Can You Imagine a World Without a Superpower Free Essays

Coined by Dutch-American geo-strategist Nicholas Spykman in 1943, the political term ‘superpower’ is used to refer to a country with the ability to influence events or project power on a global scale. ’ It is difficult, if not impossible to envisage a world without a superpower. There are a number of reasons to support this assumption. We will write a custom essay sample on Can You Imagine a World Without a Superpower? or any similar topic only for you Order Now We begin with the first and most blaring- It is simply difficult to imagine a world without a superpower because history itself has shown that there has yet to come a time when one or more powers do not rise above its counterparts in terms of economic and/or political factors to the extent that they are able to impact various issues on a global level. From the ancient civilizations such as the Persian, Roman, Mongol, Portuguese and Spanish empires to the Russia during the Cold War and the USSR today, we have yet to observe a period of time when the world has observed an equitable balance of power. It can be argued that just because it has not happened yet, does not mean it will not happen one day. This is a firm basis for a counter-argument, however, it must be understood that in the foreseeable future, with more and more powers working towards this ‘superpower’ status (examples include China, Brazil, India and Russia), a world without superpowers is merely a sanguine, idealistic idea. Another issue that would make a world without a superpower a seemingly utopian concept is the difficulty of administrating such a world. Indeed, if no policing power (such as the USA) had the ability to influence global issues, the world would lack a clear sense of direction. Indeed, major decisions would probably be taken by a representative, multilateral body such as the UN (without a system of permanent seats). In such a scenario, it would be quite difficult to please all the parties involved and a conflict of interest would be inevitable. In a setup such as today, whereby the United States largely acts as the dominant political enigma, at least decisions are made and issues addressed. For example, in 1991, when the USSR was finally removed from its position as the dominant power of Eastern Europe, its surrounding sphere of influence fell into a spiral of economic and political despair. One can only imagine the repercussions if this happened on global level. According to Professor Niall Ferguson at New York University’s Stern School of Business ‘power, like nature, abhors a vacuum. In the history of world politics, it seems, someone is always the hegemon, or bidding to become it. ’ This idea proposed by professor Ferguson, is based on the theory that inherently, every country would like power. It is this elusive pull of power and all that it brings with it that would make a world without a superpower merely a product of idealism. How to cite Can You Imagine a World Without a Superpower?, Papers

People Work and Employment

Question: Discuss about thePeople Work and Employment. Answer: Introduction: There is no gain stating the fact that any private organization works with the ulterior motive of profit maximization. However, it is noteworthy here that employee health is a major factor that ultimately leads to organizational wealth. Hence, an organization must ensure that each of its employees is physically as well as mentally healthy enough to execute the tasks responsible for taking the organization ahead. In case the issue of workforce well-being is overlooked by the organization, it may eventually lead to absenteeism, reduced employee engagement and loss of productivity. Hence, as it can be understood from the case study, the management authority of an organization must respond to the employee health risks, if it is willing to sustain its business n the long run (Larson 2015). Discussion: A healthy, engaged workforce will always lead to organizational success, through increased rate of employee productivity and employee retention. As it can be understood from the case study, the HIV disease was not only affecting the well-being of the employees, but was also a huge loss for the South African economy, as a result of absenteeism and loss of productivity. Hence, John Standish White, the then General Manager of Goedehoop realized the importance of undertaking sustainability initiatives, if the organization was willing to retain its position in the coming years. As more and more young and middle aged youths, especially the semi-skilled employees started getting affected by HIV disease, it became absolutely imperative to promote and maintain the health of the employees so that they could work with greater efficiency and enthusiasm in future (Robbins et al. 2012). Identification of the Sustainability Initiatives and Their Authenticity: As HIV emerged as a huge threat to the life, health, well-being of the employee as well as the profitability of the organization, Standish White realized that such lifestyle diseases usually have a negative, lasting impact on the employee and the organizational performance (Merrill et al. 2013). However, in order to discover a solution, Standish White had to gain an insight into the root of the problem. Hence, the organization follows the initiatives, through a 3 step procedure: Research about the problem Communicate the problem Introduction of health programs (stbye et al. 2015) For the successful implementation of any sustainability initiative, a thorough research into the problem is required. Hence, Standish White visited a sex worker, got himself informed about the local sex industry that was leading to the spread of the epidemic in South Africa, and accordingly decided to undertake the initiatives needed to heal the disease. Standish White knew the change in lifestyle was primarily required to control the further spread of the disease, and consequently the organization started arranging meetings and interactive sessions that would help the employees become aware of the way their unhealthy sexual habits were taking a toll on their lives. Further, he realized that without an organized and systematic approach to the problem, the situation could not be brought under control. Keeping this in mind Standish White understood that convincing and persuading the employees about the need of maintaining healthy lifestyle could be possible with the formation of a stro ng team, and hence a team was formed that not only constituted senior managers, but also health professionals such as medical staffs and workplace health educators. Next, regular health check up became an integral part of the well-being program goals, and hence oral tests and other tests were also being arranged to ensure that the health