100and5stars - 22 - Leadership

Leadership of 100 and 5 Stars -- 22 -- Ed. 2.
Leadership of 100 and 5 Stars

Magazine Twenty-two
The Leadership, and the English Language

The English Language, and the Leadership.
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Leadership of 100 and 5 Stars -- 22 -- Ed. 2.0
Splendor

President Francisco I. Madero,

Led Mexican Revolution
He, FIM, (October 30, 1873–February 22, 1913) was a reformist

politician and writer and president of Mexico from 1911 to 1913.
Francisco Ignacio Madero González; 30 October 1873 – 22 February 1913) was a

Mexican revolutionary, writer and statesman who served as the 33rd president
of Mexico from 1911 until shortly before his assassination in 1913. He was an
advocate for social justice and democracy.

Madero was notable for challenging Mexican President Porfirio Díaz for the
presidency in 1910 and being instrumental in sparking [initiating, producing,
creating] the Mexican Revolution.
Born into an extremely wealthy [prosperous] landowning1 family in northern

Mexico, Madero was an unusual politician, who until he ran for president in the
1910 elections, had never held [assumed] office.
1 Landowning - [Adjective] - Landowning is used to describe people who

own [have possession of] a lot of land, especially when they are considered as
a group within society.
...a wealthy [rich] Scottish landowning family.
...the Anglo-Irish landowning class.
In his 1908 book entitled [named] The Presidential Succession in 1910, Madero
called on voters to prevent the sixth reelection of Porfirio Díaz, which Madero
considered anti-democratic. His vision would lay [arrange] the foundation for
a democratic, 20th-century Mexico, but without polarizing the social classes. To
that effect, he bankrolled [financed, pay for] the Anti-Reelectionist Party (later
the Progressive Constitutional Party) and urged Mexicans to rise up [rebel]
against Díaz, which ignited the Mexican Revolution in 1910.

Madero's candidacy against Díaz garnered widespread [extensive] support in

Mexico, since he was possessed of independent financial means, ideological
determination, and the bravery to oppose Díaz when it was dangerous to do so.
Arrested by the dictatorship shortly after being declared presidential candidate
by his party, the opposition leader escaped from prison and launched the Plan
of San Luis Potosí from the United States, in this manner beginning the Mexican
Revolution.
Following the resignation [acceptance, notification] of Díaz from the presidency

on 25 May 1911 after the signing of the Treaty of Ciudad Juárez, Madero became
the highest political leader of the country. Known as "Maderistas", Madero's
followers referred to him as the "caudillo de la Revolución" (leader of the
Revolution). He was elected president on 15 October 1911 by almost 90% of the
vote. Sworn [Confirmed, Affirmed] into office on 6 November 1911, he became
one of Mexico's youngest elected presidents, having just turned 38. Despite
[Although, Even with] his considerable popularity amongst [among, in the
middle of] the people, Madero's administration soon encountered opposition
both from more radical revolutionaries and from remnants [residues, last part]
of the former regime.

In February 1913, a military coup [revolution, rebellion] took place in the

Mexican capital led by General Victoriano Huerta, the military commander of
the city, and supported by the United States ambassador. Madero was arrested
and a short time later assassinated along with his Vice-President, José María
Pino Suárez, on 22 February 1913, following the series of events known as the
Ten Tragic Days (la Decena Trágica).
The death of Madero and Pino Suárez led to a national and international outcry
[commotion, objection] which eventually paved [concreted] the way for the fall
[collapse] of the Huerta Dictatorship, the victory of the Mexican Revolution and
the establishment of the 1917 Constitution of Mexico under Maderista President
Venustiano Carranza.
Source:
<https://en.wikipedia.org/wiki/Francisco_I._Madero>
=========================================================

A winner is someone who recognizes his God given talents, works his tail off
[decrease] to develop them into skills, and uses these skills to accomplish his
goals.
Larry Bird
Action to be effective must be directed to clearly conceived ends.

Jawaharlal Nehru
Nothing can add more power to your life than concentrating all of your energies
on a limited set of targets.
Nido Qubein
When your desires are strong enough you will appear to possess superhuman
powers to achieve.
Napoleon Hill
When we are motivated by goals that have deep meaning, by dreams that need
completion, by pure love that needs expressing, then we truly live life.
Greg Anderson
People with goals succeed because they know where they are going. It's as
simple as that.
Earl Nightingale

True beauty in a woman is reflected in her soul. It is the caring that she lovingly
gives, the passion that she knows.
Audrey Hepburn
There is nobody more beautiful in this world that a woman in love, so there is
nobody more beautiful than you.
Unknown author
Looking into your eyes I can see beauty, looking into your soul I can see passion,
looking into your mind I can see intelligence, but looking into your heart I can
see the world.
Unknown author
It is one of the aims of linguistics to define itself, to recognize what belongs

within its domain. In those cases where it relies [trusts] upon psychology, it will
do so indirectly, remaining independent.
Ferdinand de Saussure
Linguistics will have to recognize laws operating universally in language, and

in a strictly rational manner, separating general phenomena [singularities] from
those restricted to one branch [subdivision] of languages or another.
Ferdinand de Saussure

The ambiguities of language, both in terms of vocabulary and syntax, are

fascinating: how important connotation is, what is lost and what is gained in the
linguistic transition.
Marilyn Hacker
A research laboratory jealous [observant] of its reputation has to develop less

formal, more intimate [near] ways of forming a corporate judgment of the work
its people do. The best laboratories in university departments are well known
for their searching, mutual questioning.
Nature Journal
Carry the books of self- development, books of the psychology of success, of the
philosophy of success, from an informal vision to a vision of importance. Alert!,
Inside the habit of reading, of course!. Now, a reason of that fact. Think: The
linguistics and the science, the science of the linguistics. Linus Pauling
communicated: ‘A scientist can be productive in various ways. One is having
the ability to plan and carry out [perform] experiments, but the other is having
the ability to formulate new ideas, which can be about what experiments can be
carried out … by making [the] proper calculations. Individual scientists who are
successful in their work are successful for different reasons’. Consequently, a
powerful and subconscious mind towards linguistics. So, the power the
resolutions of problems. Resolutions of life problems, and inside more fields, a
lot of more.
M.C. Enrique Ruiz Díaz

