My Country India Essay Example for Free

My Country India Essay India, officially the Republic of India (Bharat Ganrajya), is a country in South Asia. It is the seventh-largest country by area, the second-most populous country with over 1. 2 billion people, and the most populous democracy in the world. Bounded by the Indian Ocean on the south, the Arabian Sea on the south-west, and the Bay of Bengal on the south-east, it shares land borders with Pakistan to the west; China,Nepal, and Bhutan to the north-east; and Burma and Bangladesh to the east. In the Indian Ocean, India is in the vicinity of Sri Lanka and the Maldives; in addition, Indias Andaman and Nicobar Islands share a maritime border with Thailand and Indonesia. Home to the ancient Indus Valley Civilization and a region of historic trade routes and vast empires, the Indian subcontinent was identified with its commercial and cultural wealth for much of its long history. Four world religions—Hinduism, Buddhism, Jainism, and Sikhism—originated here, whereas Zoroastrianism, Christianity, and Islam arrived in the 1st millennium CE and also helped shape the regions diverse culture. Gradually annexed by and brought under the administration of the British East India Company from the early 18th century and administered directly by the United Kingdom from the mid-19th century, India became an independent nation in 1947 after a struggle for independence that was marked by non-violent resistance led by Mahatma Gandhi. The Indian economy is the worlds tenth-largest by nominal GDP and third-largest by purchasing power parity (PPP). Following market-based economic reforms in 1991, India became one of the fastest-growing major economies; it is considered a newly industrialised country. However, it continues to face the challenges of poverty, illiteracy, corruption, malnutrition, inadequate public healthcare, and terrorism. A nuclear weapons stateand a regional power, it has the third-largest standing army in the world and ranks seventh in military expenditure among nations. India is a federal constitutional republic governed under a parliamentary system consisting of 28 states and 7 union territories. India is a pluralistic, multilingual, andmulti-ethnic society. It is also home to a diversity of wildlife in a variety of protected habitats. India comprises the bulk of the Indian subcontinent and lies atop the minor Indian tectonic plate, which in turn belongs to the Indo-Australian Plate. Indias defining geological processes commenced 75 million years ago when the Indian subcontinent, then part of the southern supercontinent tGondwana, began a north-eastward drift across the then-unformed Indian Ocean that lasted fifty million years. The subcontinents subsequent collision with, and subduction under, the Eurasian Plate bore aloft the planets highest mountains, the Himalayas. They abut India in the north and thenorth-east. In the former seabed immediately south of the emerging Himalayas, plate movement created a vast trough that has gradually filled with river-borne sediment; it now forms the Indo-Gangetic Plain. To the west lies the Thar Desert, which is cut off by the Aravalli Range. The original Indian plate survives as peninsular India, which is the oldest and geologically most stable part of India; it extends as far north as the Satpura and Vindhya ranges in central India. These parallel chains run from the Arabian Sea coast in Gujarat in the west to the coal-rich Chota Nagpur Plateau in Jharkhand in the east. To the south, the remaining peninsular landmass, the Deccan Plateau, is flanked on the west and east by coastal ranges known as the Western and Eastern Ghats;[114] the plateau contains the nations oldest rock formations, some of them over one billion years old. Constituted in such fashion, India lies to the north of the equator between 6Â ° 44 and 35Â ° 30 north latitude and 68Â ° 7 and 97Â ° 25 east longitude. The Kedar Range of the Greater Himalayas rises behind Kedarnath Temple, which is one of the twelve jyotirlinga shrines. Indias coastline measures 7,517 kilometres (4,700 mi) in length; of this distance, 5,423 kilometres (3,400 mi) belong to peninsular India and 2,094 kilometres (1,300 mi) to the Andaman, Nicobar, and Lakshadweep island chains. According to the Indian naval hydrographic charts, the mainland coastline consists of the following: 43% sandy beaches; 11% rocky shores, including cliffs; and 46% mudflats or marshy shores. Major Himalayan-origin rivers that substantially flow through India include the Ganges and the Brahmaputra, both of which drain into the Bay of Bengal. Important tributaries of the Ganges include the Yamuna and the Kosi; the latters extremely low gradient often leads to severe floods and course changes. Major peninsular rivers, whose steeper gradients prevent their waters from flooding, include the Godavari, the Mahanadi, the Kaveri, and the Krishna, which also drain into the Bay of Bengal; and the Narmada and the Tapti, which drain into the Arabian Sea. Coastal features include the marshy Rann of Kutch of western India and the alluvial Sundarbans delta of eastern India; the latter is shared with Bangladesh. India has two archipelagos: the Lakshadweep, coral atolls off Indias south-western coast; and the Andaman and Nicobar Islands, a volcanic chain in the Andaman Sea. The Indian climate is strongly influenced by the Himalayas and the Thar Desert, both of which drive the economically and culturally pivotal summer and wintermonsoons. The Himalayas prevent cold Central Asian katabatic winds from blowing in, keeping the bulk of the Indian subcontinent warmer than most locations at similar latitudes. The Thar Desert plays a crucial role in attracting the moisture-laden south-west summer monsoon winds that, between June and October, provide the majority of Indias rainfall. Four major climatic groupings predominate in India: tropical wet, tropical dry, subtropical humid, and montane. Indian cultural history spans more than 4,500 years. During the Vedic period (c. 700–500 BCE), the foundations of Hindu philosophy, mythology, and literature were laid, and many beliefs and practices which still exist today, such as dharma, karma, yoga, and mok? ha, were established. India is notable for its religious diversity, with Hinduism, Sikhism, Islam, Christianity, and Jainism among the nations major religions. The predominant religion, Hinduism, has been shaped by various historical schools of thought, including those of t he Upanishads, the Yoga Sutras, the Bhakti movement, and by Buddhist philosophy. Much of Indian architecture, including the Taj Mahal, other works of Mughal architecture, and South Indian architecture, blends ancient local traditions with imported styles. Vernacular architecture is also highly regional in it flavours. Vastu shastra, literally science of construction or architecture and ascribed to Mamuni Mayan, explores how the laws of nature affect human dwellings; it employs precise geometry and directional alignments to reflect perceived cosmic constructs. As applied in Hindu emple architecture, it is influenced by the Shilpa Shastras, a series of foundational texts whose basic mythological form is the Vastu-Purusha mandala, a square that embodied the absolute. The Taj Mahal, built inAgra between 1631 and 1648 by orders of Emperor Shah Jahan in memory of his wife, has been described in the UNESCO World Heritage List as the jewel of Muslim art in India and one of the universally admired masterpieces of the worlds heritage. Indo-Saracenic Revival architecture, developed by the British in the late 19th century, drew on Indo-Islamic architecture.