of the employees is being examined, assessed and properly taken care of. Further, the authority also ensured that if the health report showed positive results, the employees were being motivated, and encouraged, and was being sent for further treatment. It is pointless to assume that the employees would be able to take care of their health issues on their own, hence offering financial assistance to the employees, and the introduction of free antiretroviral therapy was an impressive step taken by the organization (Bor et al. 2012). The initiatives undertake were absolutely authentic. The organization did not approach the problem on a random basis, but instead adopted an effective, organized method. John Standish-White formulated new staffing policy in the organization. He made it mandatory for the jobseekers to take on overall medical checkup before joining services of the firm. This ploy would help the firm to screen out the infected incumbents from the process and aboard only those who are tested with no symptoms if HIV/AIDS. This would help the firm to check contamination of the disease among the existing workforce and the recruitment team had made it obligatory to divulge about any AIDS symptoms while applying for a defined role (Ilies et al. 2016). Contribution of the Initiatives to Positive and Social Outcomes of the Employees: Goedehoop exercised a huge impact on the lives of its employees, by the effective adoption of the health programs. The sustainability initiatives adopted by the organization not only assisted the employees in restoring their physical health, but also provided them the moral support necessary to combat a fatal disease (Ganster and Rosen 2013). By employing smooth, effective communication with the employees, the organization succeeded in creating awareness among the employees regarding the cause, symptoms as well as the preventive measures of the disease. Usually, with the spread of an infectious disease, the employees usually start getting panic-stricken apprehending the possibility of their termination, but things were different with Goedehoop. One of the most important impacts of the initiative was that the management has already been able to streamline the infected workers from the large pool of resources. They understood that it might not be a viable idea for the management to dis charge them from services since doing so, would attract ire from various quarters. Goedehoop invested in treatment and care facilities for the infected employees, and this employee oriented approach to the problem certainly increases the motivation of the employees. Usually, people tend to have a negative and slightly pessimistic attitude towards sexually transmitted diseases such as HIV AIDS, which are often discarded and scorned as the poor mans disease. Consequently, this often leads to stark indifference that makes an employee remain ignorant of the cause of the disease, and hence get victimized by the same in future. Hence, Goedehoop organized campaigns and health programs that helped in creating greater awareness among the employees, while at the same changing the negative and contemptuous attitude of the society towards the victims suffering from the disease. This helped in increasing greater social acceptance, and hence encouraged the employees to come up with the HIV issue with less awkwardness, that in turn quickened the treatment procedure. However, confidentiality was not being always maintained, and those affected with the disease, might not always feel comfortable to discuss about the issues publicly (Goetzel et al. 2012). Difference in Outcomes from the Implementation of the Initiatives in Different Organizations: The adoption of these initiatives yielded huge benefit to Goedehoop, but it should be remembered that the implementation of the same initiatives in a different business situation or organization, might have different outcome. First of all, the organization in the cases study was financially strong enough to adopt the most effective strategy needed to help the employee stay aware, or get cured of the fatal disease. However, in case of many small scale organizations, the adoption of these cost-intensive initiatives, especially the health promotion campaigns would have implied a huge financial loss, that cannot be recovered easily, even if the complete health restoration of the employees was possible. It was being observed from the cases study that ART or Antiretroviral Therapy and nutritional supplements were provided to employees diagnosed with HIV at free of cost, however the organizations with less capital, would have incurred a huge loss because of the adoption of this procedure (Y un et al. 2016). Again, the public sector organizations at present are also implementing workplace programs for dealing with the problem of HIV AIDS at workplace. However, unlike the situation of the case study, the public sector organizations may fail to have an integrated and organized approach to the problem. The public sector organizations are likely to suffer from a lack of integration of HIV/ AIDS policies and programs, and it could have happened that instead of a joint effort to control the situation, the HIV/AIDS responsibility could be allocated to the junior staffs with limited skills and expertise, that may ultimately lead to the failure of the system. However, funding the medical expense would have been easier in case of the public sectors, and hence it might lead to greater success in terms of the dsease prevention and health promotion programs (Clemens and Cutler 2014). Conclusion: The management of Goedehoop Colliery was vulnerable to the challenge posed by HIV and AIDS regarding value addition to the shareholders. It is bound by public opinion. No business operation is alienated from the community and the firm in question is also socially responsible and hence the adoption of the effective programs is highly commendable. The active engagement of the management authority in ensuring employee health and well-being not only motivates the employees, but also increases their loyalty and retention rate. Reference List: Bor, J., Tanser, F., Newell, M.L. and Brnighausen, T., 2012. In a study of a population cohort in South Africa, HIV patients on antiretrovirals had nearly full recovery of employment.Health Affairs,31(7), pp.1459-1469. Clemens, J. and Cutler, D.M., 2014. Who pays for public employee health costs?.Journal of health economics,38, pp.65-76. Ganster, D.C. and Rosen, C.C., 2013. Work stress and employee health A multidisciplinary review.Journal of Management, p.0149206313475815. Goetzel, R.Z., Pei, X., Tabrizi, M.J., Henke, R.M., Kowlessar, N., Nelson, C.F. and Metz, R.D., 2012. Ten modifiable health risk factors are linked to more than one-fifth of employer-employee health care spending.Health