Airplanes are not designed by science, but by art in spite of [even with] some
pretense and humbug [insincerity] to the contrary. I do not mean to suggest that
engineering can do without science, on the contrary, it stands on scientific
foundations, but there is a big gap [pause in the action] between scientific
research and the engineering product which has to be bridged [linked] by the
art of the engineer.
John D. North
‘Make sure you don’t waste your potential on a mediocre project, and be sure
not to pursue something indefinitely [ad infinitum]. Question whether you are
on the right track. If the answer is «No», then move on to something else’. ‘Dr
van Tol told me this just before my MSc degree, because he wanted me to
succeed. He probably never knew that I got stuck [immovable] in a dead-end
project during my PhD. But thanks to his advice I had the courage to discuss the
problem with my supervisors. They suggested that I start a side project, which
quickly became my main project, and grew into the topic on which I am now a
world expert’.
Annemieke Aartsma-Rus
Ideas are free, it’s what you do with them that counts.
Prof. Alfonso Caramazza

At the time I was struggling [under pressure] with a project for almost a year
without getting any result, and I was thinking of changing my project to
something else. Fortunately, I was invited as a young researcher to participate
in the Nobel Laureate Meeting in Chemistry. Listening to all the Laureate
lectures [speeches] provided me with such a great inspiration, particularly Prof.
Kroto’s quote. It made me question myself, and I persisted with the project,
leading finally to success.
Rawiwan Laocharoensuk
Knowledge - Information evaluated and organized in the human mind so that

it can be used purposefully.
Source:
<www.aslib.co.uk/info/glossary.html>
Knowledge - The final goal of the understanding in combining intuitions and

concepts. If they are pure, the knowledge will be transcendental; if they are
impure, the knowledge will be empirical.
Source:
<www.hkbu.edu.hk/~ppp/ksp1/KSPglos.html>

Knowledge - Knowledge is information associated with rules which allow

inferences to be drawn automatically so that the information can be employed
for useful purposes.
Source:
<www.seanet.com/~daveg/glossary.htm>

=========================================================
A vision in order to discern Data, Information and Knowledge
Knowledge is a more subjective way of knowing and is typically based on

experiential [experimental] or individual values, perceptions, and experience.
Popular examples to distinguish data from information and from knowledge
include the following:
1) Data: Content that is directly observable or verifiable; a fact—for

example, listings of the times and locations of all movies being shown
today— I download the listings.
2) Information: Content that represents analyzed data—for example, “I

can’t leave before 5 so I will go to the 7:00 P.M. show at the cinema near
my office.”
3) Knowledge: At that time of day, it will be impossible to find parking [car

parks]. I remember the last time I took the car I was so frustrated and
stressed because I thought I would miss the opening credits. I’ll therefore
take the commuter train. But first I’ll check with Al. I usually love all the
movies he hates so I want to make sure it’s worth seeing!.
Kimiz Dalkir
=========================================================

The single biggest problem in communication is the illusion that it has taken
place.
George Bernard Shaw
What you believe about employees comes out [becomes manifest] in how you
treat them. And how you treat them ultimately determines how effectively you
engage them.
Scott Carbonara
You’ll attract the employees you need if you can explain why your mission is
compelling [authentic]: not why it’s important in general, but why you’re doing
something important that no one else is going to get done.
Peter Thiel
Character is the result of two things: mental attitude and the way we spend our
time.
Elbert Hubbard
Develop an attitude of gratitude. Say thank you to everyone you meet for
everything they do for you.
Brian Tracy

Do we need more time? Or do we need to be more disciplined with the time we

have?.
Kerry Johnson
Our lives begin to end the day we become silent [uncommunicative] about
things that matter.
Martin Luther King, Jr.
Small opportunities are often the beginning of great enterprises.
Demosthenes
It's kind of fun to do the impossible.
Walt Disney

=========================================================
«English is the global language»’
A headline [description] of this kind must have appeared in a thousand

newspapers and magazines in recent years. ‘English Rules [Governs]’ is an
actual example, presenting to the world an uncomplicated scenario suggesting
the universality of the language’s spread and the likelihood [probability] of its
continuation.
1. A statement prominently displayed in the body of the associated article,

memorable chiefly [essentially] for its alliterative [repetitive] ingenuity,
reinforces the initial impression: ‘The British Empire may be in full retreat with
the handover [transference] of Hong Kong. But from Bengal to Belize and Las
Vegas to Lahore, the language of the sceptred [governed] isle is rapidly
becoming the first global lingua franca [language].’ Millennial retrospectives
and prognostications continued in the same vein [manner], with several major
newspapers and magazines finding in the subject of the English language an apt
symbol for the themes of globalization, diversification, progress and identity
addressed in their special editions.
2 Television programmes and series, too, addressed the issue, and achieved
world-wide audiences.

3 Certainly, by the turn of the century, the topic must have made contact with
millions of popular intuitions at a level which had simply not existed a decade
before.
These are the kinds of statement which seem so obvious that most people would
give them hardly [only just] a second thought. Of course English is a global
language, they would say.
From the page 2, of the book: «English as a global language - Second edition».
Author: David Crystal. Editorial: «Cambridge University Press». Country:
«The United States of America». 2003. 229 Pages.
=========================================================
Can the Magazines of the book named Leadership of 100 and 5 Stars achieve
world-wide audiences?. Affirmative answer. First, its speeches and its
knowledge are in, the global language, the English; and second, that sources
have origins of sources with the property of bold blue.
M.C. Enrique Ruiz Díaz.

Pass the Test
- By Brian Tracy
In school, the only way that you can move up [advance, progress] to higher
grades is by passing the tests at your current level. From now on, whenever [on
every occasion] you have a difficulty of any kind, large or small, simply look at
it as a test. Think of everything that happens to you in life, especially setbacks
[delays], obstacles, and disappointments [frustrations], as a type of test. Resolve
that no matter what the situation, you will pass the test and move onward
[ahead] and upward [higher] to the higher grades of life.
The reward for solving problems is that you get the opportunity to solve even
bigger problems. The measure of a person can be determined by the size of the
problems that are entrusted [trusted, assigned] to that person. Never complain
[protest] about a problem, difficulty, or crisis. Instead, look upon [observe] it as
an opportunity to grow more surely toward the stars.
=========================================================

Splendor

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Psychology
- Some Precise Concepts
1. Charisma - n. The capacity to gain the attention of and positively

influence other people. - [Leadership & 100 and 5 Stars]
2. Circular reasoning - n. A fallacious type of reasoning in which the

conclusion of an argument is already contained in the assumptions at the
start of the argument. As an example one might say, “Rich people are
naturally conservative and you can tell because they are more likely to be
Republicans than Democrats.”
3. Clairvoyance - n. The capacity to perceive the past, the future, distant

things, or events or things not seen with normal vision. - [Leadership &
100 and 5 Stars]

4. Classical psychoanalysis - n. The psychoanalysis of Sigmund Freud in

which the therapeutic process occurs through a patient’s saying whatever
[no matter what] enters her/his mind without censorship [restriction]
(free association), which is interpreted by the therapist to the patient, who
overcomes [conquers, prevail over] resistance to conscious
acknowledgment of the interpretation using the energy of the emotional
attachment [connection] (cathexis) he/she has transferred to the
therapist; thus [in this way] the patient becomes able to form new patterns
of association which lead to better functioning.
5. Clinical data combination - n. The integration of multiple measures of

functioning into [towards] a decision or classification of a subject. This
can be done mechanically by a statistical procedure derived from
previous data or intuitively by a clinician or team of clinicians.
Mechanical/statistical procedures are more likely [probable] to give
correct results as long as [with the understanding that] they have an
adequate [enough] base of information for comparison [evaluation]. -
[Time Of Planets]
6. Coefficient of concordance - n. An index of the degree to which rankings

[classifications] by independent judges agree with each other.