How leaders enlist and enable others to act

How leaders enlist and enable others to act 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.

The Character of Joness Daughter in Williams’ Taking Care :: Williams Taking Care Essays

Two Works Cited In the short story, "Taking Care", by Joy Williams, a preacher deals learns to deal with his wife being in the hospital with a rare blood disease as well as taking care of his granddaughter while his daughter is away. His daughter, playing only a small role in the story, is still a rather round character. The author, Williams, depicts the characteristics of Jones's daughter very carefully through her actions. Although Jones's daughter is not a main character in this story, she does add various ideas for the reader to think about while reading the short story. Her characteristics and mannerisms are that of superficiality, selfishness, irresponsibility, and capriciousness. These characteristics are displayed continuously throughout the story. Jones's daughter exhibits superficiality through actions. The text reads, "Jones's daughter has fallen in with the stars and is using the heavens, as Jones would be the first to admit, more than he ever has. It has however, brought her only grief and confusion"(93). These two sentences imply that she is superficial. They are saying that she uses the stars to determine what her future is rather than thinking realistically and creating her own future. Even when this dependency of hers fails her, in her mind, she still relies on astrology for her future. Her leaving unopened records of prestigious composers with Jones as she left shows her superficiality once more (95). In addition to being superficial, Jones's daughter is also a very selfish person. She left her husband, left her 6-month-old daughter, and her dog with her father and took off for Mexico (93). This is a selfish act because she has a total disregard for her father's lifestyle and for the hardship he is going through with his wife in the hospital. She does not consider that this would be an inconvenience for her father. Her selfishness is again shown by the fact that she has a total disrespect for the differences of life styles between she and her father. This is shown in the text readings, "His daughter speaks about the men she has been involved with but no longer cares about," and the previous sentence, " Naturally this pains Jones," speaking of the fact that his daughter was having an affair with an older man (95). She is also selfish in the fact that while her mother is in the hospital almost dying, she is, "walking along the beach in Mexico with two men", and even when her mother comes home from the hospital, she is, " in Mexico wandering disinterestedly through a jewelry shop" (96,98).

