Quoth

The study under this post is focused on practice organization. Practice organization is a Quoth stage that is rooted to cultivate sound practices so as to promote a bold consensus in thought and imagination, an openness toward the future. It uses consensual process, which identifies agreement and build on that agreement[01] as foundation for further practice planning or decision-making. The purpose is to reach a mutually agreeable outcome, remove confusion, and put order. For example, people are willing to devote effort to achieve the same practice criteria, which gives them a common how to tasks and/or activities.

Moreover, practice organization requires internal consistency of information, which can be made possible by the use of database management systems. Note information is rearranged in a way that it makes the needed group categories, or the same ideas of understanding that are put into order for pattern.

Furthermore, the primary rule of practice organization is: As a person who defines a certain condition should look at it from the inside. He should be concerned with what it is composed of, how it works, and what he can contribute for the development of practice. As a person who operates on a certain condition to achieve direction should look at it from the outside and need to know anything about what is inside. He should be concerned only with what it is and what it does. He should look past the details and think solely in terms of the role that it plays at a higher level[02].

Further, practice organization could create change in Quoth and reflect a conforming degree of control in a top-down fashion. Like it forms a geese, a group of web-footed water bird, swayed dramatically to a new direction when one goose have changed his course of direction. Of course, it is more factual if I used pigeon (a short-legged bird with compact body) instead of a goose in the analogy in the actual use when proceeds. The characteristic of the pigeon in the sky is more likely or unlikely will be followed by another pigeon in a group when the bird changed his direction. Also, in somewhat appropriate behavior, you may relate the behavior of Quoth to a buffalo, a large bovine mammal, joined a group and then lost his direction immediately when the leading buffalo of the group was killed by a buffalo hunter.

A further, practice organization could make coordinated effort possible. Thus, it could influence us by its role. By reason of, it has the capacity to drive toward a variety of possible future. That is, it could give us a good chance of falling to the idea that the future is somewhat in linear progression.

In practice organization, it lies hidden the answer to a result that is good and enabling us to work together and create the future. If this result is united and joined by a bold and strong intellectual dimension, there is no need to fear for the future.

References

[01] Dick, Bob, Session 7: Data Collection: Action Research and Evaluation On-line, URL address: http://www.scu.edu.au/schools/gcm/ar/areol/areolhome.html
[02] Healy, Kilian J., Walk with God: The exercise of the Presence of God, Manila-Philippines, Sinagtala Publishers, Inc., 1976

The study under this post is focused on a person’s knowledge to produce attribute information, such as: Personal, programmatic, and work practice activities. Attribute information in this context is a database containing our personal, programmatic, and work practice activities subdivided into manageable files in which we can change and evolve in our practices. It is a kind of setting that holds a great deal of promise, for it can conceivably lighten difficult tasks into the realm of possibilities; it never decreases; and it always increases with use. Another, it is constantly updated throughout the lifetime as knowledge requirements change. It has to be created with goals.

Moreover, the process of producing the attribute information is an adaptive, open, and reflective approach to develop personal, programmatic, and work practice activities. A major benefit of this approach is speeding formulation time. In addition to speeding formulation time, it provides higher performance in producing attribute information and reusing results.

Furthermore, the attribute information will contribute to the person’s formative development, which could add value and credibility to the natural developmental and functional works being done by him/her. It will help the person to create a maintainable reputation and predictable behavior that could demonstrate his/her capacity and integrity to influence other behaviors and clear negative expectation. It will also help the person to increase his/her development and functional work knowledge, capacity, and effectiveness; and clear existing blockages by forming our frameworks and processes.

Further, the attribute information must provide space wherein it can create a place for new ideas and choice behavior. It must also adopt a process that balances development, collection, and presentation of personal, programmatic, and work practice activities. Without this behavior, then it might destroy or damage fresh personal, programmatic, and work practice activities and new beginnings to emerge and nurture in the future.

Quoth will collect these personal, programmatic, and work practice activities for unified and harmonized interaction, linkage, binding, relationship, interchange, transmission, and/or acquirement of its descriptive attributes. The purpose is to enable us to talk about, understand, interpret, criticize, operate on, interview in, and fulfill the attribute information goals.

Quoth presents some formidable obstacles to those who would like to understand what it’s all about or begin trying it out. It introduces a new way of doing things that may seem strange at first, and it comes with an extensive terminology that can take some getting used to. The terminology will help in the end, but it’s not always easy to learn.