7. Cognition - n. (1) A general term for all forms of mental processes

including conscious ones such as perception, thought, and memory, as
well as no conscious processes such as grammatical construction, parsing
[analyzing, describing, explaining] of sensory data into [towards]
percepts, and the neural control of physiological processes. (2) A
particular thought.
8. Cognitive ability - n. The aptitude for or skill at performing mental tasks

such as memory, perception, judgment, decision making,
comprehension, attention, reasoning of various kinds, intuition,
language, and mathematics. This phrase has become a substitute for the
older [ancient] term intelligence and is usually used in an educational
setting [scenery].
9. Cognitive behavior therapy - n. (CBT) A form of psychotherapy that

attempts to meld [amalgamate] the techniques of cognitive therapy with
behavioral therapy. It includes a belief that thoughts, emotions, and
behavior are aspects of a single system in which changing any one affects
the others. CBT borrows [make use of] the techniques of identifying and
changing problematic thoughts from cognitive therapy and behavioral
[social, interactive] change techniques from behavior [conduct] therapy.
«Why does the reading of book of self-development matter?».


10. Cognitive busyness - n. The degree to which the mind’s capacity for
processing information is taken up [commence] with a task or tasks which
limit or interfere with its ability to accomplish other tasks. Thus
[Consequently] if a person is working on a problem, his or her mental
busyness level is higher than if he/ she were simply sitting [inactive,
sedentary] and watching a blank screen [monitor]. - [Leadership & 100
and 5 Stars]
=========================================================

=========================================================
About the studies of the traumatic effects of the 9/11
We all know what happened on 9/11, and we know that 9/11 was covered
intensively on television, and everybody has seen the photographs of the
airplanes crashing into the World Trade Center, pictures of people falling.
People jumping down [falling] from the World Trade, the toxic cloud going
through lower Manhattan, those images were broadcast throughout the United
States and throughout the world.
And there are PTSD researchers, epidemiologists, who have attempted to study
the traumatic effects of those images on populations both within the New York
metropolitan area and in other parts of the United States. The results of this
research have been published over the last five years in the leading psychiatric
and medical journals: The New England Journal of Medicine, the journal of the
American Medical Association, Archives of General Psychiatry, and the journal
of the American Psychiatric Association. And those findings are extremely
interesting.
[Post-traumatic stress disorder, or PTSD]

The people who were interviewed, people who live in Seattle or Broken Mesa,
Arizona and all around the world, were given a list of symptoms. And they say,
for example, “Since 9/11, I’m definitely having problems sleeping, as I
remember.” This is now six months later. “I’m more irritable,” or something. So
they get one symptom, sometimes they get two symptoms, using the model of
partial PTSD.
But, from the point of view of this inner logic I’ve been talking about, this
doesn’t make any sense. These are non-specific symptoms. We don’t know what
they mean. We don’t even know if they’re symptoms. However, those
symptoms are then collated [organized, classified], they are brought together,
they’re aggregated into [in, to, towards] tables.
On those tables, we have the four core symptoms, and the percentages of people
who have them. So what is being constructed on the page is a very convincing
case of PTSD, with all four symptoms, but the individual who is being
represented, the person who is being represented is what I’ve called a “fictive
person.” It’s not someone who exists. It is a compound [amalgam, combination,
composite], something that’s been brought together, aggregated from, in some
cases, thousands of individuals to [in order to] create or construct a kind of a
golem. [golem?].
Allan Young
[«fictive», in Spanish, «(adj.) ficticio; fingido»].
=========================================================

What these men debated about was the meaning of the discoveries they had
made. The new science of quantum mechanics, for example, had created a
number of puzzles [enigmas, mysteries, dilemmas]: light, which had been
assumed to be either a particle or a wave, now appeared to be both at the same
time; separated particles were shown as still [even] linked with one another in
ways that appeared to violate the principle that nothing can travel faster than
the speed of light; and things at the quantum level seemed to assume a definite
and determinate shape [form] only when observed. At first, the philosophical
implications of these findings were urgently [immediately] discussed. But then,
Lee Smolin says, these debates were set aside [rejected].
David Cayley
The problem of quantum gravity on which Lee Smolin has worked arises
[ascends] from the incompatibility between Einstein’s theory of relativity and
quantum mechanics. Relativity describes the geometry of space-time, of which
gravity is an aspect. Quantum mechanics describes the fine structure of matter.
But the two don’t fit together [come together, interconnect]. The key issue, Lee
Smolin says, has to do with the nature of space and time.
David Cayley

Lee Smolin, recorded at his home in Toronto. He’s a member of the faculty of
the Perimeter Institute at the University of Waterloo and the author of «The
Trouble [Problem] With Physics». [[“How To Think About Science”]] will
conclude next week at this time with a conversation with British philosopher
Nicolas Maxwell, the author of From Knowledge to Wisdom.
David Cayley
... paradigms, the core of the culture of science, are transmitted and sustained
just as is culture generally: scientists accept them and become committed
[required, designated] to them as a result of training and socialization, and the
commitment is maintained by a developed system of social control.
Barnes, Barry
... if we can predict [calculate] successfully on the basis [foundation, base] of a

certain explanation we have good reason, and perhaps the best sort of reason,
for accepting the explanation.
Kaplan, Abraham
To be aware [conscious] that a problem exists is the prerequisite for any attempt
to solve the problem.
Fredrickson, A.G.
Like a man on a bicycle science cannot stop; it must progress or collapse.
Free, E.E.

Science progresses not only because it helps to explain newly [recently, again]
discovered facts, but also because it teaches us over and over again [always,
constantly] what the word ‘understanding’ may mean [denote, represent].
Heisenberg, Werner

=========================================================
Leadership, and the Health Service
[NHS - The National Health Service]
The National Health Service (NHS) has to provide a dynamic and responsive
[quick to respond, alert, receptive] health care system with a workforce that can
cope [manage, handle] with frequent organizational change. To achieve this, the
NHS must have clinicians who can demonstrate leadership skills and act as role
models at all levels of health care provision.
The outdated [obsolete] health care service that works on strong paternalistic
and controlling principles is in effect dead. The changes in the culture of the
NHS have been driven by numerous factors including changes in society, and
the decentralization of health care services. Others factors include the failing of
the NHS to tackle [face] system failures such as those identified by the Bristol
enquiry [examination] and challenges in implementing complex and ever
increasing changes within the health care system.
It is clearly recognized the important concept of leadership by influencing the

delivery of high quality care through delegation and empowerment.

