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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...
Human personalities are dynamic systems which are impossible to "describe" in manner that is suitable, reliable and fitting for each and every individual forming a unique part of the 6 billion human inhabitants on this planet. The 16 Personality Archetype Taxonomy identify - using the Dimensions of Human beingness as foundation - 16 "typical personality categories" as indicators or guidelines to explore individual personality traits using a theoretical-match as the point of departure. The 16 Personality Archetypes originate from research conducted by Carl Jung and Meyers Briggs, which eventually cumulated in archetypes (i.e characteristic personality type indicators) that can be identified as follows...
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...
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...
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...