Education - Teacher Essay Example for Free

Education Teacher Essay The education has been derived from Latin words Educare†. â€Å"Educare means to train, to bring and lead out, so we can say that education is to bring up, to developing and shaping up the individual talent and his inner potentialities. Definition: Education is a process in which and by which the knowledge, characters and behavior of the human being are shaped and molded. Education is lead to the enlightenment of mankind. According Imam Gzali Imam Ghazali said that education is a process which enables an individual to distinguish between the true and false, the good and bad, the right conduct and the evil doing. Educational policy: Education policy refers to the collection of laws and rules that govern the operation of education systems. Education occurs in many forms for many purposes through many institutions. For example early childhood education, two and four year colleges or universities, graduate and professional education, adult education and job training. Therefore, education policy can directly affect the education people engage in at all ages. Policy 1979 Page 1 National Education Policy 1979 By Roll No. 01,48,12,37,41 National Education Policy, 1979. On 29 March 1972 Zulfiqar Ali Bhutto announced the education policy. As a result all private education institutes were taken into national grip and brought changes in all other aspect of education. July 1977 General Zai-ul-Haq announced that new administration wanted to impose Islamic system. They considered it their aim. They believed that goals could not be achieved unless educational system based on Islamic system. For this purpose General Zia-ul-Haq conducted the conference of teachers, educationalist and of intelligent people. This conference gave recommendation for whole educational system. Muhammad Ali Khan announced this national policy. The main purpose of this policy was to impose education on Islamic system and to impose Urdu language by means of education. Main aim of the National Educational Conference 1979 was: ? Fostering loyalty to Islam. ? Creation of concept of Muslim Ummah. ? Promotion of science and technical education. Recommendation The main recommendation of the education policy of 1979 was following. 1. Elementary Education ? ? ? ? ? In coming five years 13000 schools will have opened Schools will have opened for those girls that were deprived from formal education Enable the students to stand on their courage Residential irony and training centers will have constructed for rural female teacher 5000 masjid will have constructed and books will have provided free of cost 2. Secondary Education ? 2000 new secondary institutes will have opened and converted 1000 middle schools into secondary institutes ? In the curriculum of secondary education new subject will have added ? Scope of secondary education will have intended so that students found take part in productive activities ? Secondary education will have considered from nine class to second year Policy 1979 Page 2 National Education Policy 1979 By Roll No. 01,48,12,37,41 3. Higher Education ? In selected girls colleges of all provinces post graduates classes will have started ? Valuation will have given to teachers of University to extend their education professional training ? Scholarship will have given to intelligent students and teachers ? In coming five years no other new universities except women universities. New buildings of colleges will have constructed for girls and boys ? Provincial government will responsible to bear all expenses of universities Features: It was said in nation policy 1979 that education is a continuous process. Any educational policy cannot complete without education. Main features of recommendation are given below. 1. Masjid School It was planned in national educational policy that masjid schools masjid will have opened in these schools other subjects will have together alongside primary education. Moreover it was decided to open 5000 masjid school 2. Women Education It was recommended in policy to establish separate women university. Main point was to get attention of women towards education 3. Special Education It is also recommend in policy that central government will have prepared plans for the education of blinds, handicap able. Such person will have prepared to ea rn their livelihood 4. Establishment of private Institution In national policy establishment of private institute were allowed in this way education of inhabitants of country will have increased. Policy 1979 Page 3 National Education Policy 1979 By Roll No. 01,48,12,37,41 5. Mohallah Schools It was recommended to open Mohallah schools for those girls that could not get admissions in formal educational institutes. For this purpose 5000 school were opened 6. Religious Education Arabic will have compulsory up to 8th class. It will have taught as a compulsory subject 7. Village workshop schools It was recommended in policy to open workshops schools for those children who leave study. Main purpose was to enable them to earn their livelihood. 