Donnelly (2003) states that achieving good leadership is more of a journey than
a destination and is easy to recognize in action. Yet it is difficult to define the
important characteristics of a good leader.
A wealth of literature discusses different types of leadership and whether

individuals are born natural leaders with intrinsic personality traits
[characteristics, attributes] or whether they can be taught the key qualities
required of an effective leader (Hawkins and Thornton, 2002; Austin et al.,
2003).
To be an effective leader requires a complex mix of attributes, behaviors and

skills but most of all it requires an ability to reflect upon [on] and evaluate
yourself.
[[The aim of this article is]] to provide the reader with an overview of some of
the key concepts in leadership. This article will briefly discuss:
• Why leadership skills are important in the provision of health care.
• How to become an effective leader.
• How to work with teams.

The article will identify areas for further [supplementary] reading particularly
in relation to managing organizational and cultural change and the challenges
that can be faced working with people to implement change. It is beyond [ahead
of] the scope [range] of [[this article]] to provide a comprehensive [complete]
overview of discussions related to the theories of leadership styles.
Article: «Leadership in health care». Susan Oliver MSc. Editorial: «Wiley

InterScience». Year: 2006
=========================================================

=========================================================
Leadership and Leadership Development
in Health Care
1. Individual leadership in health services
Effective leaders in health services emphasize continually that safe [careful],

high quality, compassionate care is the top priority. They ensure [safeguard,
guarantee] that the voice of patients is consistently heard at every level; patient
experience, concerns, needs and feedback (positive and negative) are
consistently attended to. They offer supportive, available, empathic, fair,
respectful, compassionate and empowering leadership.
They promote participation and involvement as their core leadership strategy.

They ensure the staff ‘voice’ is encouraged, heard and acted on across the
organization and provide practical support for staff [organization, human
resources, employees] to innovate within safe [protected] boundaries
[frontiers].

They ensure everyone is clear about what they are required to do and give
helpful, positive feedback on performance, including appreciation. They insist
on transparency in relation to errors, serious incidents, complaints [protests]
and problems and they regard mistakes as opportunities for learning. They act
effectively to deal with poor performance and proactively address [attend]
aggressive, inappropriate and unacceptable behaviors displayed by staff or
patients/cares.
They promote continuous development of the knowledge, skills and abilities of

staff in order to improve quality of patient care [attention], safety [security],
compassion and the patient experience. They consistently encourage, motivate
and reward innovation and introduce new and improved ways of working.
__ __ __
2. Team leadership
Team leaders create a strong sense of team identity by ensuring [safeguarding.

guaranteeing]: the team has articulated a clear and inspiring vision of the team’s
work; there is clarity about the team’s membership; team members agree five or
six clear, challenging [stimulating], measureable team objectives; there is strong
commitment [responsibility, obligation] to collaborative cross-team and cross-
boundary working.

Team leaders ensure: there is shared leadership in teams and members are fully
involved in appropriate decision making; responsibility for decisions is
delegated to members appropriately; and there are constructive debates about
how to provide and improve high quality patient care. They also ensure the
team regularly takes time out [available, obtainable] from its work to review its
performance and how it can be improved, and there is a team climate of
positivity, characterized by optimism, team efficacy, mutual supportiveness
and good humor.
__ __ __
3. Leadership of organizations
Board [Panel] leadership is most effective when boards enact [represent,

present, perform] the vision and values of their organizations through what
they attend to, monitor [observe, check], reprove or reward; when they listen to
patient voices as the most important sources of feedback on organizational
performance; and when they listen to staff [organization, work force] voices to
discover how they can best support and enable staff to provide high quality
patient care. Effective boards ensure a strategy is implemented for nurturing
[cultivating, developing] a positive culture; sense problems before they happen
and improve organizational functioning; promote staff participation and
proactivity; enable and encourage responsible innovation by staff; and engage
[employ] external stakeholders [patrons, investors] effectively to develop
cooperative relationships across boundaries [frontiers].
__ __ __

4. National level leadership
National level leadership plays a major [main] role in influencing the cultures
of NHS organizations. Numerous reports have called for the various bodies that
provide national leadership to develop a single [specific] integrated approach,
characterized by a consistency of vision, values, processes and demands. The
approach of national leadership bodies is most effective when it is supportive
[helpful], developmental, appreciative and sustained; when health service
organizations are seen as partners [associates] in developing health services;
and when health service organizations are supported and enabled to deliver
ever improving high quality patient care. The cultures of these national
organizations should be collective models of leadership and compassion for the
entire [complete] service.
[NHS - The National Health Service]
__ __ __

__ __ __
Personality and leader effectiveness
The first major stream of research reflects a long standing [vertical, permanent,
durable] fascination with the personality traits of those who become leaders.
From this broader [extensive] leadership research evidence we can identify core
personality traits associated with leadership effectiveness, including:
1. High energy level and stress tolerance - They have high levels of stamina
[energies] and can work effectively over long periods. They are also less
affected by conflicts, crisis events and pressure, maintaining equilibrium
more than others. They are able to think relatively calmly in crisis
situations and communicate that calmness and confidence to others.
2. Self-confidence - They believe they can be effective in difficult situations

and give those they lead a sense of confidence and efficacy. They tend to
be optimistic and confident in the face of difficulties. They are more likely
to deal with difficult situations rather than deny [negate] or avoid them.
However, excessive self-confidence or self-esteem can make leaders
prone [disposed to, predisposed to] to making risky or wrong decisions.

3. Internal locus of control - They believe what happens around them is

more under [below] their control than the control of external forces and
are motivated to take action to influence and control events. This is
associated with a tendency to be proactive rather than passive. They also
believe they can influence, persuade and motivate others and win their
allegiance [commitment, fidelity] to courses of action.
4. Emotional maturity - They have emotional maturity and intelligence in

the sense that they are less prone [predisposed to] to moodiness
[capriciousness], irritability and angry outbursts [explosions]. They are
positive and optimistic, communicating their positivity to others. They
are aware [conscious] of their own strengths, weaknesses and typical
reactions to situations.
5. Personal integrity - Consistency between espoused [adopted, promoted]

values and behavior is characteristic of those with high levels of personal
integrity, along with [accompanied by] honesty, transparency and
trustworthiness [honesty, responsibility]. Such leaders also keep
promises to staff [organization, human resources] and other stakeholder
[patron, investor] groups and tend not to use their leadership primarily
out of self-interest.