Euthanasia And The Robert Latimer Case :: Free Euthanasia Essay

Euthanasia and the Robert Latimer Case Euthanasia is undoubtedly an issue that plagues the minds of those living with children or adults who are severely disabled. Rarely is one found to have a ‘ neutral' outlook upon it; that is, a side must be chosen, for or against. It is too delicate a topic to be ‘in the middle' about. Over the years, cases involving euthanasia have caused massive controversies as to whether or not it is feasible to take the life of another human being in order to ‘put them out of their misery'. One of the strong questions raised in my mind is: Does the killer really want to put the victim out of their misery? Or is it the killer who is under the extreme pressures of living with the victim, and is it their own lifestyle that they are truly fed up with? In the Robert Latimer case, as in many other cases of euthanasia, it can never be proven whether or not Latimer killed his young daughter Tracy to ‘save' her, or to save himself. While I have never experienced living with someone who is severely disabled, I have had the chance to discuss the issue with many friends and associates. From what I have learned, it is, indeed, an extremely tough matter to deal with. While no-one I have spoken to has been suicidal over the matter, they have seen the true pain and misery that some severely disabled individuals are forced to deal with every day of their lives. Still, many agree with myself on the point that a human life is just that, a human life; and that everyone alive has the right to live, no matter whether or not it is under tougher circumstances than another person. Nobody has the right to take the life of another person, and technically, the law states that nobody has the right to take their own life as well. A severely disabled person may have to deal with much pain in their lives, but they are entitled to the right of simply enjoying being alive, and denying them that right would be an infringement upon their freedom. Latimer should have taken the law into deeper consideration before taking his daughters life. He may have seen the suffering that she went through, but it is evident that he had some sort of strange love for his daughter. Indeed, he did want ‘what was best' for Tracy, but possibly what he was after was what he thought was best. He valued her rights as his daughter, unfortunately he did not value her rights as

Pollution Essay: Global Warming is Real :: Climate Change Environment

There is a problem, one which we cannot ignore. We must recognize this as a first step in coming up with solutions and bringing about change. Still, there are entities masquerading behind false pretenses that cultivate climate skepticism. Climate skepticism is a propaganda which states that global warming is nothing but natural, and that the human race has nothing to do with it whatsoever! They try to prove using elaborate schemes that climate change is a scam, and discredit with bogus scientific findings those which are true and verifiable discoveries. One of the latter, however, expels any more doubts that humans are not at all liable to the anomalous changes in the environment, and this is the discovery of the CFC-generated hole in the ozone layer. Governments and corporations with a lot at stake cover up this ugly truth by planting uncertainties and circulating false information among the general population. And then, there are those people who are in complete denial or are simply oblivious to the rampant and seemingly unstoppable chain reaction of the climate change phenomenon, and to the fact that it is man-made. Isn't the Earth hot enough? Aren't polar ice caps melting fast enough? Isn't desertification obvious enough for these people? Guess not. Living life as if it was their own, caring for nothing else but their pathetic, borrowed lives. Never did it occur to them that there are other creatures - people, plants and animals - that coexist with them. A grim future awaits the younger generations as a consequence of their actions - and inactions. We are all responsible, whether we admit it or not. We are accountable for the damages we continuously and carelessly impose upon the Earth.

