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Bravery, and the correct regulation of one's bodily appetites, are examples of character excellence or virtue. So acting bravely and acting temperately are examples of excellent activities. The highest aims are living well, and eudaimonia – a Greek word often translated as well-being, happiness or "human flourishing". [ 2 ]
Other examples include modern technology deployments of small/medium-sized IT teams into client plant sites. Leadership of these teams requires hands-on experience and a lead-by-example attitude to empower team members to make well thought-out and concise decisions independent of executive management and/or home-base decision-makers.
Virtus (Classical Latin: [ˈwɪrtuːs̠]) was a specific virtue in ancient Rome that carried connotations of valor, masculinity, excellence, courage, character, and worth, perceived as masculine strengths. It was thus a frequently stated virtue of Roman emperors, and was personified as the deity Virtus.
The six "core virtues" listed by Peterson and Seligman have been found to be useful, for example, in the structuring of values in their "Values in Action" or VAI. [142] One of the similarities between virtue theory and fitting-attitude theory is that they both approach the subject of value through an emphasis on the agent. [143]
First page of a 1566 edition of the Aristotolic Ethics in Greek and Latin. The Nicomachean Ethics (/ ˌ n aɪ k ɒ m ə ˈ k i ə n, ˌ n ɪ-/; Ancient Greek: Ἠθικὰ Νικομάχεια, Ēthika Nikomacheia) is Aristotle's best-known work on ethics: the science of the good for human life, that which is the goal or end at which all our actions aim. [1]:
Examples of this citizenship responsibility dimension include attending non-required meetings, sharing opinions and new ideas with others in the organization, and a willingness to deliver bad news or support and unpopular view to combat groupthink (Graham, 1991). This citizenship responsibility dimension closely resembles the civic virtue ...
Managers of Virtue: Public School Leadership in America, 1820–1980 is a history book by David Tyack and Elisabeth Hansot. Its first two sections discuss American educational leadership in the common school and Progressive eras , and its last part discusses the subsequent decline in school leader authority and public confidence.
In the military field, character is considered particularly relevant in the leadership development area. Military leaders should not only "know" theoretically the moral values but they must embody these values. [6] Military leaders are expected to lead by example. They demonstrate values and behaviors that they expect their subordinates to follow.