6. Socialized power motivation - They seek power, but primarily in order

to achieve organizational objectives and to support the growth
[expansion, evolution], development and advancement of those they
lead.
7. Achievement orientation - High achievement orientation is associated

with leadership effectiveness but this is not a linear [direct] relationship.
Managers with very high achievement orientation can become insensitive
to the effects of their desires on those around them who feel driven by
their leader’s ambition.
8. Low needs for affiliation – This refers to the need to be liked and accepted
by others, which effective leaders do not have. … Neither do they have
extremely low affiliation needs, which would mean they were uncaring
[insensible, indifferent] of others and their opinions.
__ __ __
«Leadership and Leadership Development in Health Care: The Evidence

Base». Designed and printed by Rapidity, Citybridge House, 235 – 245
Goswell Road, London, EC1V 7JD. February 2015
=========================================================

=========================================================
Patients’ Rights
Patients’ rights, include the right to:
1. Health information.
2. Full range of accessible and affordable [reasonably priced] health services.
3. Privacy when they are receiving health care.
4. Be treated with dignity and respect when they are receiving health care.
5. Be assured [guaranteed, confident] that personal information will remain

confidential.
6. Be given an explanation of the processes that they go through [experience]

when they are receiving health care.
7. Be treated by people who are trained and knowledgeable [well-informed]

about what they do.
8. Continuity of services.
9. Be treated by a named provider.
10. Express the views on the services provided and to complain [protest] about
unsatisfactory health services.
11. Gender [male / female] equality.
12. A healthy and safe environment.
13. Make free informed choices.

«Chapter 10 - Leadership and Management». Editorial: «Operations Manual

for Staff at Primary Health Care Centres». [Our present document does not
have more data of identification].
=========================================================

=========================================================
World Leaders Call for Action on Water
President Enrique Peña Nieto
President EPN of Mexico (co-chair) - «The High Level Panel on Water is

progressively moving forward. For Mexico’s co-chairmanship [co-preside
over], adopting the Panel Action Plan mirrors [reflects, represents, signifies] the
will and commitment of Member States … [next, continuation]

…towards establishing a programme of concrete actions focused on achieving

the sustainable development goal 6 SDG6 regarding global access to water and
sanitation, thereby [in that way] contributing in a strategic and fundamental
manner to reducing poverty and inequality [discrimination]. Today with the
construction of this renewed [renovated] perspective, water, being essential for
life, is beginning to be understood as the most important resource for
humanity»
__ __ __
New York, 21 September, 2016 — The High Level Panel on Water, consisting of
11 sitting Heads of State and Government and one Special Adviser [Consultant,
Mentor], today issued a Call to Action for a fundamental shift [change,
modification] in the way the world looks at water.
The Panel aims to mobilize effective action and advocate on financing and
implementation to increase access to safe drinking water and adequate
sanitation for all, and to improve the sustainable management of water and
sanitation (Sustainable Development Goal (SDG 6)), as well as to contribute to
the achievement of the other SDGs that rely on [depend on] the development
and management of water resources.

In a Joint Statement (https://sustainabledevelopment.un.org/HLPWater), the

Panel, which is jointly [in association] convened [organized, call together] by
UN Secretary-General Ban Ki-moon and World Bank Group President Jim Yong
Kim, recognized both the human right to safe drinking water and sanitation,
and the need for all to take responsibility for managing water better. The need
for a comprehensive and coordinated approach to water, as well as increased
attention and investment in water-related services, are at the heart of the Call.
The Panel presented the Action Plan which outlines [draws, delineates] new
initiatives and investments [financings] that can put the world on the path to
meet the SDG6 and related targets. The Panel Members committed [required,
designated] to lead the way and encouraged other Heads of State and
Government to do the same.
Currently, more than two billion people are affected by water stress, a figure
that is expected to rise in coming decades due to [as a result of] growing
demands on water supplies and the increasing effects of climate change.

While 6.6 billion or 91 percent of the world’s people used an improved [better-
quality, perfected] drinking water source in 2015—up from 82 percent in 2000—
an estimated 663 million people were still using unimproved [unworked]
sources or surface water. Moreover [Additionally], not all improved sources are
safe. For instance, in 2012 an estimated 1.8 billion people were exposed to
drinking water sources contaminated with fecal matter. As of 2015, 2.4 billion
people lack access to improved sanitation—with 946 million people still
practicing open defecation.
“The 2030 Agenda for Sustainable Development promises to leave no one

behind [last, following] in access to basic services, including water and
sanitation. Realizing [Understanding] this vision requires a comprehensive
[complete] approach based on human rights principles,” said UN Secretary-
General Ban Ki-moon.
“The consequences of water shortage [deficiency] are costly [expensive,

overpriced] today, but will be exponentially more expensive in the future,” said
World Bank Group President Jim Yong Kim.
“Economic growth in some regions could be cut [adjusted] by as much as 6

percent because of water scarcity [insufficiency] alone. The High Level Panel on
Water is critically important because the world needs leadership at the highest
political level to usher [leader, conductor] in policies that support a more
sustainable use of water.”
__ __ __

Prime Minister Sheikh Hasina, Prime Minister of Bangladesh - Water is life. It

is absolutely essential for our survival. The future of the world also depends on
water. Indeed, we cannot dream of a peaceful and prosperous world without
water. But we must not forget [ignore] that water is a finite resource. If we fail
to manage this resource properly, it can cause a lot of human sufferings. Let us
all work together for a world where everybody would have equal rights and
access to safe water.
__ __ __
President János Áder of Hungary - “Our fate [destiny] depends on how

successfully we tackle [undertake] the climate change and the water crisis that
is looming [imminent] large in an increasing number of countries across the
world. There is a close interlinkage between these two challenges. We have
about 15 years to turn [gyrate] our water management sustainable before the
problem would get [become] out of control in the face of worsening
[deteriorating] climate change. This enormous task puts every country to test.
The solution requires all of us to join forces and share knowledge. For the
upcoming [coming] years it will be more evident than ever that water is the
source of life, cooperation and development. We shall not forget [ignore]: water
connects us, and water is everyone’s responsibility.”
__ __ __