8. Medium of instruction It was planned in policy that all English medium school that get government aids will consider Urdu language as a medium of instruction IMPACT: 1. Clear foundation of education In national educational policy Islamic Ideology of life was considered as base of education 2. University Grants Commission It was decided in policy to give university grant commission to university to save their problems moreover it was said that government would bear expenses of university and these amount were given a grant commission 3. Urdu Language. It also decided in educational policy that all official work will have performed in Urdu language. It was compulsory for English medium schools that get government aids to adopt language selected bay provincial government Policy 1979 Page 4 National Education Policy 1979 By Roll No. 01,48,12,37,41 4. Islamic Madras’s According to the decision of national policy those people were held for public services that have certificate from Islamic Madras’s. in this way benefits of Madras increased and preached Islam 5. Teacher welfare Residential colony was constructed for rural teachers. For getting external in internal education scholarship was given to teachers Milestones achieved by Education Policy 1979: 1. The medium of instruction was switched over to Urdu in government schools. 2. Private schools were allowed to have English as the medium of instruction. This led to the operation of two different systems of education within the country, one for those who could afford private education, and one for the rest of the nation. This two tier system contributed to a widening socio-economic inequity with the consequent feeling of injustice and resentment. 3. The policy of nationalization was reversed. 4. The private sector was encouraged to open schools. 5. The funding of universities was made through the Federal government. Suggested strategies to achieve goals of Policy: 1. Merging madras and traditional education. 2. Urdu as a medium of education. 3. Effective participation of community in literacy programs. 4. Linked scientific and technical education. 5. Separate instates for male and female. 6. Mosque schools. Implementation: This policy was not implemented properly and failed due to lack of planning and financial resources. Policy 1979.

Hazards from the Universe :: Ecology Ecological Papers

Hazards from the Universe There are several perilous conditions that exist in our vast universe that could directly impact life as we know it on Earth. These hazards include meteors, asteroids, emission of charged solar particles, supernovas, and problems caused by man. Although the odds of these dangers directly harming Earth’s population are extremely low, if not impossible altogether, something about pending apocalypse seems to excite the human mind. The possibility of a meteorite or asteroid of significant size colliding into Earth poses as a legitimate threat to our planet. Most meteorites are miniscule and cause little harm. In fact, as many as four billion meteorites enter Earth’s atmosphere every day. However, only the larger meteors reach the earth because smaller ones burn up in the atmosphere. A large meteor impact, while rare, should still cause some concern. Barringer Crater in Arizona was formed from an iron meteor approximately 30-50 meters in diameter. Other such large meteors ar e often held accountable for the seemingly sudden extinction of dinosaurs. Based upon scientific calculations, three craters of at least 10 km are expected to form on the earth every million years. While these larger meteors are rare, any oncoming asteroid could be pushed off course by the use of rockets or explosives (Bray, 1999). Meteorites are dangerous, but the asteroids which they come from are even worse. Most asteroids are found in the asteroid belt between Mars and Jupiter. However, the scientists at the Lincoln Near Earth Asteroid Research Project recently detected an asteroid 2km wide which was originally predicted to collide with the Earth on February 1, 2019, with possible catastrophic implications. Fortunately, it is believed that this particular asteroid threat will disappear. Still, the public is aware of how threatening an asteroid could be. Hollywood has added to the apocalyptic hysteria surrounding asteroids by releasing movies like Armageddon and Deep Impact. While there is no reason to panic right now, asteroids should be feared because an impact would cause extreme and possibly fatal destruction. Violent eruptions of gas on the Sun’s surface called solar flares can send solar charged particles towards Earth and appear to be possible threats to the safety of mankind. These expulsions of charged particles come from the sun flares’ relationship with sun spots. Sun spots are cooler and darker regions of the Sun where the solar magnetic field extends off of the Sun’s surface. When the charged particles ejected from the sun reach Earth and enter its upper atmosphere, they react with present atoms and can cause major disturbances to satellites and terrestrial communications systems such as T.