Journey To The Remnants of Early Christian and Byzantine Era Essay

For this cultural trip, we are going to traverse two continents namely, Asia and Europe. The places we are going to visit are representations of the art style during the period of early Christian and Byzantine which is characterized by the â€Å"love of beauty, orderly symmetry, and artistic form, in poetic conceptions and exuberance of imagination. † Also, it was during this period that Christianity flourished which influenced the supremacy of architecture (Oldandsold. com â€Å"Early Christian and Byzantine Sculpture†). Europe and Middle East are the regions where early Christian and Byzantine Art reached its peak. To get a closer glimpse of the beauty and to fully appreciate the aesthetic of this period, we are going to Israel, Turkey and Italy (See Illustration 9). In these countries, we will be seeing the different architectural prowess left by the early Christian and Byzantine era. We will be visiting the following landmarks: The Hagia Sophia Church and the Byzantine Hippodrome which are both located in Istanbul, Turkey (See Illustrations 1 and 2), Church of Holy Sepulcher and the Temple of King Herod which are both located at Jerusalem, Israel (See Illustrations 3 and 4), and Sant’ Apolinare in Classe and San Vitale which are both situated at Ravenna, Italy (See Illustrations 5 and 6), and Santa Sabina and St. John Lateran which are both located in Rome, Italy (See Illustrations 7 and8). Hagia Sophia Church was a former place of worship which turned into a museum that showcased the Golden Age of the Byzantine period. This architectural gem is designed with an extensive orange interior and a vast exquisite interior. Visitors can feast their eyes on the â€Å"Arabic calligraphic writings from the Ottoman empire, green and purple columns,† vibrant stain-colored glasses and intricate mosaics which are all over the place (Guideistanbul. net â€Å"Hagia Sophia Church†). Meanwhile, the Byzantine Hippodrome used to be the heart of politics and sports at the height of the Ottoman regime. Presently, this landmark had been transformed into a city park and was renamed as At Meydani which means Horse Grounds. A variety of structures can be seen in this place such as the â€Å"3,500 year old Egyptian Obelisk of Theodosius, spiral bronze base of a three-headed serpent sculpture, temple-like fountain constructed by Kaiser Wilhelm II of Germany and the Milion, zero-mile-marker at Mese which is the road between Rome and Constantinople† (Turkeytravelplanner. com â€Å"Byzantine Hippodrome, Istanbul†). Now, let us go to Israel. The first stop would be at Church of Holy Sepulcher. This is a Christian church erected on the area where Jesus was crucified and buried. Many have visited this place for pilgrimage and it â€Å"remains the holiest Christian site in the world. † The church is ornamented with crusader facades, â€Å"ancient crosses carved on staircases,† â€Å"Greek Orthodox Cavalry. † Another interesting fact about this place is that many believe that this is the location of the â€Å"actual tomb of Christ† (Sacred-Destinations. com â€Å"Church of Holy Sepulcher, Jerusalem†). On the other hand, the Temple of King Herod had undergone two renovations. When the Second Temple was ruined, only the Western or Wailing Wall remained which is now deemed to be the â€Å"holiest prayer site for the Jews. † This site is also believed to be the place where Abraham offered Isaac, his son to God (Peck â€Å"King Herod’s temple quarry unearthed†). After Israel, let us now move to Italy. In Classe, a suburb in Ravenna, the Sant’ Apolinare Church can be found wherein the â€Å"mosaics in aspe is the main attraction. † Another church in Ravenna is San Vitale. It is considered the predecessor of the Hagia Sophia which was built 10 years before when the Roman regime was dwindling. â€Å"The series of arches, interlocking spaces, and mosaics† are some of the major features of this establishment that makes San Vitale an enticing place (VirtualTourist. com â€Å"Ravenna Travel Guide†). More so, Santa Sabina is regarded as the most prominent symbol of an early Christian church in the city of Rome. People go to this site to see the 5th century doors with carvings of biblical scenes, â€Å"two dozen Corinthian columns,† and a mosaic tomb from the year 1300 (Sacred-Destinations. com â€Å"Santa Sabina, Rome†). Another early Christian architecture in Rome is the Basilica of St. John Lateran. This structure is the â€Å"Cathedral of Bishop of Rome. † The â€Å"two-storied portico at the faced,† numerous statues of saints and Jesus Christ, â€Å"Roman central bronze doors,† â€Å"cosmatesque pavement in the nave† and â€Å"the graceful baldacchio at the altar are the highlight features of this magnificent architecture (Sacred-Destinations. com â€Å"St. John Lateran, Rome†). Works Cited â€Å"Byzantine Hippodrome, Istanbul. † 2008. Turkeytravelplanner. com. 31 July 2008 . â€Å"Church of Holy Sepulcher, Jerusalem. † 2008. Sacred-Destinations. com. 31 July 2008 . â€Å"Early Christian And Byzantine Sculpture. † 1896. Oldandsold. com. 31 July 2008 . â€Å"Hagia Sophia Church. † 2008. Guideistanbul. net. 31 July 2008 . Peck, Sally. â€Å"King Herod’s temple quarry unearthed. † 25 September 2007. Telegraph. co. uk. 31 July 2008 . â€Å"Ravenna Travel Guide. † 2008. VirtualTourist. com. 1 August 2008 < http://www. virtualtourist. com/travel/Europe/Italy/Emilia_Romagna/Ravenna-145052/Things_To_Do-Ravenna-Churches-BR-5. html>. â€Å"Santa Sabina, Rome. † 2008. Sacred-Destinations. com. 1 August 2008 . â€Å"St. John Lateran, Rome. † 2008. Sacred-Destinations. com. 1 August 2008 .

