold. The natural informations were input to Statistical Package for the Social Sciences ( SPSS ) and the variance-covariance matrix was analyzed utilizing the maximal likeliness method of AMOS 4.0. To guard against capitalising on opportunity, cross-validation scheme was used by indiscriminately delegating schools within territories to make two groups. The first group was used as the standardization sample to prove and polish the theoretical account, and the 2nd group as the reproduction sample, proving the tantrum of the theoretical accounts without alteration. Model A and Model B was examined for each the fit indices and the way coefficients to find which provided a better tantrum of the information. In proving the theoretical accounts, they were guided by their theory and informed by the AMOS alteration indexes. To prove the intimacy of tantrum between the ascertained covariance matrix and the theoretical account representation of the covariance matrix, qi square, AGFI and RMSEA was used. Datas from the survey provided greater support for Model B than Model A. collective instructor efficaciousness is a partial instead than a complete go-between of the effects of transmutation leading on instructor committedness to organisational values. Transformational leading had an impact on the corporate instructor efficaciousness of the school ; teacher efficaciousness entirely predicted teacher committedness to community partnerships ; and transformational leading had direct and indirect effects on instructor committedness to school mission and committedness to professional acquisition community. The 8th and concluding article that is reviewed here is a research by Huen Yu from Hong Kong Institute of Education and Kenneth Leithwood and Doris Jantzi from Centre for Leadership Development, OISE/University of Toronto, Canada, titled The effects of transformational leading on instructors ‘ committedness to alter in Hong Kong, taken from the Journal of Educational Administration, volume 40, figure 4, pages 368 to 384 ( 2002 ) . The intent of this paper is to describe on a research on the effects of principals ‘ transformational leading patterns on instructors ‘ committedness to alter in Hong Kong primary schools. The theoretical model presented in this paper is an version of the model used by Leithwood et Al. ( 1993 ) . The writer acknowledge that the relationship between transformational school leading and committedness may be both direct and indirect ; and that alterable variables other than leading potentially intercede the effects of school leading and have their ain direct effects on instructor committedness every bit good. A study was carried out in 107 schools affecting 3125 primary instructors from Hong Kong. The instrument consisted of 113 points study and rated on four to six point graduated tables measured on a Likert-scale ranging from strongly differ to strongly hold. The study was translated from English into Chinese utilizing the â€Å" back interlingual rendition † method to guarantee the quality of the Chinese version ; it was besides pilot tested for farther polish by holding local simple school instructors to finish the questionnaire separately. SPSSX was used to cipher agencies, standard divergences, per centums and correlativity coefficients. The dependabilities of the graduated tables mensurating all variables in the model were besides calculated. All relationships among variables were examined utilizing simple Pearson merchandise correlativities and additive arrested development analysis. This survey shows that transformational leading impacts employee committedness to organisational alteration. Effectss of transformational leading on instructors ‘ committedness to alter operated likewise in both North America and Hong Kong, but the magnitude of the effects was far less in Hong Kong. All the eight research undertakings reviewed in this paper was conducted in many different school systems based on quantitative method attack. The survey by Barnett ( 2003 ) , Geijsel et Al ( 2003 ) , Ross and Gray ( 2006b ) and Yu, Leithwood, and Jantzi ( 2002 ) were concerned with the principals ‘ transformational behavior towards instructors ‘ public presentation merely, while the survey by Barnett, McCormick, and Conners ( 2001 ) , Ross and Gray ( 2006a ) , Leithwood and Jantzi ( 2006 ) , and Koh, Steers, and Terborg ( 1995 ) , were concerned with the principals ‘ transformational behavior towards instructors ‘ public presentation and pupils ‘ academic accomplishments. The available research on the effects of transformational leading suggests that it is more likely to hold a direct impact on organizational procedures associated with employee patterns, motive and satisfaction, which in bend are linked to the quality of the service offered and the public presentation of the administration. In Ross and Gray ( 2006a ) , Leithwood and Jantzi ( 2006 ) , and Koh, Steers, and Terborg ( 1995 ) surveies, positive indirect effects on pupil results have been identified. Barnett, McCormick, and Conners ( 2001 ) survey nevertheless, reports a important negative association between transformational leading