John Locke : Second Treaties of Government Essay

John Locke was born on August 29, 1632 in England to a middle class family. He was named after his father, an educated attorney who had participated in the Civil War with the Long Parliamentary. Locke shared a great deal of affection and respect for his father. The relationship he built with his father influenced him to create his own views on education and government. His theory on education was published in 1693 titled, â€Å"Some Thoughts Concerning Education. † Locke was accepted to Christ Church College, Oxford due to father’s friendship with a member of the Long Parliament. The Long Parliment was known to challenge the monarchy in England at the time and later started the English Civil War. Locke attended Oxford for many years studying the curriculum in England and graduated with a Masters in 1658, pursuing his interests in arts. Later he became increasingly interested in the study of sciences including the study of medicine, which were on the rise in England Universities at the time. His interests in science continued to expand and he continued to apply himself to the study of medicine. While studying medicine Locke became interested in the philosophical questions of his time, including the rights of man. The rights of man deal with the powers of government to wit, government by the king through a monarchy and the power of the people through a social contract. Since 1660 Locke began to explore his interest in the natural law. Within the next couple of years he composed â€Å"Essays on the Law of Nature† written in Latin. Unfortunately for Locke his Essays were never published, these theories of law were based on two of his philosophies. First, â€Å"in order that anyone may understand that he is bound by a law, he must know before hand that there is a law. † Secondly, â€Å"there is some will on the part of that superior power, the law maker, who wishes that we do this and demands of us that the conduct of our life should be in accordance with his will. † Locke’s interest in science and medicine brought him into contact with a distinguished scientist named Robert Boyle. In 1667, Locke took a position at Lord Ashley’s household in London as a family physician, in addition to confidential advisor and secretary. In 1668, Locke assisted Lord Ashley in drafting a constitution for the colony of Carolina. In 1671, Locke began to write his greatest work, the â€Å"Essay Concerning Human Understanding. † This took nearly twenty years to complete. Since then he was deeply engaged in Shaftesbury’s political affairs as Secretary of Council a position he obtained while being a secretary for Shaftesbury. In 1675, Locke became ill and lost his position working for Shaftesbury. Due to unstable government conditions Shaftesbury fell from power and Locke was forced to leave England, choosing to recuperate in France. He spent nearly four years in Paris and Montpellier studying at medical school. During his exile in France Locke also took the time to develop his thoughts on Natural Law by composing, Two Treaties of Government. His writings deal with the development of a social contract, which is an agreement between the government and the governed. Locke later returned to England in 1679, he once again committed himself to offer services for Lord Ashley immediately upon his return to England. Four years later it was necessary for Lord Ashley to flee from England to Holland because he had supported the wrong leader during the Monmouth rebellion in 1685. Shortly after Ashley fled from England, Locke followed him and remained in Holland until the Revolution of 1688. Upon returning to England, Locke began to rapidly issue a number of his works he concluded while in Holland, the result of years of study and meditation. Among his works were the, Essay Concerning Human Understanding, Two Treatises of Government, and Letters on Toleration. His positive outlook on the importance of a mutual relationship between government and human nature, exerted an immediate and profound influence on the English. Locke’s views were immediately recognized among the English specifically his work on the Two Treatises of Government. Locke’s essay was written in such a way, to elaborate in detail about topics the people were already familiar with. Even the most uneducated candidate could recognize his premise on the philosophical views on government. Two Treatises of Government includes essays supporting the natural rights of society which guarantees our rights to life, liberty, and property. The term right, can be defined as a privilege or power, meaning a freedom or ability to do or refrain from doing something. Natural Rights, specifically emphasize the restraints that ought to exist on government with respect to individuals. This includes what a government must refrain from doing and what a government must do. In Locke’s Second Treaties of Government he discusses the natural liberty and equality of humans, which includes our natural rights to life, liberty, and property. He also determines the proper foundation of a legitimate government. Through supporting and insisting on the mutual consent given by the people of a specific society. Locke’s Theory of Natural Law was based on the moral laws societies are built on, including the establishment of peace and protection so that â€Å"no one will harm another person in their life, liberty, or possession. † Preservation of peace, equality, and independence among all people begins with, the power placed on people in a given society to obey the common laws of nature. When these powers being to get corrupted or not enforced through strict, certain, and fair punishment. The need for an elected and coherent government is required to properly secure the natural rights of peace and self preservation among a society. Locke