Prime Minister Hani Mulki of Jordan - "Water security is increasingly being

addressed [spoke, lectured] by many countries as part of their national security
strategic approaches. Jordan however, is using the water dialogue as an element
for corporation rather than conflict initiation. Jordan realizes [understands] that
sustainable management of water and sanitation is the core element for life and
human dignity. Jordan's Water Strategy aligns and merges SDG6 targets and
indicators within its goals, objectives and programs which aim to optimize the
utilization of the interlinked resources of water, energy and food guided by
principles of human rights and justice. Jordan emphasizes that SDG6
implementation requires significant mobilization of resources, effective use of
financing, good governance and the rule of law at the national and international
levels for sustained, inclusive and equitable economic growth, sustainable
development and the eradication of poverty and hunger".
__ __ __
President Jacob Zuma of South Africa - “Never before in history of the

multilateral platforms, did the world converge and agree on giving hope and
dignity to so many across the globe in pursuit [search] of access to clean water
and sanitation, in this new era of the 2030 Agenda. We were born to unite with
our fellow [colleague] man, and join communities of the human race in order to
create equal chances for success at all levels in our race against time to save the
planet for the next generations, while seeking a positive economic and social
developmental path, through water infrastructure investments, catalyzing
change, building partnerships and international cooperation, creating better
human settlements.”
__ __ __

President Emomali Rahmon of Tajikistan - “Sustainable development is not

feasible [possible] without an efficient use of water resources. Therefore
[Consequently], the priority task for the near future is to promote dissemination
of knowledge and expertise and to consolidate the efforts of politicians and
investors in the process. Over the last decade Tajikistan has made an enormous
contribution into pursuing the water issue on the global development agenda,
and considers the establishment of the High-Level Panel on Water as an
important step towards acceleration of global water issues solution. I believe
that an Action Plan adopted by the Panel will create an ample [sufficient]
opportunity in priority areas for strengthening [consolidation] and enhancing
cooperation among different stakeholders [supporters, investors, patrons].”
__ __ __
Dr. Han Seung-soo, Former Prime Minister of the Republic of Korea (Special
Adviser [Consultant, Mentor]) - “Last year saw [observed] major global
commitments on sustainable development and climate change. This coming
year, we must jump-start [push] our actions. After climate change, water is to
be the most critical issue facing the humanity. I will strive [do your best] to make
every effort on my part in comprehensively [in detail, scrupulously] addressing
diverse water issues such as resilience [resistance, elasticity] against floods
[inundations] and droughts [lacks, deficiencies], closer trans-boundary water
cooperation, and sanitation and water for all, thereby [in that way] contributing
to globally enhanced [increased, improved] water security. ”
__ __ __

A beautiful landscape: «Aves», water, and more.
__ __ __
Article: «World Leaders Call for Action on Water». United Nations

Department of Public Information 405 East 42nd Street, New York, NY 10017
|E: <dpicampaigns@un.org> and on Facebook at

<www.facebook.com/globalgoalsUN>. 20 September 2016.
=========================================================

=========================================================
Sustainable Development
Thinking with knowledge about Sustainability - Harmony with Nature

1. Sustainability is: a capacity, a potential, an ability rather than a given fact;

the capacity of the organization to fulfill its mission and reach its vision;
more than survival: growth, development, impact; two fundamental
issues: the problem of the environment degradation that so commonly
accompanies economic growth and the need for such growth to alleviate
[ease] poverty.
2. Belief in the opportunity to consume without limits in an ecologically

limited world is a powerful driving force increasing global risk.
3. Some less-developed countries see sustainable development as an

ideology imposed by the wealthy [prosperous] industrialized countries
to impose stricter conditions and rules on aid [help, support] to
developing countries. Other critics suggest that the concept does not give
enough attention to the poor, who suffer most from environmental
degradation.
4. Sustainable development will not be brought about by policies only: it

must be taken up [started] by society at large as a principle guiding the
many choices each citizen makes every day, as well as the big political
and economic decisions that have. This requires profound [deep] changes
in thinking, in economic and social structures and in consumption
[utilization] and production patterns.

5. The goal of sustainable development is to enable all people throughout

[all the way through] the world to satisfy their basic needs and enjoy a
better quality of life without compromising the quality of life of future
generations.
6. In 1980, the International Union for the Conservation of Natural

Resources (IUCN) published the World Conservation Strategy (WCS)
which provided a precursor to the concept of sustainable development.
The Strategy asserted [declared, affirmed] that conservation of nature
cannot be achieved without development to alleviate [ease] poverty and
misery of hundreds of millions of people and stressed [highlighted,
emphasized] the interdependence of conservation and development in
which development depends on caring for the Earth. Unless [If not] the
fertility and productivity of the planet are safeguarded [protected], the
human future is at risk.
7. In June 1992, the first UN Conference on Environment and Development

(UNCED) was held [sustained] in Rio de Janeiro and adopted an agenda
for environment and development in the 21st Century. [Next,
continuation]

Agenda 21: A Programme of Action for Sustainable Development

contains the Rio Declaration on Environment and Development, which
recognizes each nation’s right to pursue [engage in] social and economic
progress and assigned to States the responsibility of adopting a model of
sustainable development; and, the Statement of Forest [Woods]
Principles. Agreements were also reached on the Convention on
Biological Diversity and the Framework Convention on Climate Change.
UNCED for the first time mobilized the Major Groups and legitimized
their participation in the sustainable development process. This
participation has remained [persisted] a constant until today. For the first
time also, the lifestyle of the current civilization was addressed [attended,
spoke] in Principle 8 of the Rio Declaration. The urgency of a deep change
in consumption [utilization, expenditure] and production patterns was
expressly and broadly [generally] acknowledged [recognized] by State
leaders. Agenda 21 further reaffirmed that sustainable development was
delimited by the integration of the economic, social and environmental
pillars. The spirit of the conference was captured by the expression
"Harmony with Nature", brought into [towards] the fore [front] with the
first principle of the Rio Declaration: "Human beings are at the center of
concerns [interests, matters] for sustainable development. They are
entitled [named] to a healthy and productive life in harmony with
nature".