behavior and pupil results. In Australia, Barnett, McCormick and Conners ( 2001 ) reported that while transformational leading was positively linked to teacher results such as satisfaction and excess attempt, it was negatively associated with pupil larning civilization. An extra issue concerns some of the findings of research on transformational leading. Based on their findings in Australia, Barnett et Al. ( 2001 ) argue that, contrary to the premise of Bass and Avolio ( 1997 ) , no conceptual differences can be identified between transformational leading behavior. In their survey, instructors did non pull a differentiation between the transformational leading behavior of personal appeal, rational stimulation and inspirational motive. Furthermore, they found that the instructors in their survey did non separate between single concern ( transformational leading behavior ) and contingent wages ( transactional leading behavior ) . They considered this to be an indicant that â€Å" transformational and transactional leading patterns are interlacing and that transformational leading is effectual when it manages to integrate transactional patterns † ( Barnett et al. , 2001, p. 42 ) . Their most of import determination concerned the fact that the transformational leading behavior of vision/inspiration was negatively associated with pupil larning civilization. Barnett et Al. ( 2001 ) suggested that visionary/inspirational principals may direct instructors ‘ attempts to wider school enterprises, thereby deflecting them from their instruction and learning ends. If right, this reading has negative deductions for the transformational leading theoretical account in relation to its presumed effects on pupil results . Yu, Leithwood, and Jantzi ( 2002 ) conducted a functional cosmopolitan perspective research on a group of principals in Hong Kong and found that effects of transformational leading on instructors ‘ committedness to alter operated is likewise in both North America and Hong Kong, but the magnitude of the effects was far less in Hong Kong. This consequence leads to theorize that the nature of transformational leading influence on instructor ‘s committedness to alter is really similar across cultural context. This work reinforces the findings of a survey by Koh, Steers, and Terborg ( 1995 ) which was besides a survey based on a research done in America. From a cross-cultural position, ascertained differences in the factor burdens between the present survey and past research indicates that there could be cultural differences, although the magnitude of such differences were non big. The survey by Yu, Leithwood, and Jantzi, ( 2002 ) has indicated that there is a weak but important consequence of transformational leading on instructors ‘ committedness to alter and reform. This work reinforces the findings of a survey by Geijsel et Al. ( 2003 ) which demonstrated an consequence of transformational leading on instructors ‘ committedness to school reform. The two random samples drawn for Ross and Gray ( 2006a ) analysis were non the same random samples used in Ross and Gray ( 2006b ) to look into a similar set of research inquiries affecting the relationships among leading and school procedures. Ross and Gray ( 2006b ) survey did non include student accomplishment or SES informations. Consequences of Ross and Gray ( 2006b ) survey are considered of import by the research workers because this peculiar survey non merely identified a important relationship of transformational leading to committedness and organisational values, but it besides identified the mechanism ( corporate instructor efficaciousness ) ; whereby these influences occurred. These researches assert that transformational leading influences instructors ‘ professional committedness to school ‘s vision, professional community, school norms of collegiality, coaction, joint work and besides a committedness to community partnerships. Teachers who are more committed to organisational values and its members are more likely to follow instructional patterns encouraged by the organisation, assist co-workers, and work harder to accomplish organisational ends, lending to higher degrees of pupil accomplishments if the school ends are focused on academic accomplishments. These research findings are good and can be implemented in school towards constructing a balanced school civilization and bring forthing high-achieving and wholesome human capital. Principals with transformational leading behaviors have a positive impact on instructor beliefs in corporate capacity and committedness to organisational values, and this mediates towards pupils ‘ classs. Principals with transformational leading behaviors would be able to make a extremely positive school clime which in return creates a better instruction and acquisition environment. Principals should overtly act upon teacher readings of school and schoolroom accomplishment informations. Teachers need to acknowledge which of their accomplishments contribute to student accomplishment, that they control the acquisition and exercising these accomplishments, and that they need to take duty for the successes and failures