then begins to explain to us the â€Å"natural state of man. † He describes that living among a state of nature, people in a society have the freedom to do as they please, with limitations and respects to other people. Locke states that this â€Å"state of liberty,† comes with the limitations so not â€Å"to harm another in his life, health, liberty, or possessions. † Locke also notes that, â€Å"all men may be restrained from invading others rights and from doing hurt to one another. † By saying this he is trying to define the equalities of man and their duties to each other in a community to live in peace. If for any reason there becomes the need to seek punishment for anyone who â€Å"has shown themselves dangerous to mankind. † Through an executive power there will be opportunities available to man, not only to receive reparation for damages but to do as necessary to â€Å"secure the innocent for the future. † Locke’s theory on the â€Å"natural liberty† of man holds that â€Å"man is to be free from any superior power. † This means that for a person in a society, no other power but his own ability to do and refrain from doing is within his own will. Any limitation which requires to be placed on a behavior that is part of the natural common code of conduct, must be established through consent by the legislative power of government and for the good of all the people among the community. Locke claims that the â€Å"natural liberty of man is to be free from any superior power† and to have â€Å"only the law of nature for his rule. † This means that the laws which exist are established for the people and by the people in a society. They are created for coexistence among one another and no one can enforce or take away this common practice. These natural laws were created for the good of everyone, so the people who perform up to these standards gave trust that the enacted and enforced laws will prevail on their behalf. Locke then explains the â€Å"origins of property. † He begins by confirming that although man does have a power and liberty over his life. He does not have power to dispose of his own life. In a brief statement Locke states, â€Å"Man has property in his own person† including â€Å"the labor of his body and the work of his hands. † By saying this Locke expresses his views on human nature and our ability to acquire property. He is saying that we are all property acquiring beings, and our claim or possession to this property derives from our physical work. We as individuals in a society attempt to put effort to obtain something we value, and create an appreciation for what we have through labor. So in a sense the labor of man, according to Locke is the source of all value. The amount of labor one puts into what he owns creates an appreciation of value because value is created through his labor. Since the creation of physical currency, paper money and coins, we in a society attempt to posses more property than we need to use. So people in a community are not guaranteed secure protection from this excess property. In order to protect our property and secure this right, Locke believes an elected government is needed to be established. With the consent of the people, the elected government takes responsibility to become the sole protector of their valuables. Locke’s political and legal thoughts on government created a justifiable pourpose for society to give power over to a elected ruler. First of all the â€Å"state of nature,† as described by Locke, is a society in which each man governs himself individually and there is no existence of a specific government rule. A society that lives by these laws can use their own cultural morals to govern themselves without a formal government, although every culture has their own interpretation of what is moral. Locke states otherwise in his writings in the Second Treaties of Government, to argue that an elected government by society is necessary. Thomas Jefferson later includes parts of Locke’s political philosophy when composing the Declaration of Independence. Based entirely on Locke’s theory of natural political equality, Jefferson’s Declaration of Independence became one of the most important and influential documents that created a foundation for the legislative branch of government. Locke’s focus is primarily based on the ideas of freedom and equality as a whole he believes that society should naturally possess the right to life liberty and property. These natural rights have derived from the law of nature, which are composed based on the laws of God. These laws are also known as moral laws. Locke believed that people that live in a state of nature are also living in a state of war. Since there is only the state of nature for their rule, there is no determination of what is considered equality and who has the power to balance peace. John Locke’s Two Treatise of Government also includes a definition of government, in which the people conform to the law or to rules which are entered based on logic or justification. In relation to members of society conforming to these laws, the same government must guarantee protection from taking away any of their natural rights. Locke’s view on valid government is one that confirms and supports three main natural laws of life, liberty and property. In defining political power, Locke insists that it is proper to make laws â€Å"for the regulating and preserving of property,† and adds, that it is necessary for, â€Å"the execution of such laws in the defense of the common-wealth from foreign injury. † By saying this Locke supports and confirms that an established government is needed â€Å"for the public good. † Locke explains that â€Å"the reason why men enter into society, is the preservation of their property. â€Å" He adds that the citizens of a new established government â€Å"have a right to resume their