8. On 24th December 2009 the UN General Assembly adopted a Resolution

(A/RES/64/236) agreeing to hold the United Nations Conference on
Sustainable Development (UNCSD) in 2012 - also referred to as 'Rio+20'
or 'Rio 20'. The Conference seeks three objectives: (1) securing renewed
[renovated] political commitment to sustainable development, (2)
assessing [evaluating] the progress and implementation gaps
[interruptions, spaces] in meeting already agreed commitments, and (3)
addressing [speaking, attending] new and emerging challenges.
The Member States have agreed on the following two themes for the
Conference: (1) green economy within the context of sustainable
development and (2) poverty eradication, and institutional framework
for sustainable development. Since UNCED, sustainable development
has become part of the international lexicon. The concept has been
incorporated in many UN declarations and its implementation, while
complex has been at the forefront [vanguard, front position] of world’s
institutions and organizations working in the economic, social and
environmental sectors. However, they all recognize how difficult it has
proven to grant [agree to] the environmental pillar the same recognition
enjoyed by the other two pillars despite [although, even with] the many
calls by scientists and civil society signaling [indicating] the vulnerability
and precariousness of the Earth since the 1960s.
__ __ __

«Quotes about Sustainable Development», training course Sustainable

Project Management Struga, 17. – 24. September 2011, Struga, Republic of
Macedonia organized by Kvantum.
=========================================================

=========================================================
«Content» as adjective and as noun
Content – adj (satisfied, happy; conforme)
contento/a adj
satisfecho/a adj
1. She was content to hear about his promotion.
Ella quedó conforme cuando oyó de su promoción.
Ella quedó contenta cuando se enteró de su promoción.
Ella quedó satisfecha cuando se enteró de su promoción.
2. The cat was curled up by the fire, looking content.
El gato estaba hecho un ovillo junto al fuego y se veía contento.
Content – noun (substance) contenido
1. The content of the essay is interesting and important.
El contenido del ensayo es importante e interesante.

Content n (ideas contained) fondo
2. The article was well structured, but it didn't have much content.
El artículo está bien de forma, pero no de fondo.
Contents npl (inside a container) contenido
3. Elizabeth emptied the contents of her handbag onto the table.
Elizabeth vació el contenido de su bolso en la mesa.
Contents npl (book: list of chapters) índice
4. The contents are at the front of the book.
El índice está al comienzo del libro.
Content n (internet: text, data, information) contenido
5. Un click en el enlace y todo el contenido [Content] de la página se

despliega.

Content n (pleasure) satisfacción nf
6. His content at his student's success was obvious.
Su satisfacción por el éxito de sus estudiantes era evidente.
Source:
< https://www.wordreference.com/es/translation.asp?tranword=content>
=========================================================

=========================================================
Online Learning – Important Ideas
__ __ __
Online learning - as the use of the Internet to access learning materials; to

interact with the content, instructor, and other learners; and to obtain support
during the learning process, in order to acquire knowledge, to construct
personal meaning, and to grow from the learning experience.
__ __ __
Implications for Online Learning
1. Learners should be told [informed] the explicit outcomes [results] of the

learning so they can set expectations and judge [evaluate] for themselves
whether or not they have achieved the outcome of the online lesson.
2. Learners must be tested to determine whether or not they have achieved

the learning outcome. Online testing or other forms of testing and
assessment [measurement, evaluation] should be integrated into the
learning sequence to check individual learner’s achievement level and
provide appropriate feedback.
3. The learning materials must be sequenced appropriately to promote

learning. The sequencing could take the form of simple to complex,
known to unknown, and knowledge to application.
4. Learners must be provided with feedback so that they can monitor how
they are doing and take corrective action if required.

__ __ __
Keller proposes the ARCS model (Attention, Relevance, Confidence, and

Satisfaction) for motivating learners during learning:
1. Attention: Capture the learners’ attention at the start of the lesson and
maintain it throughout [the whole time] the lesson. The online learning
materials must include an activity at the start of the learning session to
connect with the learners.
2. Relevance: Inform learners of the importance of the lesson and how taking
the lesson could benefit them. Strategies could include describing how
learners will benefit from taking the lesson, and how they can use what
they learn in real-life situations. This strategy helps to contextualize the
learning and make it more meaningful [important], thereby [in that way]
maintaining learners’ interest throughout the learning session.
3. Confidence: Use strategies such as designing for success and informing

[notifying] learners of the lesson expectations. Design for success by
sequencing from simple to complex, or from known to unknown, and use
a competency-based approach where learners are given the opportunity to
use different strategies to complete the lesson. Inform learners of the lesson
outcome [result] and provide ongoing [constant, continuing]
encouragement to complete the lesson.

4. Satisfaction: Provide feedback on learners’ performance and allow

[permit] them to apply what they learn in real-life situations. Learners like
to know how they are doing, and they like to contextualize what they are
learning by applying the information in real life.
__ __ __
Because of [As a result of] globalization, information is not location-specific, and

with the increasing use of telecommunication, technologies experts and learners
from around the world can share [distribute] and review information. Learning
and knowledge rests [reposes] in a diversity of opinions. As a result, learners
must be allowed [permitted] to connect with others around the world to
examine others’ opinions and to share their thinking with the world. Mobile
learning promises [suggests] to help learners function in a networked world
where they can learn at any time and from anywhere (Ally, 2005). - [Leadership
& 100 and 5 Stars].
__ __ __
The Internet is expanding education into [towards] a global classroom, with

learners, teachers, and experts from around the world. As a result, learners must
network [make contacts] with other students and experts to make sure that they
are continually learning and updating [modernizing, renovating] their
knowledge.
__ __ __

A self-assessment [self- evaluation] should be provided at the start of the lesson

to allow learners to check whether they already have the knowledge and skills
taught in the online lesson. If learners think they have the knowledge and skills,
they should be allowed to take that lesson’s final test. The self-assessment also
helps learners to organize the lesson materials and to recognize the important
materials in the lesson. Once [When] learners are prepared for the details of the
lesson, they can go on [continue] to complete the online learning activities and
to learn the details of the lesson.
__ __ __
Behaviorist, cognitivist, and constructivist theories have contributed in different

ways to the design of online materials, and they will continue to be used to
develop learning materials for online learning.
(1) Behaviorist strategies can be used to teach the facts (what);
(2) Cognitivist strategies, the principles and processes (how); and
(3) Constructivist strategies to teach the real-life and personal applications and
contextual learning.
There is a shift [move, change] toward constructive learning, in which learners

are given the opportunity to construct their own meaning from the information
presented during the online sessions. …
__ __ __

It is the theory that decides what we can observe. Albert Einstein. - [Leadership
& 100 and 5 Stars].
__ __ __
The online learning environment is also a unique cultural context in itself.