of their pupils. Principals besides should assist instructors put executable, proximal ends to increase the likeliness of command experiences. Principals need to supply instructors with entree to high quality professional development and supply constructive feedback on their skill acquisition, for efficaciousness beliefs are most powerful when they are grounded in accurate self-appraisal. A huge mention was given in all the articles in bibliography signifier. All of the articles referred to Bass ( 1985 ) and Burns ( 1975 ) to construct up their research and as for support and rebuttal in the issues in their several research. Bandura ( 1986 ) was besides conspicuously used in the edifice of the models in these articles. All the mentions used in the articles are current and relevant to their several researches which in return supports and made the articles dependable to be used in future surveies. In decision, principals ‘ transformational leading behaviors have a direct impact towards their subsidiaries ‘ or instructors ‘ attitude and public presentation, and an indirect impact on pupils ‘ classs which is mediated by the instructors ‘ attitude and schoolroom steps. The reappraisal of the literature clearly points to the demand for more surveies of the effects of transformational leading on pupil results. For, without more grounds on their effects on acquisition, transformational leading run the hazard of staying intuitive conceptualizations of leading, with limited or no impact on educational policy and pattern. How to cite Educational Management Theories And Concept Education Essay, Essay examples

This Is A Paper Over King James I Of England That I Wrote For My Honor Essay Example For Students

This Is A Paper Over King James I Of England That I Wrote For My Honor Essay s english class. I received an A on the the assignment. King James IOn June 19, 1566 in Theobalds, Hertfordshire, England, Mary Queen of Scots gave birth to her only child, a boy whom she named James. James father was Henry Stewart, also known as Lord Darnley. Darnley was killed in an unexplained explosion at his house when James was eight months old. Only seven months later, Mary Queen of Scots had to give up her throne because she was defeated by rebels. Mary left the country and James never saw her again. James took the throne of Scotland when he was only 15 months old and became King James VI of Scotland (James I 481).James got most of his culture and education before he was 14 years old. During his early life, the boy king spent most of his time with Scottish lords and his tutors, especially George Buchanan, his favorite tutor (James I, King of England 1). He received a superior education and was known for his great knowledge. He always had a great respect for the Scottish lords that were around him as he grew up (James I 481).James enjoyed writing. He wrote and published many poems and translated many long French works. Later in life he also wrote many books on topics such as kingship, theology, withcraft, and tobacco. He also ordered the translation of acient Greek and Hebrew versions of the Bible into English in the Authorized King James Version of the Bible (James I, King of England 1). 2He also enjoyed riding horses and hunting. This may be due to the fact that he was very frail and sometimes needed help walking. When he was on a horse, he was able to function normally. Despite his physical hinderances, King James was regarded as being very confident in his decisions. At the age of 15, James ordered the execution of a man suspected to have been involved with the death of Henry Stewart, James father (James I 481).James wanted to follow Queen Elizabeth I of England to the throne so badly that he would have done anything to keep peaceful relations with her. When his mother was beheaded in 1587, he merely made a formal protest and let the incident blow over (James I, King of England1). In 1589, James was married with Anne of Denmark, the daughter of Fredrick II of Denmark. They had there first child, Prince Henry, in 1594 (James I 481). Prince Henry was an ideal prince and won the love of the people. Following Henry were Princess Elizabeth and Prince Charles. Prince Henry and Princess Elizabeth were both very beautiful children, but Prince Charles was a different story. Charles, like his parents, was a sickly child and had to have help walking when he was young (Chute 260). Apparently James was not very fond of women and never had a mistress (James I 481). The only time he ever paid a great deal of attention to his wife was when she converted to Roman Catholicism (James I, King of England 1). King James was a very giving man. He liked to gain support from people by buying them gifts. In 1605, he spent 2530 pounds at two jewellers (Levi 4). Although he spent a lot of money, he was not very good at budgeting it (James I 481). In 1603, King James VI got his wish. As Stanford E. Lehmberg states in the Grolier Electronic Encyclopedia, Since Elizabeth had no children and there were no other descendants Guy 3 of Henry VIII, the Tudor line was extinguished upon her death. Throughout her reign Elizabeth refused to designate