original liberty ?by the establishment of a new legislative,† when any natural rights are threatened. Locke then continues to describe the separation between the powers of government and the powers of the governed. Including what creates a community under an elected government and who determines what political actions are for the good of the entire society. This is explained further when Locke says â€Å"for when any number of men have, by the consent of every individual, made a community, they have thereby made that community one body, with a power to act as one body, which is only by the will and determination of the majority. † When entering into a established society we assume our rights to enjoy our property in peace and safety. In order to be given this opportunity, Locke believes it is first necessary to establish a Legislative power for the good of all members of a society. The legislative power is to promote and guarantee preservation of all natural rights including safety for every person among the society. This legislative power thought does not have an absolute power, instead the power is offered based on the decisions as a majority given by the members in that society. This procedure is used so that any laws created will become an obligation on the members to cooperate with them because they have consented to a legislative power. This separates a government rule with supreme power from government rule by the power of the people. Since this power is created through consideration of the common wealth of the public good. Locke’s perception of a monarchy consisted of the idea that the people of a community experienced corruption due to absolute power given to one leader, the king. This lead to vicious rule and caused the people in the society to be force to live in conditions they did not deserve. In a monarchy the king would normally use his own judgments and digression to use his appointed power for the good of himself. This results in oppressing the people and leaving no opportunity to compromise the need for change. Under a monarchy rule there was an insufficient opportunity to dispute any privileges or restrictions. Enforcing laws or withholding natural rights under a monarchy rule hold no limitations because there is no restraint on the ruling of the king. By granting the powers of government in one person this will not guarantee a fair and honest approach for the common good. So Locke attempts to discuss and examine a system that will refrain from granting the powers of government to strictly one individual. Limitation and separation of powers of the government will restrain and prevent members of government from abusing the powers of governing a society. Establishing a government through the consent of all members of society will create trust that the laws and sanctions will prevail for the common good. Locke then explains that when being born into an established government we assume our rights to enjoy our property in peace and safety. In order to be given equal opportunity to enjoy our natural rights, Locke believes it is first necessary to establish a legislative power that will consider all members of a society. The creation of a legislative power is to promote and guarantee preservation of all natural rights including safety for every person who is a participant of that community. Most of John Locke’s writing also focuses on two branches of government known as the legislative and executive power. These branches of government are based on a constitutional state, where one leader does not have the authority to absolute power. The Legislative branch of government has the function of making laws. The Executive branch has the responsibility to carry out those laws created by the Legislative branch. This is to ensure that an elected government does not use only his own digressions when establishing laws and enforcing them. Locke states that by separating the authority and responsibilities of government into two separate branches, is the first positive approach of creating a valid constitution. These powers are required to be handled for the good of all members in society, by separating these powers there is no chance that the government will become corrupted. The purpose of John Locke’s composed writings attempt to encourage the need for a government which creates a foundation for the good of all members of society. In the process of offering order and peace for the common good of all the people members of the society must follow these rules. To establish a successful government Locke believes that it is necessary to obtain consent from the entire member. The purpose of creating a specific government is due to the unstable conditions of living in a state of nature. Living in a state of nature guarantees natural rights and freedom but not safety. This is why a power needs to be placed in the hands of a member from society to maintain the peace. Although living in society like a monarchy, under the ruling of a king can create unbalance and corruption of power. To enjoy both natural rights and live under a government that will prevail on behalf of its members. Following the establishment of government Locke then explains that the powers of making laws and enforcing them cannot be placed on one person. Placing absolute power in the hands of one person will only lead to corruption and unbalance, between all the members in the society. For this reason Locke requires a separation of powers among all government activity. This will balance and maintain a system that will stabilized living conditions for all the members of society. REFRENCES: Christie C. George, Martin H. Patrick. (1995). Jurisprudence; Text & Readings on the Philosophy of Law (3rd Edition). Natural Rights, Human Rights: John Locke (pgs 284 -342). St. Paul, MN : West Publishing Company.