Affairs,31(11), pp.2474-2484. Hancox, P.J., 2016. The Coalfields of South-Central Africa: A Current Perspective. Episodes, 39(2), pp.407-428 Ilies, R., Aw, S.S. and Lim, V.K., 2016. A Naturalistic Multilevel Framework for Studying Transient and Chronic Effects of Psychosocial Work Stressors on Employee Health and Wellà ¢Ã¢â€š ¬Ã‚ Being.Applied Psychology,65(2), pp.223-258. Larson, L.K., 2015.Employee Health--AIDS Discrimination(Vol. 10). Larson on Employment Discrimination. Merrill, R.M., Aldana, S.G., Pope, J.E., Anderson, D.R., Coberley, C.R., Grossmeier, J.J. and Whitmer, R.W., 2013. Self-rated job performance and absenteeism according to employee engagement, health behaviors, and physical health.Journal of Occupational and Environmental Medicine,55(1), pp.10-18. Mignano, J.L., Miner, L., Cafeo, C., Spencer, D.E., Gulati, M., Brown, T., Borkoski, R., Gibson-Magri, K., Canzoniero, J., Gottlieb, J.E. and Rowen, L., 2016. Routinization of HIV testing in an inpatient setting: a systematic process for organizational change. Journal for Healthcare Quality, 38(3), pp.e10-e18. stbye, T., Stroo, M., Brouwer, R.J., Peterson, B.L., Eisenstein, E.L., Fuemmeler, B.F., Joyner, J., Gulley, L. and Dement, J.M., 2015. Steps to health employee weight management randomized control trial: short-term follow-up results.Journal of Occupational and Environmental Medicine,57(2), pp.188-195. Robbins, J.M., Ford, M.T. and Tetrick, L.E., 2012. Perceived unfairness and employee health: a meta-analytic integration.Journal of Applied Psychology,97(2), p.235. Yun, Y.H., Sim, J.A., Park, E.G., Park, J.D. and Noh, D.Y., 2016. Employee Health Behaviors, Self-Reported Health Status, and Association With Absenteeism: Comparison With the General Population.Journal of Occupational and Environmental Medicine,58(9), pp.932-939.

6 Things You Need To Do Before Starting University

Once all of the paperwork is out of the way and you have your acceptance letter and student loan sorted, don't forget to think about these other six things to do before you move to university. Connect With People On Facebook Most universities have specific groups or pages on Facebook for Freshers. If you haven't already, join! Make the most of finding out names before you actually get to uni. You may even be able to find out who else is sharing your halls or house, or other people on your course, so you can get to know each other a bit more before you arrive. This can relieve any of the awkward silences or panic when you are sat in a room of strangers. Know What's Happening In Fresher's Week Facebook is again the perfect tool for this but your university may have their own Twitter account or a special one just for Fresher's Week. A lot of universities will send a pack of Fresher's information alongside your enrolment documents. Once you know what's on you can start having a think about what you would like to do and if there's any nights out you want to go on. Make sure you know when your Fresher's Fair and Sport/Societies Fair is held as these are important for all new starters. You will probably be asked to join every sport and society the uni has to offer but missing out and not joining anything at all will narrow your university experience. Don't be afraid to try something new, who knows! Learn How To Cook Even if it's just a few simple recipes, it is always good to have a few meals you can cook. Living off of baked beans, toast and pot noodles may be the stereotype of a lot of students but it's not a particularly nutritious diet. You don't need to be the world's best cook but with so many cookbooks and websites out there, even ones specifically targeted at students, there is no excuse to be that one person always using the microwave! Plan What To Pack Do you really need those twelve coats or that whole cupboard of shoes? What about your shelf of Xbox games and that guitar you haven't picked up since you were seven? Planning what to take to university can be stressful, particularly if you won't be returning home very often. Prioritise the things that you definitely need such as clothes, toiletries, work things and kitchenware, but be selective. You may find that your bedroom at university is half the size of the one at home and so there just won't be enough space for all your things. Also don't forget they have to get transported in the car, so certain bigger items might just be a no-go. If you are living in halls rather than a house you may not need certain kitchen things or household items, especially if you have catered accommodation, so check that first. Don't forget at least one smart outfit; you never know when a job interview or something similar might pop up! Get Reading If you haven't already, now might be a great time to buy the books on your booklist. If you haven't received it yet or don't know how to get hold of it, contact your university. Obviously course dependent, your reading list may vary dramatically in length from someone else's, but regardless reading is a big part of university life. Check if your university wants you to have specific copies of a book as publishers and editions may have important differences. You can always get books out from your university library but do not rely on this as you are in competition with a lot of other students. If your course has broken up your reading list it might be easier to tell which books to prioritise that will be covered first. If you're a keen reader you might like this list of books all students should read, or this one here. Say Goodbye To People You might get caught up in all the pre-university excitement and panic but don't forget to say bye to the people that matter most to you. You never know when you might see them again. Don't avoid your parents in the build-up to leaving because no matter how much you may argue you will miss home a lot when you go. Organise things to do with your old school friends too. The next time you see each other you'll probably all have different haircuts and speak with a new accent! Student Beans is a great website for freshers and all years. Sign up for their newsletter and get emails about offers exclusively for students! Once you're there, don't be afraid to get in contact with us. Here at Essay Writing Service UK we can help you with any essay questions and even provide proofreading. Have a look at our previous article on how to survive your first term at university and also how to get the most out of university. Good luck, you will love it! Blog Survive Your First Term at University [Infographic] Fresher's week is only a short while away now - but what do you need to prepare yourself for your first term at University? We take a look at some top tips to get you through - from socialising to budgeting and feeling homesick. Tell us what you think on Twitter or Facebook.