The knowledge above is where the practice training stage arises in our society. It’s designed to help a person become familiar with Quoth and get over the hurdle its terminology presents. In addition, it spells out some of the implications of Quoth and tries to give him a flavor of what a practice is really like. That is, it meets the need for practice generalization in feeling, reflecting, thinking, and taking on the best of “what is” and/or “what could be” of practice. Note that practice generalization like most interesting new developments builds on some old ideas, extends them, and puts them together in distinctive ways. The result is many-faceted and a clear step forward.

Moreover, the practice training stage is focused on teaching approaches. It produces ways to help a person in developing, achieving, and improving the necessary areas of his/her practice. In effect, the question “how can this subject matter best be taught?” is raised. the practice, in turn, can be done most effectively and efficiently when a person can have some prior understanding.

Practice is spiral in nature, which solution to shortcomings would take shape as Quoth proceeds.

The essentials of Practice are characterized as follows:

A. Initially, a person intend to foster deeper understanding of the problem in his/her practice by defining his/her framework (theoretical, conceptual, and operational), process, setting, and situation; and performing analysis to solve potential task and/or activity stopping issue(s). Here the person understands what his/her needs and interest are all about and what his/her practice competency level are and/or require.

B. Then the person develops program and plans the action to reinforce and achieve the purpose. The person develops a strategy as form of intervention.

C. Next the person carries out the strategy to determine how successful the program and action has been. That is, during and around the time of intervention, relevant data are collected for event and/or outcome evaluation. This allows the person to check the effects of the activities s/he intended to do, if s/he is aligned accordingly with the purpose. Note that, the person may use several approach to generate data, such as observing the relevant factors and settings; keeping a note of successes, failures, problems, issues, and/or concerns; interviewing people to discuss information; and analyzing documents.

D. Afterwards the person meets better understanding of the strategy by reflecting and thinking on the result findings of the action.

The person may review:
* his/her frameworks and processes;
* the plan of action s/he was using;
* his/her successes on knowing how well his/her actions were doing;
* his/her failures and the gap between the intended and actual results;
* the problem s/he encountered in his/her action;
* the event and/or outcome that s/he was pursuing;
* the emerging issues and/or concerns collected; and
* the people who are involved in the undertakings.

These will lead the person to:
* evaluate, select, and/or generate alternative solutions to a problem;
* identify causes and commit him/herself to devise ways of few key “sustains” and “improves” for the next cycle of the action;
* Generate worthwhile ideas from the strategy to arrive on something that s/he needs to understand better and make a decision about;
* identify what needs improvement that s/he could do better next time;
* setup within the action some means for on-going monitoring and improvement;
*better understanding on how s/he can achieve his/her purpose; and
*allow him/her to become more effective at achieving his/her purpose.

E. Finally, in keeping up-to-date on the challenges facing the person, s/he records the result findings of the action into a meaningful context, measures his/her action, learns from the experience, and refines the strategy to improve the action until solution to the problem is achieved. The idea is to eliminate and close in upon the problem in his/her practice on which s/he is confronted with the refined strategy. In each “refine” the strategy is tested in his/her practice. The intended changes in the strategy reflect the evolution and redefinition of the strategy throughout the process.

Further, the strategy must be known and clarified by others based on certain condition. This is to ensure that others could help the person collaboratively, agree on the strategy and/or result findings of the action, and develop a coherent view for acceptance, understanding, compelling, empowerment, and/or likely action.

A further, Practice should evolve as you learn more from the process.

While practices are useful tool for helping a person to fulfill a great need in him/her (the need to work), the person can encounter problems while s/he copes with the demands of his/her practice (various goals and/or roles) along with observations that the person lacks motivation to adopt the practice, blindly follows the practice, or worries on how to manage and make his/her practice work. By reason of, s/he knows that it requires purpose, adequate information about how to adapt the practice, and hard work - the pressures of the job - at maintaining an appropriate work/life balance.

I believe The above problems will create NOT better results. Necessarily, the person must learn and understand the practice in part by fluency with it and in part by direct experiences, sound investigative methods, and through his critical discernment and reasoning. Think that person will need to have a better look of all his skills sets to manage his/her practice, self, emotions, and etc. Can s/he cope with the demands of his/her practice?

Think the above question can be answered by a framework (self-assessment and improvement plan) that could empower the person to cope with the demands of his/her practice. By adopting the framework, self-assessment will allow the person to discern clearly his strengths and areas in which improvement can be made.