a successor, but it is clear that she expected King James VI of Scotland to follow her. .u59e83b0d62891aaf0c1632d73d289a1d , .u59e83b0d62891aaf0c1632d73d289a1d .postImageUrl , .u59e83b0d62891aaf0c1632d73d289a1d .centered-text-area { min-height: 80px; position: relative; } .u59e83b0d62891aaf0c1632d73d289a1d , .u59e83b0d62891aaf0c1632d73d289a1d:hover , .u59e83b0d62891aaf0c1632d73d289a1d:visited , .u59e83b0d62891aaf0c1632d73d289a1d:active { border:0!important; } .u59e83b0d62891aaf0c1632d73d289a1d .clearfix:after { content: ""; display: table; clear: both; } .u59e83b0d62891aaf0c1632d73d289a1d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u59e83b0d62891aaf0c1632d73d289a1d:active , .u59e83b0d62891aaf0c1632d73d289a1d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u59e83b0d62891aaf0c1632d73d289a1d .centered-text-area { width: 100%; position: relative ; } .u59e83b0d62891aaf0c1632d73d289a1d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u59e83b0d62891aaf0c1632d73d289a1d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u59e83b0d62891aaf0c1632d73d289a1d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u59e83b0d62891aaf0c1632d73d289a1d:hover .ctaButton { background-color: #34495E!important; } .u59e83b0d62891aaf0c1632d73d289a1d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u59e83b0d62891aaf0c1632d73d289a1d .u59e83b0d62891aaf0c1632d73d289a1d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u59e83b0d62891aaf0c1632d73d289a1d:after { content: ""; display: block; clear: both; } READ: The Characters And Short About Their Backgrounds: Essay When Elizabeth died on Mar. 24, 1603, James, the son of Mary Queen of Scots, but a Protestant, succeeded without incident as King James I of England (1). King James I was also the first Stuart king of England. Many people came to see the new kings coronation in London. The town was bustling with people and unfortunately the plague. At the time the king was crowned, over 1100 people a week were dying from the plague (Chute 258).There were two things that James loved even more than giving or receiving money; and those were peace and expansion. He tried his hardest to keep the peace. One of his men stated that he would rather spend 100,000 pounds on embassies, to keep or procure peace with dishonor, than 10,000 pounds of an army that would have forced peace with honor (Chute 261-2). King James greatly supported the expansion in America. He chartered the London Company in 1606. By doing this, he hoped to start a colony in North America. The London Company founded Jamestown in Virginia in 1607 (London Company 1).King James I made many great contributions to the theater. Shortly after he became king, he made the Chamberlains Men, a group of travelling actors who made their living preforming plays, royal servants. The Chamberlains Men were changed to the Kings Men. There were nine actors named to the elite group. Among them was none other than William Shakespeare. The Kings Men were sponsered by James, which was a great relief for thier pocket books. They were issued scarlet cloth to make uniforms that represented the king. The royal family saw five times as many plays a year as Queen Elizabeth had (Reese 155). 4Shakespeare made references to events surrounding King James in many of his plays. In 1605, the Gunpowder Plot was discovered. Someone planted several barrels of gunpowder under the Parliament. If their plan would have worked, King James, his family, and all of the Lords and Commons would have been killed. Shakespeare was thought to have based his play Macbeth on those events (Rowse 379). In Shakespeares Hamlet, Hamlet made a speech against Danish drunkenness. Once, when Christian of Denmark payed a visit to his son in law, King James I, he did not stay sober past dinner. His daughter, the Queen of England, passed out while dancing, three other women were too drunk to appear in masque, someone else was sick, and another woman spilt custard on the King. It quite an embaressment for James, but it made Shakespeare a great anecdote (Levi 219).Although it appeared the King James I of England was a great ruler, it was said that the fall of English politics and religion that led to the English Civil War can be traced back to him. On March 27, 1625, after warning his heir, Charles I, of future dangers to the monarchy from the Parliament, King James I breathed his last breath (James I, King of England 2). Works Cited Chute, Marchette. Shakespeare of London. New York: Penguin Books, 1991. James I. The New Encylopedia Britannica. Chicago: Encylopedia Britannica, Inc., 1992. James I, King of England. Multimedia Encyclopedia Version 1.5.CD-ROM. Grolier Electronic Publishing. 1992. Lehmberg, Standford E. Queen Elizabeth I. Multimedia Encyclopedia Version 1. 5. CD-ROM.Grolier Electronic Publishing. 1992. Levi, Peter. The Life and Times of William Shakespeare. New York: Henry Holt and Company,1988. London Company. Multimedia Encyclopedia Version 1.5. CD-ROM Grolier Electronic Publishing.1992. Reese, M. M. Shakespeare: His World and His Work. New York: St. Martins Press, 1980. Rowse, A. L. William Shakespeare: A Biography. New York: Harper and Row, 1963.