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The learning material and contents provided by the AltanaESP Network & System, frequently make use of terms and concepts that aren't all that familiar to most people. This glossary - AltanaESP Terms and Concepts - is a collection of the constructs (i.e. words, terms & concepts) often used in AltanaESP materials and content. This glossary act as a source of reference to enhance the contextual meaning and understanding of these "odd" terms and concepts. Words and/or phrases hold different meanings for each person. Therefore, it is a sensible idea to "define" the constructs used and to "place every body on the same page" when dealing with such constructs. You, the reader - most likely - have quite a different definition for, understanding of or perspective regarding such constructs... and that is fine! However, within the Altana... Electronic Support Platform (i.e. Network and System), the various terms, concepts and implications are quite specific and contextual.

Therefore, each word, term or concept - included in this glossary - serve as a "resources tool" to promote understanding and context when dealing with or exploring AltanaESP materials and contents.

Browse the glossary using this index

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10% of life's quality is made up of what happens to us, over which we have no control (i.e. LAB-Factors). However, 90% of life's quality is decided by whether we tend to react or respond to that 10% of events beyond our control. Thus, how do we choose to apply the coffee bean principle...
  • do we react like a carrot,
  • do we we react like an egg or
  • do we respond like the grounded coffee beans?
The 10-90% principle - apart from being much more productive when dealing responsibly with what we can and cannot control - also influences the manner in which we balance our Locus of Control and restore equilibrium in our lives by managing the effects of the Newton's Cradle Trap.

When you ain't on top of change, change will be on top of you!

It is NOT a question of what is happening to us, but how we DEAL WITH what is happening to us!


Accountable assessments are assessments which is rooted within the demands of both the society and the workplace. By means of accountable assessments evidence are provided that time, effort and money invested in education and training (from pre-primary up to tertiary levels), has led to certain identifiable and measurable learning outcomes (e.g. OBET & NQF).

Accountable assessments are - on the one hand - an attempt to either sample or determine whether individuals have learned and mastered certain skills, abilities and competencies. On the other it is an attempt to establish the efficiency with which teachers (e.g. AltanaESP locksmiths, facilitators, trainers, parents, role-models, coaches, mentors, training officers, etc.) have educated, instructed and set an example for required performances.

Accountability (i.e. accountable assessments) is often regarded as an important factor in determining the improvements of performances and is an assessment procedure that helps to identify the educational or training needs and problems that may exist in any functional environmental context.

Accountable assessments always have a two fold purpose...
  1. to establish possible competency gaps and requirements within a workplace context and
  2. identify and refine those components that could hinder or possibly prevent an individual to either reach or obtain his/her fullest potential.
The forerunner to achieve success and obtain productive interaction results, through SMART actions and a SMARTER habit, ACT is an abbreviation that represents the synchronized believes and attitude necessary for such activities. ACT reflects the following...
  • Acknowledge feelings and the facts of the situation. FOR EXAMPLE "I am feeling frustrated", "I feel disappointed" and "It is the way it is: S/he isn't interacting or communication in an acceptable manner", refrain from presumptions such as s/he is unwilling or unable to interact in healthy ways (see interaction hurdle 2 for a more detailed explanation).
  • Consider the available choices by broadening the range of activities (i.e new possibilities and alternatives). FOR EXAMPLE make more friends, take a class, exercise, read a book, get a hobby or become involved in community activities.
  • Take constructive action (i.e. do it!) in a SMART manner to become SMARTER.
To ACT smart-ly, implies to confront or deal with an issue or problem, and not to waste unnecessary energy to keep carrying unresolved burdens around.
PLAN while others are playing.
LEARN while others are sleeping.
DECIDE while others are delaying.
PREPARE when others are waiting for a miracle.
BEGIN while others are procrastinating.
WORK while others are wishing.
SAVE while others are wasting.
LISTEN while others are talking.
SMILE while others are frowning.
COMMEND while others are criticizing.
PERSIST while others are quitting.
The Activist Learning Dimension generally implies a total involvement - without bias - in new experiences. It depicts an enjoyment of the here and now; and dominated by immediate experiences. This is a result of being flexible, not skeptical and enthusiastic about almost anything new, and sourcing from a basic philosophy of... "I’ll try anything... well, at least once".

When our learning action model is "ruled" by the activist dimension a tendency develop to act first and only consider the consequences afterwards. It also fill every day with plenty of activities and tackling problems by brainstorming and/or group discussions. As soon as the excitement from one activity has died down, this learning dimension "compel us" to start looking for the next.

The Activist Learning Dimension tends to thrive on the challenge of new experiences, but are easily bored with implementation and longer term consolidation. When our learning action model is dominated by the activist dimension, it tends to result in being constantly involved with others, to participate in new experiences and a general enthusiasm about new ideas. Because this dimension implies doing things and is characterized by a tendency to act first and consider the implications afterwards, it is highly unlikely that this would allow strategic preparation for a particular learning experience. It rather follows the preference route of "experience now" and learn or review "the gains of" learning afterwards... a kind of "do-now-learn-later" inclination.

The activist learning dimension is most productive when...
  • involved in new experiences, problems and opportunities.
  • working with others in teams, task groups or role-playing.
  • being thrown in the deep end with a difficult and complicated task.
  • brainstorming, chairing meetings or leading discussions.
The activists learning dimension is quite unproductive when...
  • listening to lectures, detailed discussions or lengthy explanations.
  • reading, writing or thinking in an isolated context.
  • absorbing and understanding data singly and unable to discuss it with others.
  • following precise instruction and prescriptions to the letter.
An addiction is a recurring compulsion by a person to engage in some specific activity, despite it's harmful (unhealthy) consequences to his/her health, mental state, social life and/or spirituality. The term addiction - generally speaking - is mainly reserved for alcohol and drug addictions, but it is also applicable to other compulsions as well, such as...
  • gambling (compulsive),
  • overeating,
  • computer and internet addictions,
  • sport,
  • religion,
  • money,
  • sexual thoughts and activities,
  • workaholic, etc.
Thus, addictions are any activity that reoccur repeatedly in order to cope with a reality that is constantly experienced as stressful and uncomfortable. For example: Rather than to deal with and resolve confrontations at home, a person would spend more hours at work (normally using the excuse of a demanding job) than to face the "obstacles" at home.

Addictions in this sense are one of the final "defence" mechanisms of the mind. Addictions in modern times can be either hard addictions (obvious, noticeable especially to others and outright damaging to the individual with an addiction) or soft addictions (subtle, not easily recognizable, much more damaging because of the veneer "covering" the actual problem... for example being or acting supportive to mask withdrawal or maintain plenty of social interactions to hide feelings of loneliness).

All addictions is a method that we use to remain unconscious and deny the harsh realities of our every day existence. Thus, addictions is our chosen or preferred technique to develop, sustain and remain "unconscious" (i.e. being unaware of... or suppressing, denying and ignoring the truth), because... when we are unaware of it... we don't have to deal with it and the problems that we experience normally tends to be somebody else's fault... which often establish the following addiction cycle...
Graphical representation of the unhealthy addiction cycle.
... that - invariably - results in a self-destructive guilt-shame-fear cycle.

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