To Prepare a Report

Restaurant Management System Database Project Report Submitted by: UROOSA RASHID Department of Computer Science and Information Technology Jinnah University for Women 5-C Nazimabad, Karachi 74600 1. Introduction 1. 1 Project Overview This paper outlines a project proposal from the Pakistan Food Restaurant to create a sustainable income stream. This project will help Pakistan Food Restaurant to earn part of the money to support and ensure its future. It is being undertaken by us because it covers various aspects of restaurant management system and makes it easy to access the information about the restaurant management system. . 2 Aims and Objectives:The Restaurant Management System project will meet the following objectives: 0 It records the information of customers. 1 It records the information and quantity of orders made by customers along with date. 2 It records the price of food. 3 It will keep records of employees of the restaurant 4 It will also keep record of raw materials, sup plies and vendors. 1. 3 Project Scope:This project will keep record of all food items of the restaurant. It also records the information of customers along with all the orders made by them. The orders are recorded according to the date.Computerized receipt is given to the customer with the details of the order and bill. Whenever a customer comes first time then he/she must register him/her self at the counter. Next time the customer comes he/she will not need to register at the counter; there will be already an existing record of that customer. 1. 4 List of Tables and Description :Project consists of following tables: * Customers * Orders * Orderline * Items * Raw material * Supplies * Vendors * Bills * Employees * Chef * Accountant * WaiterDescription of tables: * Customers table consists of ustomer ID, name, Address, Last visit date of customer. It keeps the records of customers. * Orders table keep records of number of orders placed by customers along with OrderID, Order name, Or der date, Order time. * Orderline table consists of quantity of orders. * Items table consists of list of food items along with their type, cost, ID. * Raw materials table consists of list of raw materials used to make food items along with Material ID, type, Expiry date and Stock date. * Supplies table consists of Quantity, Supply date, Supply time and cost of raw materials provided by vendors/suppliers. Vendors Table consists of VendorID, name, contact number, status of the vendors of the restaurant. * Bills table consists of Receipt no. , cash received, items purchased and total amount of the customers. * Employees table consist of the complete information of the employees of the restaurant. It consists of employee ID, name, address, postal code, contact number, salary, hire date of the employees. * Chef table consists of the speciality of the chefs of the restaurant. * Accountants table consists of the qualification of the accountants of the restaurant. * Waiter table consists o f the job description of the waiters. 1. 5 Project Features: Main features of the project are: * Complete Inventory from sale of food items and drinks. * Details of purchases are also maintained. * Reports for all items in stock as well as items to be ordered. * Complete information of employees along with their contact number and ID. * Details of previous orders by a customer. * Computerized receipt generation process. 2. System Design 2. 1 Data Flow Diagram Context Diagram Amount paid Bills Customer Order sent back Placed order Receipt passed 0 Ordering system Received order Items Available Placing order 1. 0Choosing from items menu Level 0 Items Customer Order report Availability of orders 2. 0 Processing order Bills details to customers Payment by customer Payment process 3. 