How to Introduce Your Class Rules (Grades K-6)

How to Introduce Your Class Rules (Grades K-6) Its important to introduce your class rules on the first day of school. These rules serve as a guideline for students to follow throughout the school year. The following article will give you a few tips on how to introduce your class rules, and why its best to only have a few. How to Introduce Class Rules to Students 1. Let students have a say. Many teachers choose to introduce the rules on or around the first day of school. Some teachers even give the students the opportunity to pitch in and create the rules together. The reason for this  is that when students feel they had a hand in deciding what is expected of them, they tend to follow the rules more closely. 2. Teach the rules. Once the class has created a list of acceptable rules, then its time for you to teach the rules. Teach each rule as if you are teaching a regular lesson. Provide students with an example of each rule and model if necessary. 3. Post the rules. After the rules are taught and learned, then its time to set them in stone. Post the rules somewhere in the classroom where it is easy for all students to see, and send a copy of them home for parents to review and sign off on. Why It's Best to Only Have Three to Five Rules Have you ever noticed that your social security code is written in groups of three, four, or five numbers? How about your credit card and license number? This is because people find it easier to remember numbers when they are grouped in three to five. With this in mind, its important to limit the amount of rules you set in your classroom from three to five. Try not to set more than five rules at a time. If you find it necessary to have more than five, then post them in groups of three to five.Feel free to replace a rule once it has been learned. The students must still abide by this rule, it is just now known as an unwritten rule.When writing the rules, state the rules in the positive instead of starting with Do Not. What Should My Rules Be? Every teacher should have their own set of rules. Try to refrain from using other teachers rules. Here is a list of some general rules that you can tweak to fit your personal class expectations: Sample List of Rules Come to class prepared.Listen to others.Follow Directions.Raise your hand before speaking.Respect yourself and others. Specific List of Rules Complete morning work at your seat.Wait for further directions once a task is completed.Keep your eyes on the speaker.Follow directions the first time they are given.Change tasks quietly.

Liquidity, Solvency and Profitability Essay Example | Topics and Well Written Essays - 250 words

Liquidity, Solvency and Profitability - Essay Example The level of current ratio for any particular organization is dependent on the industry it is operating in; usually the acceptable current ratio is 1.5 to 3. If an organization is able to maintain its current ratio between these levels, the lenders are of the perception that the company has the ability to meet its short term financial responsibilities. If the current ratio is low or in other words, the company does not have enough assets to meet its liabilities, the company is perceived to fail its financial obligations. This ratio is used by creditors while determining whether to provide loan to a company or not. Creditors perceive that if the company’s current ratio is high, it can pay off its debts and if it is low, it will fail to pay off its debts. This is why certain banks require an organization to meet the requirement of maintaining current ratio levels at 1 or above

Aircraft Accident Models Article Example | Topics and Well Written Essays - 250 words

Aircraft Accident Models - Article Example Instrumentation of monitoring equipments within the rotating parts requires design of temperature resistance sensors with ability to detect slight changes in flaws within the engine. The sensors must have excellent accuracy to deter active and latent errors that may occur due insensitivity of aircraft operators or attendants including the pilot. Essentially, such aircraft accident models including latent or active errors would greatly remain minimized with effective instrumentation of proper monitoring devices. Consequently, the article discusses initiatives explored by both NASA and AVSP in designing contemporary efficient sensors that would find proper use in monitoring flaws within gas engines. Such sensors would significantly assist in reducing aircraft accidents through effective monitoring of rotating components of the plane (Woike et al., 2005). The article remains imperative in presenting an investigative approach to other scientists towards establishing a novel sensor that would significantly reduce structural health issues and accidents associated with aircrafts. Moreover, findings and analysis outlined in the research would spur development of more novel approaches to combating aircraft accident models that have persistently caused problems within the airline

Leadership in the Process of Collaboration

Leadership in the Process of Collaboration Leadership is a relationship between those who aspire to lead and those who choose to follow (Kouzes et al., 2007). Leaders must master the dynamics of this relationship. They must learn how to mobilize others to want to struggle for shared aspirations. This means that leaders need to acquire the understanding, skills, and experience to collaborate successfully. Within this context, leaders move away from being the sole decision maker to involving others such as staff, and community members in the decision making process. I have looked deeply into the leader-constituent relationship. Through case analyses, books and journal articles, I have discovered that leaders at all levels follow rather similar paths as they guide others along pioneering journeys. By these studies, I was able to identify one of the most important practices common to most leadership achievements that is enabling others to act. This practice has stood the test of time, and it is available to anyone, in any organization or situation, who accepts the leadership challenge. This essay discusses the broader study that focused on collaboration in order to contextualize and highlight the findings related to the affective elements of collaborative leadership. The essay examines how the leader supports collaboration in their organisation to enlist and enable others to act and analyses the emotional competencies involved in. Finally, consideration is given to how leaders might be supported in the development and