Moreover, framework adoption is a strategy for developing, achieving, and improving the necessary areas of any effort (practice) with the assumption that the locust of control is in the person.

Talking about self-assessment, it is a comprehensive, systematic, and regular review of a person’s activities. It can help the person to:

* identify practice, develop a case for change, create readiness for action, and track performance;
* codify or write-down transmit tacit knowledge-the know-how; and
* work more effectively by applying it rigorously.

So what is special about a practice? A person needs a practice because the practice can help him/her to fulfill a great need in him/her - the need to work.

In the Historical Highlights page, the building blocks presented a conceivable work of a person that holds the seeds of obtaining wisdom. The seeds (spiritual, moral, physical, mental, emotional, personal, relational, occupational, professional, cultural, environmental, social, financial, political, reinforcement, and/or etc.) are categories of practice that receives the action, task, and/or activity performed by the initiator or acceptor of practice.

Moreover, the categories of practice are described (some were extracted from Wikipedia) in brief below based on my personal views aim to nurture, spark, encourage, and/or give the people an opportunity to think more about their practice. Note that each category could be described in many context because of their chance on multiple views.

Spiritual - May refer in this context to spirituality, a concern with matters of the spirit. Moreover, spirituality is man’s attitude and actions based on his relationship with God and in accordance with his faith. This is a condition wherein man does not wish to offend God by doing wrong to himself and to other people. He tries avoiding unkind and unjust actions towards other people.

Moral - May refer in this context to moral values, a thing held to be right or wrong or desirable or undesirable. It is having a correct, honorable, and conscientious state of mind and attitude on acknowledging the right of others.

Physical - In this context, it Involves the use of the physical body in achieving goals.

Mental - May refer in this context to the collective aspects of intellect and consciousness which are manifest in some combination of thought, perception, emotion, will and imagination to make a choice, reflect on values, solve problems, etc.

Emotional - May refer in this context to emotional intelligence, an ability, capacity, or skill to perceive, assess, and manage the emotions of one’s self, of others, and of groups.

Personal - May refer in this context to interests or goals, a state of affairs or a state of a concrete activity domain which a person is going/tends to improve, achieve, and/or obtain.

Relational - May refer in this context to position relating to others and the world, a development of the Self-Unself (SU), the Self-Others (SO), and the Self-World (SW).

Occupational - May refer in this context to occupation, a principal activity (job, employment, or calling) that earns money (regular wage or salary) for a person.

Professional - May refer in this context to a person in a profession, a certain types of skilled work requiring formal training/education, or in sports a sportsman/sportwoman doing sports for payment. It is a worker required to possess a large body of knowledge derived from extensive academic study (usually tertiary), with the training almost always formalized.

Cultural - May refer in this context to culture, a pattern of human activity and the symbolic structures that give such activity significance.

Environmental - May refer in this context to environmentalism, a concern for the preservation, restoration, or improvement of the natural environment, such as the conservation of natural resources, prevention of pollution, and certain land use actions.

Social - May refer in this context to relations between people (social relations), but more specifically a relation between individuals insofar as they belong to a group, a relation between groups of people, or a relation between an individual and a group of people. It is an ability of a person to interact effectively with others. It involves the skill of communication and good public relations regulated by social norms, between two or more people, with each having a social position and performing a social role.

Financial - May refer in this context to activity of finance, an application of a set of techniques that individuals, businesses, and organizations use to manage and control their financial affairs, particularly the differences between income and expenditure and the risks of their investments.

Political - May refer in this context to politician, a person who influences the way a society is governed through an understanding of political power and group dynamics. It shapes the collective viewpoints by being opinionated, results-orientated, high in influence, building alliances, guiding others, being power conscious and persuasive.

Reinforcement - May refer in this context as a category that strengthen approved behavior, response, and/or performance.

Seperately, I will describe each category more in terms of their theoretical framework, conceptual framework, operational framework, and/or subject thought forms for better understanding. This includes identifying possible practice and thier criteria for measuring skills to further develop the practice.

Further, the categories of practice must provide space wherein it can create a place for new ideas and choice behavior. It must also adopt a process that balances development, collection, and presentation of practice. Without this behavior, then it might destroy or damage fresh practices and new beginnings to emerge and nurture in the future.

I wonder what is wrong with your practice? What are your most concerned about your practice? What do you know for sure and what are you not certain about your practice? Here I am moved to offer you the Practitioner Group.