0 Payment for the order Payment receipt and order Bills 3. ER-Diagram: 4. Snapshots: 5. SQL Portion: create database Restaurant use Restaurant 5. 1 Query for Table ‘customers’ : create table cus tomers(name nchar(20) not null,customer_id int not null primary key,last_visit_date int not null,address varchar(10) null) insert into customers(customer_id,name,address,last_visit_date) values(1,'Ahmed Ali','6th Floor,Ambadeep Building,No. 4, K. G. Marg, New Delhi -110001†²,'4/29/2009†²) 5. 2 Query for Table ‘employees’ : create table employees(employee_id int not null primary key,name nchar(20) not null,hire_date datetime not null,postal_code int not null,employee_address nvarchar(30) null,contact_no int null,salary money not null,designation char(20) not null) insert into employees(employee_id,name, salary,employee_address, hire_date,postal_code, contact_no) values(1,'Abdul Baseer','5,000. 00†²,'AJC Bose Road, Business Tower, 7th Floor,Block A;B,Kolkata-700017†²,'8/5/2008†²,'75200†²,'021-35835956†²) . 3 Query for Table ‘orders’ : create table orders(order_id int not null primary key,number_of_orders int not null,order_d ate datetime not null,order_time datetime not null,total_cost money not null,customer_id int not null,employee_id int not null,constraint cust_id foreign key(customer_id) references customers(customer_id), constraint emp_id foreign key(employee_id) references employees(employee_id)) insert into orders(order_id,number_of_orders,order_date,order_time,total_cost) values(1,'1†²,'7/20/2010†²,'6:05:00 PM','250†²) 5. 4 Query for Table ‘items’ : reate table items(item_id int not null primary key,item_type nchar(10) not null,item_name nchar(20) not null,cost money not null) insert into items(item_id,item_name,item_type,cost) values(1,'Chicken ; Corn soup','Soup','$110. 00†²) 5. 5 Query for Table ‘bills’ : create table bills(receipt_no int not null,items_purchased int not null,total_amount money not null,cash_received money not null,cash_returned money not null) insert intobills(receipt_no,items_purchased,total_amount, cash_received, cash_returned ) values(1,'4†²,'$100. 0†²,'$100. 00†²,'$0. 00†²) 5. 6 Query for Table ‘vendors’ : create table vendors(vendor_id int not null primary key,name nchar(10) not null,vendor_status nchar(20) not null 5. 7 Query for Table ‘raw_material’ : create table raw_material(material_id int not null primary key,material_name char(25) not null,material_type char(20) not null,quantity int not null,cost money not null,expirydate datetime not null,stock_date datetime not null,item_id int not null, constraint it_id foreign key(item_id) references items(item_id)) nsert into raw_material(material_id,material_name,expiry_date,material_type, stock_date) values(1,'Ground beef','5/16/2013†²,'MEAT','7/31/2012†²) 5. 8 Query for Table ‘supplies’ : create table supplies(supply_date datetime not null,supply_time datetime not null,quantity nchar not null,cost money not null,material_id int not null,vendor_id int not null,constraint mt_id foreign k ey(material_id) references raw_material(material_id),constraint v_id foreign key(vendor_id) references vendors(vendor_id)) insert into supplies(supply_date,supply_time,quantity,cost) alues(‘4/1/2012†²,'11:00:00 AM','40','$10,000. 00†²) 5. 9 Query for Table ‘order_line’ : create table order_line(quantity int not null,order_id int not null,item_id int not null,constraint od_id foreign key(order_id) references orders(order_id),constraint itm_id foreign key(item_id) references items(item_id)) 6. Ms Access Portion: Queries : 6. 1 Receipt query: SELECT Bills. [Receipt number], Bills. [Items purchased], Bills. [Total Amount], Bills. [Cash Received], Bills. [Cash Returned], Bills. [Customer ID], Bills. [A_employee no] FROM BillsWHERE (((Bills. [Customer ID])=[â€Å"Enter Customer ID†])); 6. 