acquisition of the key skills required for affective leadership in their organisation. This essay also highlights the data related to how the leaders support collaboration. It specifically describes the perceptions that leaders and other stakeholders had regarding the role of the leader in fostering collaboration. The essay includes the description of behaviours exhibited by leaders and perceived by participants in the study as supporting collaboration. The purpose of the essay is to analyse these collaborative behaviours in terms of their emotional component. It is important to note that the goal of this study was not to examine emotional competencies of leadership. Data related to the affective domain of leaders work emerged as significant findings of the research question. Enlist others in a common vision by appealing to shared aspirations Motivation is what drives individuals to work in the way they do to fulfill goals, needs or expectations. These are numerous, varied and changing. (Bush, T. et al, p237) People can imagine an exciting, highly attractive future for their organization. Leaders may be driven by their clear image of possibility and what their organization could become. In this case, leaders passionately believe that they can make a difference. They create the way that no one else has ever produced. They uplift peoples spirits with an ennobling perspective about why they should strive to be better than they are today. This means that to create an organised movement as well as significant change, leaders need to enlist others. They also must appeal a shared aspiration because people will not follow until the vision is accepted as their own. Leaders must speak others language to enlist them in a vision. Leaders not only understand peoples needs but also have their interests at heart when they are to sign up for journeys into the future. Leaders breathe life into visions through vivid language and an effective style. Their own enthusiasm and excitement are contagious and spread from the leader to constituents. Their belief in and enthusiasm for the vision are the sparks that ignite the flame of inspiration. (Kouzes et al. 2007, p. 16-18) Breath life into your vision and align your dream with the peoples dream According to Kouzes et al. (2007) and Hallinger et al. (2002), people desire to do something that can make a profound difference to the future of their families, friends, and communities and their life as well. Therefore, leaders not only show the directions and set the standards but also effectively communicate a vision. Visions are about our strong desire such as ideals, hopes, dreams and aspirations to achieve something great. In communicating shared visions, leaders need to make them meaningful by awakening dreams, breathing life into them, and arousing the belief that they can get extraordinary things done before bringing these visions into the conversation. In order to make their visions become true, leaders need to keep people focused and excited about the meaning and significance of their work. Leaders have to animate the vision and make manifest the purpose so that others can see it, hear it and feel it. It is not leaders dream alone but is the peoples vision. Hall (2002) shows that they need to show how their individual and collective efforts could make a positive difference and make sure that each team member could repeat the vision not just by rote but also from the heart. This would enable them to realize these aspirations and make all people have the power within themselves to accomplish whatever they desire. Expand your communication and expressiveness skills to animate the vision Kouzes et al. (2007), Shriberg et al. (2005), Green (2000) and Ginsberg et al. (2003) show that to enlist others and arouse them to go decisively forward, leaders not only appeal to their ideas, animate the vision and breathe life into it but also help them understand how their own interests and dreams are aligned with the vision. The constituents will become internally motivated to commit their individual energies to its realisation if leaders recognise that their enthusiasm and expressiveness are indispensable factors in their efforts to generate commitment in their constituents. People always desire to work more effectively and find out the fastest way to achieve their common goals but it will be very difficult if the visions are not images in their mind. Therefore, to enlist others and inspire a shared vision, leaders must be able to paint word pictures that best portray the meaning of their vision and that others get a natural mental image of what things will be like in the future. To find the ways of giving expression to their collective hopes for the future, leaders face some challenges. Firstly, extraordinary things are often very difficult to get for leaders and their constituents. They may be dispirited while facing these difficulties. In this situation, leaders must recognise that their constituents look for them to demonstrate an enthusiastic and genuine belief in their capacity and supply the means to achieve and express optimism for the future to remain passionate despite obstacles. These mean that their vital tasks are to foster team spirit, breed optimism, promote resilience as well as renew faith and confidence. Thus, leaders must look the situation at the bright side and keep hope alive. They must strengthen their constituents belief that lifes struggle will produce a more promising future. (Kouzes et al. 2007, p. 147) Secondly, in mobilizing people to struggle for shared aspirations, their intensive enthusiasm is required to generate. Consequently, leaders are responsible for the energy of authentic excitement in their organization. They need to add more emotion by using all means of verbal and nonverbal expression to their words and their behavior to communicate with their constituents because it really makes their messages to be more memorable. In addition, the prerequisite to enlisting others in a shared vision is genuineness. The first place to look before taking to others about the vision of the future is in your heart (Kouzes et al., 2007, p. 151). If the vision is not leaders or they do not believe in what they are saying, it will be very difficult for them to enlist the others. As Staler (2005) point out, people identified specific communicative behaviours that the leader demonstrates which can support collaboration in the organisation. However, they felt that listening and openness are particularly important in providing support. Inherently, such behaviour is emotional work. Openness is related to