Developing Long Lasting Employee Motivation Essay

In order to be successful in the work field you need motivation. Without it, you would not be able to work because motivation is directly related to physical and mental focus. Once you become focused you become a team player. Knowing your role in the workplace can only lead to good things, like moving up in the company, getting promoted, getting a raise, switching job locations and showing your employer how much his investment in you is worth. Motivation comes from the ability to reflect on yourself and your team. That’s why being a team leader and making insightful statements will keep you going. There are many ways to develop long lasting employee motivation in the workplace. For example a simple pay increase that is awarded to an employee who has excelled in performance and productivity. Many companies allow this type of award but with restrictions regarding timeframes and limits. Second is Recognition. This is a great way to show others how great your employee is doing. Express to them how you notice that they come to work on time everyday, how they are always the first to participate in group meetings or work events. Recognition is very important to the employees because it shows you are paying attention and acknowledging what it is that they are doing. Many employees would like to advance in their career/field, but for most of the time don t inquire about it. Managers can still motivate employees that they feel are promotable. A simple conversation alone willShow MoreRelatedManagement Learning, Performance And Reward : Theory And Practice818 Words   |  4 Pages and whether these HR tools contribute to an organization’s effectiveness and by acting as a competitive advantage. This speaks to whether the the leadership has integrated the concept of individuals learning with the organization learning and developing as a whole. We picked this article because it pertains to our study of incentivizing desired behaviors. 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Looking into employee absenteeism, training, and turnover rates led the companies to see the importance of the workers and the management of which to use them. In the 1970 s the true introduction of Human resource management was developed and allowed the growth of large organizations that according to CreativeHRM said: a new wave of globalization has begunRead MoreManagement Changes Affects Employee Morale1398 Words   |  6 PagesManagement Changes Affects Employee Morale As the world changes, many organization may create changes to their company structure in order to remain successful and look good amongst shareholders. These organizational changes may be beneficial for the company overall. However, it may affect the remaining employee’s morale. Some organizations changes such as layoffs, reduce work hours, a stagnate in benefits increases and rewards may result in management trying to figure out a way to motivate and gain

The Female Pilots Of The United States During World War II

During World War II, the United States had a shortage of pilots, and the leaders decided to train women to fly military aircraft so male pilots could be released for combat duty overseas. The group of female pilots was called the Women Airforce Service Pilots, WASP for short. Young women between the ages of twenty-one to thirty-five, all civilian volunteers, flew almost every type of military aircraft but were not considered to be formally militarized. The program began in 1942, and was closed by 1944. But within this time frame, the female pilots flew sixty million miles in every military aircraft and thirty-eight died while serving their country as Army Air Corps arsenal. It wasn’t until many years later that the WASPS were finally given acknowledgement of their services and recognized as veterans of war. One member, Anne Chisholm Dessert Oliver, from Brandon Manitoba, Canada tells her story of her experience as a member of the WASP’s. 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Opportunities were opened in steel plants, ammunition factoriesRead MoreRole of Women in Wwii4604 Words   |  19 PagesRole of Women in World War II â€Å"Our women are serving actively in many ways in this war, and they are doing a grand job on both the fighting front and the home front.† ~Eleanor Roosevelt, 1944 World War II (WWII) is often described as defining America’s â€Å"Greatest Generation.† That image was portrayed by a young, dapper, American airman, full of patriotism, courage, and a desire to make the world a better place. He was eager to conquer the world and return to the home front to make a better life

Essay on A.P.U.S.H unit 6 study guide - 4910 Words

Unit 6 Ch. 16-18 (Total Questions 79) CHAPTER SIXTEEN 1 Compare and contrast the Pacific Coast Indians with the Pueblos of the Southwest. The most important of all to the Northwest coast Indian peoples was the Raven. The Pueblo peoples lived in compact, permanent villages and resided in multifamily buildings. The women of a household cared for young children; cultivated spring-irrigated gardens. 2 What traits did the Plains tribes share, and what was the economic basis of the way of life for most Plains tribes? One of the most important traits shared by all Plains tribes was the fact that they all hunted bison or buffalo. This was also the economic basis of their way of life since hunting provided them with food and†¦show more content†¦12 Describe the composition and structure of the labor force in the West. How was it shaped by racial prejudice? 13 What were the principal gold and silver boom areas from 1858 to 1874? What other mineral extraction became economically important? Topaz if you went deep enough but it took a lot of time and money and people or workers. 14 Describe the typical pattern of development and decline in the mining regions. What was life like for men and women in the mining camps and towns? Mining life for the men was long days and tough work conditions that were often dangerous. In some towns the women also worked the mines but normally they were in charge of taking care of the homes. 15 Describe the origins, purposes, and practices of the long drive and the open range cattle industry. What ended this brief but colorful boom? What was the long-run nature of the cattle business? To transfer animals across the country to be used for other things. It failed after a while due to droughts and the freezes 16 How did the Wild West shows of Buffalo Bill Cody and others shape the popular image of the American West? Wild West Shows were traveling vaudeville performances in the United States and Europe. The first and prototypical wild west show was Buffalo Bills, formed in 1883 and lasting until 1913. The shows introduced many western performers and personalities, and a

