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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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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.
Keyword(s):
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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.
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The aesthetic energy cycle is 43-day cycle that impact on the intensity of our experiences and perceptions regarding the harmony of and our interest in the beauty of life. The aesthetic energy cycle is supported by our KUNDALINI ENERGIES that mainly function in a dependency (i.e. the you or external) realm. This energy cycle is prominently present in the following life areas...
Some words which describe the manifestation and presence of the aesthetic energy cycle...
  • Tasteful
  • Sensuous
  • Cosmetic
  • Beautiful
  • Artistic
  • Aesthetical
  • Esthetical
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Affect implies to have an influence or effect on a change. To act on the emotions of; touch by or moved. Connect closely and often indiscriminatingly. Have an emotional or cognitive impact upon. Make belief with the intent to deceive. Act physically on; have an effect upon. The conscious-subjective aspect of feeling or emotion.

The interesting thing about affect is that everything influence everything else on this beautiful planet of ours. Shouldn't we be more careful in the manner in which we intent to affect other organisms on this planet?
Keyword(s):
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The original story of Aladdin is a Middle-Eastern folk tale. It concerns an impoverished young do-gooder named Aladdin, in a Chinese city, who is recruited by a sorcerer from the Maghreb (who passes himself off as the brother of Aladdin's late father) to retrieve a wonderful oil lamp from a booby-trapped magic cave. After the sorcerer attempts to double-cross him, Aladdin finds himself trapped in the cave. Fortunately, Aladdin retains a magic ring lent to him by the sorcerer. When he rubs his hands in despair, he inadvertently rubs the ring, and a djinni appears, who takes him home to his mother. Aladdin is still carrying the lamp, and when his mother tries to clean it, a second, far more powerful djinni appears, who is bound to do the bidding of the person holding the lamp. With the aid of the djinni of the lamp, Aladdin becomes rich and powerful and marries princess Badroulbadour; the Emperor's daughter. The djinni builds Aladdin a wonderful palace... far more magnificent than that of the Emperor himself.

The sorcerer returns and is able to get his hands on the lamp by tricking Aladdin's wife - who is unaware of the lamp's importance - by offering to exchange "new lamps for old". He orders the djinni of the lamp to take the palace to his home in the Maghreb. Fortunately, Aladdin retains the magic ring and is able to summon the lesser djinni. Although the djinni of the ring cannot directly undo any of the magic of the djinni of the lamp, he is able to transport Aladdin to Maghreb, and help him recover his wife and the lamp and defeat the sorcerer.

Key The lamp (our soul) offers protection to innocence, the higher self, our genius, inner child and inner strengths.

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