the honest sharing and disclosure of information, both personal and professional. Similarly, Kouzes and Posner (1999) indicate that in order to become fully trusted, we must be open. Furthermore, when the leader takes the risk of being open, others are more likely to take a similar risk, thereby building interpersonal trust. The ability of the leader to foster such a safe environment, to promote and exemplify such a learning model is, in part, an emotional capacity. Foster collaboration by building trust and facilitating relationships In todays virtual organisations, cooperation can not be restricted to a small group of loyalists. It must include peers, managers, customers and clients, supplies, citizens. All those have a stake in the vision. (Kouzes et al., 2007, p. 20). Leaders have to know that to produce the good results people must feel a sense of personal power and ownership. Instead of the command and the control techniques of traditional management, the new effective way to enable others to act is to make people feel strong, capable, and committed by giving the power away. Show trust to build trust Need for trust working together, as Mayer, R. C. (1995) said, often involves interdependence, and people must therefore depend on others in various ways to accomplish their personal and organisational goals. The development of mutual trust provides one mechanism for enabling employees to work together more effectively. The emergence of self-directed teams and a reliance on empowered workers greatly increase the importance of the concept of trust (Golembiewski McConkie, 1975; Larson LaFasto, 1989). In the use of self-directed teams, trust must take the place of supervision because direct observation of employees becomes impractical. Further, a clear understanding of trust and its causes can facilitate cohesion and collaboration between people by building trust through means other than interpersonal similarity. According to Kouzes et al. (2007) and Grint (2003), trust must be at the heart of collaboration. Leaders have to be trust others if they want others to trust them. They can not lead without trust. Therefore, to create a climate of trust, leaders need to be the first to trust by being the first to open up, to show vulnerability and to let go of control. Self-confident and self-disclosure are also required to build interpersonal trust. Moreover, Dinham (2007) point out that leaders must understand that besides sharing information and resources to foster collaboration they need to care for others needs and interests that play a key ingredient to build the team around common purpose and mutual respect. They understand that mutual respect is what sustains extraordinary efforts. If leadership is built on trust and confidence, people will take risks to make changes and movements alive. Leaders have the most significant impact on their organisation, promote cooperative goals and build trust by engaging in frequent conversation. It is impossible for leaders to take their people or their organisation to the next level without meaningful, frequent, and consistent communication. Huber (2002) reveal that a collaborative environment leads to greater satisfaction of individuals within the organisation, and therefore enhances their performance. Yet a collaborative environment does not just emerge because one declares there will now be collaboration. It takes a great deal of trust and respect for this type of synergy to occur. A leader builds this trust by asking and utilizing others input, considering alternative perspectives, allowing others to make decisions, and communicating, communicating, communicating. When employees feel that they are trusted, they will become trustworthy. On the contrary, when individuals feel that they are not trusted, they will exhibit behaviors creating a toxic environment. In the book the Leadership Challenge, Kouzes and Posner point out that trust is the most significant predictor of individuals satisfaction with their organisation. Highly effective leaders recognise that it is not important for them to be right, but rather to listen, take advice, lose arguments, and in some cases follow. Through these behaviors trust is built and performance is maximized. Get people interacting to facilitate relationship The most genuine way to demonstrate your care and interest in others is to engage them in conversation. Frequent conversations build trust while learning about anothers values, interests, concerns, and desires. People do not perform at their greatest levels when in isolation. Shribersg et al. (2005) argue that it is important that an organization provides opportunities to interact whether it is though social events, common meeting spaces, or regular staff meetings. Some leaders may see frequent social opportunities as wasteful or non-productive; the reality is an organization cannot develop shared priorities or reach common goals if there are not opportunities to interact both personally and professionally. In addition, Kouzes and Posner (2007) and Shriberg et al. (2005) showed that a sense of interdependent community in which everyone coordinate their efforts and need the others to be successful is one of the most crucial components to cooperation and collaboration. To bind others into cooperative efforts, a specific reason for being together must be provided by sharing and developing cooperative goals. It is also necessary for leaders to establish and keep the norms of reciprocity and fairness in their mind to improve relationship and decrease stress while working together. While people keeping the common goal in their mind, leaders need to help them to understand that they can not achieve the group outcomes unless they all play successfully their individual parts. People need to know that the long-term benefits of common group are more significant than the short-term benefits of working alone. There are many things that no one can gain on their own, but they can easily accomplish by working together. Moreover, Kouzes et al. (2007) pointed out that: group goals, reciprocity, and promoting joint efforts are all essential for collaboration to occur, but what is critical is positive face-to-face interaction. Nowadays, with the great help from technology people have many ways to connect with the others such as the emails, instant messages, and video conferences. However, the most effective interaction to build trust and promote teamwork is face-to-face conversation frequently. Durable and regular interactions between people make them always remember about how they have treated and have been treated by