The Learning Organisation

Question: Discuss about theLearning Organisation. Answer: Introduction: Many scholars have come up with different definitions of a leader. However, the definitions are correlated since they have elements that are overlapping. In brief, a leader is said to be a person who directs others towards achieving any set goal. There may exist differences in the definitions but the three common elements must feature. (McGill, 2011). They include the goals, the people being led and the one who is exercising authority upon them. Leadership is a skill that can be nurtured through learning. However, many people believe that leaders are just born. It is for this reason that we do not associate leadership with a position within an organisation or the government. For instance, there are individuals who occupy very influential offices yet they do not possess any of the leadership traits. (Harrison, 2015) A leader has the desire to achieve the desired goals. Consequently, they make every effort to achieve the goals despite the challenges that arise along the way. Leaders motivate others through service. Therefore they must commit themselves to a course that will portray them as an example to their subjects. (Nevis, 2009) John C. Maxwell perceives leadership in three dimensions through his statement that says: A leader is one who knows the way, goes the way and shows the way. The first aspect of leadership according to Maxwell depicts a leader as an individual who has a vision. A vision is an imaginary impression of how the future would be. The leader ought to have a blueprint of what they intend to achieve before they guide people in working towards the goal. (Kolb, 2006). The people are motivated when leaders take up the role to define a good vision. Leaders are charged with the responsibility to conceptualise the visions so that they can break it down for the people they lead. This calls for special skills in the management of the masses. In this case, leaders have to sharpen their communication proficiency. They must also strategise effectively in order to formulate clear and achievable visions. Sometimes the visions may need adjustments depending on the future environmental changes. The leaders s hould be flexible enough to make the alterations so as the organisation remains on course. It is for this reasons that Maxwell contends that leaders must know the way. (Argyris, 2013) The next aspect in Maxwells communication is that leaders should go the way. After setting the vision, efforts must be put in place to get to the reality of the imaginations. Leaders are expected to exhibit resilience because it is never an easy task. In order to achieve a wonderful goal, normally the challenges witnessed may discourage the people within the organisation. It is the duty of the leaders to keep up the fighting spirit. A leader should not be faint hearted. (Lhteenmki, 2007). This trait is disadvantageous especially in environments where there are many risks. Leaders who achieve success in the end always give priority to the most essential practices. They minimise risks by employing adequate management measures. This is a step that demands for sound decision making processes because it determines the direction which the organisation will take. (Azmi, 2008) The last item is that the leaders should show the way. Typically, leadership entails the capacity to influence. Maxwell believes that one qualifies to be a leader if they can convince the rest of the people to work towards realizing the objectives. They do so by providing a conducive environment and the requisite tools for working. Worker participation in the decision making process is an important ingredient for empowerment. A leader should create teams which can work in collaboration. By doing this, they serve as inspirational figures that the employees can look up to. The general conduct of a leader is paramount for the success of any organisation. (McGill, 2011). Many workers take up the behaviour of their leaders because they believe those are their role models. Maxwell highlights the need for the leaders to be all round individuals since they represent the whole organisation. National leaders are public figures that are monitored all over the world. The image of the country rel ies on the leaders hence the need for them to carry themselves with repute. We can use the analogy of Jesus Christ who is considered by many as the ultimate leader. He lived a life of example, in that he did what he said. Jesus exhibited the utmost will to achieve his vision when he offered himself on the cross so that every human kind may find salvation. (Azmi, 2008) There has been extensive scholarly research in the field of organisational learning. Many people want to gain insight in the systems through which organisational learning operates, how to come up with such organisations and the challenges experienced while learning. Organisational learning is a branch of Organisational Theory as a discipline. It is a conglomerate of many other subjects that border on creativity