2 Employees query: SELECT employees. [Employee ID], employees. Name, employees. Salary, employees. Address, employees. [Hire date], employees. [Postal code], employees . [contact number] FROM employees WHERE (((employees. Salary) Between [â€Å"starting salary†] And [â€Å"Ending Salary†])); 6. 3 Orders of customers query: SELECT customers. [Customer ID] AS [customers_Customer ID], customers. Name, customers. address, customers. [Last visit date], orders. [Order ID], orders. [number of orders], orders. order date], orders. [order time], orders. [Customer ID] AS [orders_Customer ID], orders. [Employee ID] FROM customers INNER JOIN orders ON customers. [Customer ID] = orders. [Customer ID] WHERE (((customers. Name)=[â€Å"Enter name:†])); 6. 4 Items query: SELECT Items. [Item ID], Items. Name, Items. Type, Items. Cost FROM Items WHERE (((Items. Type)=[â€Å"Enter type of item†])); 6. 5 Orders query: SELECT orders. [Order ID], orders. [number of orders], orders. [order date], orders. [order time], orders. [Customer ID], orders. [Employee ID] FROM orders WHERE (((orders. order date]) Between [â€Å"Starting date†] An d [â€Å"Ending date†])); 6. 6 Invoice query: SELECT Supplies. Cost, Supplies. [Quantity(kg)], Supplies. [Supply date], Supplies. [Supply time], Supplies. [Vendor ID], Supplies. [Material ID], [Quantity(kg)]*[Cost] AS total FROM Supplies; 7. Data Dictionary: 7. 1 Table Employees: Attributes| Data types| Primary key| Foreign key| Status| Size| employee_id| int| * | | Not null| | name| nchar| | | Not null| 20| salary| money| | | Not null| | employee_address| nvarchar| | | Null| 30| hire date| datetime| | | Not null| | ostal_code| int| | | Not null| | contact_no| int| | | Null| | designation| nchar| | | Not null| 20| 7. 2 Table customers: Attributes| Data types| Primary key| Foreign key| Status| Size| customer_id| int| * | | Not null| | name| nchar| | | Not null| 20| last_visit_date| int| | | Not null| | Address| varchar| | | Null| 10| 7. 3 Table orders: Attributes| Data types| Primary key| Foreign key| Status| Size| order_id| int| * | | Not null| | number_of_orders| int| | | No t null| | order_date| datetime| | | Not null| | order_time| datetime| | | Not null| | otal_cost| money| | | Not null| | customer_id| int| | * | Not null| | employee_id| int| | * | Not null| | 7. 4 Table bills: Attributes| Data types| Primary key| Foreign key| Status| Size| receipt_no| int| * | | Not null| | items_purchased| int| | | Not null| | total_amount| money| | | Not null| | cash_received| money| | | Not null| | cash_returned| money| | | Not null| | Customer_ID| int| | * | Not null| | A_employee no| int| | * | Not null| | 7. 5 Table Items: Attributes| Data types| Primary key| Foreign key| Status| Size| item_id| int| * | | Not null| | tem_type| nchar| | | Not null| 10| item_name| nchar| | | Not null| 20| cost| money| | | Not null| | 7. 6 Table raw materials: Attributes| Data types| Primary key| Foreign key| Status| Size| material_id| Int| * | | Not null| | material_name| char| | | Not null| 25| material_type| char| | | Not null| 20| expirydate| datetime| | | Not null| | stock_d ate| datetime| | | Not null| | item_id| int| | * | Not null| | 7. 7 Table vendors: Attributes| Data types| Primary key| Foreign key| Status| Size| vendor_id| int| * | | Not null| | name| nchar| | | Not null| 10| endor_status| nchar| | | Not null| 20| contact_no| int| | | null| | 7. 8 Table supplies: Attributes| Data types| Primary key| Foreign key| Status| Size| supply_date| datetime| | | Not null| | supply_time| datetime| | | Not null| | quantity| nchar| | | Not null| 10| cost| money| | | Not null| | material_id| int| | * | Not null| | vendor_id| int| | * | Not null| | 7. 9 Table orderline: Attributes| Data types| Primary key| Foreign key| Status| Size| quantity| int| | | Not null| | order_id| int| | * | Not null| | item_id| int| | * | Not null| |