others. This helps them to have positive feelings on the rest of their group, which may be a solid foundation for success. Some people claim that face-to-face connection takes considerable amount of time, but despite this disadvantage, leaders need to make it one of their leadership imperatives because of the effectiveness it brings to them. Strengthen others by increasing self-determination and developing competence To allow people to feel more powerful and ultimately be more productive, it is critical to increase their ability to influence. This may be done through increasing their signature authority, reducing unnecessary approval steps, eliminating rules when possible, and assigning non-routine jobs. Unfortunately, in many organizations employees are charged with tremendous amounts of responsibility yet are not able to influence their environment to efficiently and effectively get the job done well. Employees must feel that they have the freedom to move around freely and maneuver resources necessary to accomplish an assigned task. (Jill Tomac) Creating a climate in which people are involved and feel important is at the heart of strengthening others. Leaders must make sure that everyone involve in all the group work. They need to listen to the opinions of others carefully and then help them to build up their capabilities as well as update their own information and perspective. When people are trusted and have more discretion, more authority, and more information, they are much more likely to use their energies to produce extraordinary results. (Kouzes et al., p. 21) Moreover, one key to success is that in order to gain respect leaders must also show respect for others. Jill Tomac shows that leaders are those individuals who are not widely known; they have very little interest in placing themselves in the forefront but are quite happy having their successors in the spotlight. In effect, these leaders create stars all around them, allowing others the glory. As a result, each member of the organization is performing at his/her maximum potential and bringing the organisation to new levels of achievement. Leaders recognise the importance of empowering others, through sharing information and assigning responsibility while enforcing accountability. A leaders ability to understand and appreciate others perspectives can be the critical distinguishing factor between a success and failure. Leaders who prefer to work by themselves and do not engage or believe in those around them have great difficulty achieving their goals. They have a tendency to share power and provide choice; allowing others the latitude to make choices and take responsibility. Of course, i t is valuable to provide the expectations, parameters, direction, and skill building needed to be successful. However, beyond that people must feel that they have the respect and trust of their superiors to get the job done. Effective leaders use their power in service to others through strengthening and supporting them. In effect, leaders turn subordinates into leaders themselves enabling people to consider variables, make choices, and act on their own initiative. As Kouzes and Posner state Leaders strengthen others when they give their power away, when they make it possible for constituents to exercise choice and discretion, when they develop competence to excel, when they assign critical tasks, and when they offer visible support. Increase individual accountability to enhance self-determination To help people increase accountability and then enhance self-determination, leaders need to act by following a scientific process. Firstly, as Riley et al. (2003) said, people can not finish their work as their group desire and can not make a difference if they have no freedom of choice about what they do as well as the way that they think fit. Thus, leaders need to help them to recognise their abilities and assign them to roles that they are comfortable by listening to their ideas and suggestions. By this way, every group member can bring value to the whole team and be responsible for their work Secondly, leaders must design work proactively to allow others discretion and choice. It means that people must have the latitude in decisions what they desire and believe should be done in their own creative and flexible ways. By this way, leaders can empower and strengthen others to do their best. Thirdly, personal accountability is a critical factor of collaboration. It seems to be a contradiction between cooperation and personal accountability as some peoples opinions. They argue that they will take less responsibility for their action while working collectively because others do their parts of work for them. Although they have a point in thinking that, their opinions are not true. This is because the team do not accept the slackers unless they increase their own responsibility. People are forced powerfully to do well by the expectations of the rest of their group. Therefore, by promoting collaboration, leaders simultaneously increase individual accountability. (Kouzes et al. 2007). Offer training support to develop competence Leithwood et al. (2003) indicate that when increasing the authority and influence a person has within the organization, it is critical for people to develop the needed skills and knowledge to perform effectively. It is foolish to ask people to begin making decisions or take actions that they have never been assigned before without preparing them to be successful. Through training, coaching, and mentoring staff, they will not only increase their abilities but also their interest and dedication to their work. (Jill Tomac) Valuing people means not only listening to what they have to say or contribute, but taking their input and using it to solve problems or make decisions. To value the contribution of other people, the leader supports the collaborative process by focusing on the interdependent nature of their work (Staler, 2005). However, as noted by Beatty (2000a), and the studies of Blase and Blase (2000), leaders may feel concerned about losing control while letting go of control. Therefore, they need to understand about shared responsibility. Advocacy for collaboration includes the promotion of beliefs, goals, and information about the value of collaboration. A principal advocates for collaboration by conveying the ongoing visible endorsement of, and participation, in collaborative activities (Leonard and Leonard 2001). As previously mentioned, when principals model collaboration they build credibility, because their actions are consistent with their words or they do what they