and innovation and the ability to communicate. Organisational Learning is specifically focused on the psychological spheres that are associated with any organisation. (Levinthal, 2014) Organisational Learning can be defined from two fronts. First, the behavioural aspects are analysed and then the thinking patterns follow. There are two schools of thought which try to unravel the mysteries that come with Organisational learning. The behavioural school bases its argument on how to do, whereas the cognitive school is limited to the mental patterns of thinking. (March, 2006). Learning is a process; the proponents of the cognitive school contend that our minds have special designs of thinking that help in the learning course. These designs guide in the interpretation of the existing surrounding and determine the reflex action to be undertaken in various situations. On the other hand, those who believe in the behavioural school of thought hold a contrasting opinion. They believe that learning occurs through direct physical confrontation with the environment. For example, one must perform an experiment to ascertain the physical changes that happen when an event takes plac e. (Lhteenmki, 2007) There are theories that explain the Organisational Learning concept. They were derived from both schools of thought. The adaptive and generative learning theory and the experiential theory are derivatives from the cognitive school. The assimilation theory is a product from the behavioural school. The experiential theory was coined from the word experience. The psychological welfare of an individual expands as they gain more familiarity with the learning environment. (Harrison, 2015). This theory is applicable in the leadership cycles in that individual skills are sharpened as time goes by. Learning is a repetitive procedure that enables leaders to interact with the environment. They conduct experiments which present challenges to them. Such experiments require an intensive formulation of possible solutions hence the development of the thinking patterns. (Levinthal, 2014) The adaptive and generative theory calls for a broader view of the world phenomena. The imaginary patterns are based on a deeper perspective of the nature of the environmental aspects. In this sense, the elements incorporated in the experimentation process cover a wider scope. Much information is sought from a group of disciplines in order to come up with a hybrid mental pattern. (Harrison, 2015) Lastly is the assimilation theory. While the initial theories focus on the thinking process, this theory is based on the behaviour changes in the learning process. It describes the development along the cycle, giving evidence that is quantifiable. The evidence is collected through observation, which is contrary to the other approaches that are purely psychological. The assimilation process follows a systematic procedure that forms a full cycle of action related learning. (March, 2006) Having examined the three theories, the next step is to relate them to John C. Maxwells premise that a leader knows the way, goes the way and shows the way. In the discussion above, there is mention that a good leader must have a clear vision. For any organisation to achieve its targets, leaders must set achievable visions. The experiential theory can come to play in this scenario since leadership is a critical aspect. Leaders who have vast experience are bound to make sound decisions since they are knowledgeable. Some decisions can be made following the precedential judgements that were made in the past. Experience comes with resilience. A leader who is experienced can withstand tougher challenges. (Kolb, 2006) Maxwell also argues that a leader should go the way. The dynamics of the world are very demanding. Organisations should be led in a manner that is flexible so as to adapt to the changing environment. For this reason, the adaptive and generative theory of learning is employed. It is an established fact that the theory is a conglomerate of vast disciplines. The implication of this is that leaders should be ready to accommodate any situation because organisations are faced with many challenges. (Hodgkinson, 2009) In Maxwells principle, the last item is for a leader to show the way. The most applicable theory is the assimilation theory which is based on observation. In this case, leaders can perform experiments to their subjects so that they learn how to carry out organisational duties. Formally, this idea is carried out through trainings. Workers often go through a systematic tuition that enables them to acquire skills. (Isaacs, 2015) References Argyris, C. (2013). Teaching Smart People How To Learn. Harvard Business Review, Argyris, C., Schon, D. A. (2009). Organizational learning: A theory in action perspective.Reading, MA: Addison-Wesley Publishing Company. Azmi, F. T. (2008). Organizational learning: Crafting a strategic framework. ICFAI Business Strategy, Harrison, R. (2015). Learning, knowledge productivity and strategic progress: International Training Development Hodgkinson, M. (2009). The Learning Organization and Emergent Strategies. Strategic Change Isaacs, W. N. (2015). Taking Flight: Dialogue, Collective Thinking, and Organizational Learning. Organizational Dynamics, Kolb, D. (2006). Experiential Learning: Experience as the source of learning and development. Harvard Business Review Lhteenmki, S.M. (2007). Critical Aspects of Organizational Learning Research and Proposals For Its Measurement. British Institute of Management Levinthal, D. A. (2014). The Myopia of Learning. Strategic Management. March, J. G. (2006). Exploration and Exploitation in Organized Learning. Organization Science McGill, M. E. (2011). The Smarter Organization: How to build a business that learns and adapts to marketplace. New York, NY: John Wiley Sons. Nevis, E. C. (2009). Understanding Organizations as Learning Systems. MIT Sloan Management Review