say they will do. However, to set an example, principals need to be clear about their values and beliefs; they must know what they stand for. According to Kouzes and Posner (1999) thats the say part. Advocacy then might take the form of conveying information on the attributes and goals of collaboration or describing the decision making model for implementation. People say that the leaders advocacy for collaboration helps to support the process are in accordance with Gerbers view (1991: 48), that effective advocacy puts collaboration on the launching pad for take-off in the school. Goleman (1998) introduced the term emotional competency to describe learned, job-related capabilities or skills that individuals develop based upon their emotional intelligence. As Goleman (1995) identified, five domains of emotional intelligence are self-awareness, managing emotions, motivating oneself, empathy, and adeptness in relationships. People agreed that in collaboration, workplace skills related to emotional intelligence are required leadership competencies. Staler (2005) show that to understand others, leaders need to actively listen to their ideas and sympathise with their feelings, perspectives and concerns. In other word, the artful skill of understanding another persons perspective depends upon a communication skill such as emotional competencies. Emotional self-awareness that is also identified to relate to competencies is a crucial skills in collaboration. According to Goleman (1998), people who know their emotions engage in accurate self-assessment, and have a strong sense of their own self-worth. Having the courage to speak out is an emotional competency based on self-confidence. The development of self-awareness meant discovering their own voice and coming to their own sense of power. It also means that in a collaborative situation people need to recognise the strengths that they bring to the group (Slater, 2005). In addition, Options, latitude, and accountability fuel peoples sense of power and control over their lives. Yet as necessary as enhancing self-determination is, it is insufficient. Without the knowledge, skills, information, and resources to do a job expertly, without feeling competent to skillfully execute the choices that it requires, people feel overwhelmed and disable. (Kouzes et al. 2007). Without education, training and coaching to develop their skills, people may not know how to exercise their knowledge to operate their critical tasks because they are scared of making mistake. Therefore, leaders not only increase the latitude and discretion of their constituents but they also need to raise expenditures on training. This means that the group members need be understood and then to receive training in both basic and expert skills and problem-solving techniques. These investments will develop peoples competences and foster their confidence. They may be more qualified, more capable and more effective in taking their part of common work. Basing on understanding how the contextual factors of others jobs perform to designed their works to help them know what is expected of them is another important way that leaders can strengthen their constituents. Thus, leaders must to: provide sufficient training and technical support so that people can complete their assignments successfully. Enrich their responsibilities so that they experience variety in their task assignments and opportunities to make meaningful decisions about how their work gets accomplished. Create occasions for them to network with others in the organisation. Involve them in programmes, meetings, and decisions that have a direct impact on their job performance. (Kouzes et al. 2007, p. 264) Conduct coaching conversations to foster self-confidence As Kouzes et al. (2007) said, without adequate self-confident, people can not convince to take challenges. They will feel powerless to make choices and to face opposition because they do not believe in their skills as well as they are not sure to make decisions. The lack of self-confident also leads to the lack of self-determination. Therefore, fostering the confidence for people to accomplish their tasks is critical in the process of strengthening others. Similarly, Gold (1998) and Northouse (2010) point out that leaders must take a careful look at what people are doing and communicate to them that they can be successful if they persevere in their works. It is true that by helping people learn from their skills and experiences, leaders act as coaches. If coaching occurs regularly, people will become more capable because of being encouraged to broaden their skills and experiences. Jill Tomac indicates that to foster self-confidence, leaders create stars all around them. Rather than shine the spotlight on themselves, they sing the praises of others. Effective leaders need to find out what others doing well, then thank them for their contribution, and finally sharing it with others. CONCLUSION Evidences in this essay reveal the need for leaders to enlist and enable others to act in the process of collaboration. To this end, leaders need appropriate professional development of the fundamental abilities that are required in facilitating groups, reaching consensus as well as team building. In this way, leaders must develop new skills, behaviours, and essential knowledge. Firstly, to enlist others, leaders breathe life in to the shared vision that is meaningful to them. They make people feel proud to be a part of extraordinary common work. Secondly, to foster collaboration, leaders must create a climate of trust and facilitate effective relationship by getting people interacting. They must develop cooperative goals to make senses of collective purpose. Thirdly, to strengthen others, leaders have to extend power and responsibility to them. They develop others competence and confidence as well as enhance self- determination by offer training and coaching support. Accordingly, this essay has explored a crucial practice of leaders that is to enable others to act, in which collaboration is the central component. Understanding and managing the emotional aspects of the collaborative process is a challenge for leaders who wish to work in collaborative ways. The success of collaborative reform efforts and the improvement of organization performance rely on the leaders skilful implementation of the collaborative process. Consequently, further studies that examine the emotions of leadership would enhance our understanding of how leaders competencies in the affective domain can be used to build the capacity for leading in the modern time.