Benedikt (1991) argues that cyberspace “has a geography, a physics, a nature,
and a rule of human law”. Increasingly, students come to online learning with
preconceptions gathered from both formal and informal experience in virtual
environments. They exercise their mastery of communication norms and tools,
some of which are not be appropriate [correct] to an educational online context.
__ __ __
Quality online learning provides many opportunities for assessment

[evaluation] – opportunities that involve the teacher, but also ones that exploit
the influence and expertise of peers [colleagues] and external experts, others
that use simple and complex machine algorithms to assess [evaluate, measure]
student learning, and perhaps most importantly, those that encourage learners
to reflectively [studiously] assess their own learning. Understanding what is
most usefully [conveniently] – rather than most easily – assessed [evaluated,
measured] is a challenge for online learning designers.
__ __ __

Community-Centred - The community-centred lens [‘lente’] allows us to

include the critical social component of learning in our online learning designs.
Here we find Vygotsky’s (2000) popular notions of “social cognition” relevant,
as we consider how students can work together in an online learning context to
collaboratively create new knowledge. These ideas have been expanded in
Lipman’s (1991) “community of inquiry [interrogation, question],” and Etienne
Wenger’s (2002) ideas of “community of practice,” to show how members of a
learning community both support and challenge each other, leading to effective
and relevant knowledge construction. Wilson (1997) has described the
characteristics of participants in online communities as having a shared sense
of belonging [be in the right place], trust [conviction, belief], expectation of
learning, and commitment to participate in and contribute to the community.
__ __ __
Interaction – or its derivative term interactivity – serves a variety of functions

in the educational transaction. Sims (1999) lists these functions as allowing for
learner control, facilitating program adaptation based on learner input,
allowing various forms of participation and communication, and aiding
[supporting, helping] meaningful learning. In addition, interactivity is
fundamental to creating the learning communities espoused [promoted,
supported] by Lipman (1991), Wenger (2002), and other influential educational
theorists who focus on the critical role of community in learning. Finally, the
value of another person’s perspective, usually gained through interaction, is a
key learning component in constructivist learning theories (Shank, 1993),
and in inducing mindfulness [consciousness] in learners (Visser, 2000).
__ __ __

Interaction can also be delineated in terms of the actors participating in the

interaction. Michael Moore first discussed the three most common forms of
interaction in distance education –
(1) student-student;
(2) student-teacher and
(3) student-content
(Christenson & Menzel, 1998). These interactions were expanded by Anderson

and Garrison (1988) to include
(4) teacher-teacher,
(5) teacher-content, and
(6) content-content interaction.
In 2002, I developed an equivalency theorem describing the capacity to

substitute one form of interaction for another, based upon [on] cost and
accessibility factors (Anderson, 2003).
__ __ __
«The Theory and Practice of Online Learning». Editorial: AU Press,

Athabasca University.
=========================================================

=========================================================
Principles about Teaching the English Language
According to the Assessment Reform Group, assessment [evaluation,

measurement] for learning should:
1. be part of effective planning for teaching and learning so that learners and
teachers should obtain and use information about progress towards
learning goals; planning should include processes for feedback and
engaging [involving, employing] learners;
2. focus on how students learn; learners should become as aware

[conscious] of the „how‟ of their learning as they are of the „what‟;
3. be recognized as central to classroom practice, including demonstration,

observation, feedback and questioning for diagnosis [judgment,
analysis], reflection and dialogue;
4. be regarded [observed] as a key professional skill for teachers, requiring

proper training and support in the diverse activities and processes that
comprise [involve] assessment for learning;
5. should take account of the importance of learner motivation by

emphasizing progress and achievement rather than failure and by
protecting learners‟ autonomy, offering some choice and feedback and
the chance for self-direction;

6. promote commitment to learning goals and a shared understanding of

the criteria by which they are being assessed [evaluated, measured], by
enabling learners to have some part in deciding goals and identifying
criteria for assessing [evaluating] progress;
7. enable learners to receive constructive feedback about how to improve,

through information and guidance [supervision], constructive feedback
on weaknesses [limitations] and opportunities to practice improvements;
8. develop learners‟ capacity for self-assessment [self- evaluation] so that

they become reflective and self-managing;
9. recognize the full range of achievement of all learners.
Activities that emerge from these principles can, simultaneously, reflect and
influence the meanings of learning that are implicitly or overtly [explicitly,
clearly] communicated to students. These can be characterized as:
1. transmission of external knowledge and the teacher‟s expertise,

knowledge and advice;
2. transaction between teachers and students or between students about

process or activity, the content [matter, subject] of an activity or task or
about its goals;
3. transformation of students‟ and teacher‟s understanding and insight

[awareness, vision] in concepts and processes associated with learning a
subject.

Jay Derrick and Kathryn Ecclestone. «English-language Literature Review –

Teaching, Learning and Assessment for Adults Improving Foundation
Skills». Editorial: «Centre for Eductional Research and Innovation - OECD».
=========================================================

=========================================================
Principles of Constructivist Thinking
__ __ __
Constructivism - What is meant by constructivism? The term refers to the idea

that learners construct [build, create] knowledge for themselves -- each learner
individually (and socially) constructs meaning --- as he or she learns.
Constructing meaning is learning; there is no other kind. The dramatic
consequences of this view are twofold [double];
1. we have to focus on the learner in thinking about learning (not on the

subject/lesson to be taught):
2. There is no knowledge independent of the meaning attributed to

experience (constructed [built, created, composed]) by the learner, or
community of learners.
__ __ __

… Now, the Principles
1. Learning is an active process in which the learner uses sensory input

and constructs meaning out of [by means of] it. The more traditional
formulation of this idea involves the terminology of the active learner
(Dewey's term) stressing [highlighting, emphasizing] that the learner
needs to do something; that learning is not the passive acceptance of
knowledge which exists "out [improbable, unthinkable] there" but that
learning involves the learner s engaging [employing] with the world.
2. People learn to learn as they learn: learning consists both of

constructing meaning and constructing systems of meaning. For
example, if we learn the chronology of dates of a series of historical
events, we are simultaneously learning the meaning of a chronology.
Each meaning we construct makes us better able to give meaning to
other sensations which can fit [corresponded] a similar pattern.
3. The crucial action of constructing meaning is mental: it happens in the

mind. Physical actions, hands-on experience may be necessary for
learning, …, but it is not sufficient; we need to provide activities which
engage [employ] the mind as well as the hands. (Dewey called this
reflective activity).

4. Learning involves language: the language we use influences learning.

On the empirical level. Researchers have noted that people talk to
themselves as they learn. On a more general level. There is a collection
of arguments, presented most forcefully [powerfully, convincingly] by
Vigotsky, that language and learning are inextricably [inseparably]
intertwined [interlaced]. This point was clearly emphasized in Elaine
Gurain's reference to the need to honor native language in developing
North American exhibits. The desire to have material and programs in
their own language was an important request by many members of
various Native American communities.
5. Learning is a social activity: our learning is intimately associated with

our connection with other human beings, our teachers, our peers
[colleagues], our family as well as casual acquaintances [friends, links,
connections, understandings], including the people before us or next to
us at the exhibit. We are more likely [probable] to be successful in our
efforts to educate if we recognize this principle rather than try to avoid
it. Much of traditional education, as Dewey pointed out [called
attention to], is directed towards isolating [set apart, divorcing] the
learner from all social interaction, and towards seeing education as a
one-on-one relationship between the learner and the objective material
to be learned. [next, continuation]

In contrast, progressive education (to continue to use Dewey's

formulation) recognizes the social aspect of learning and uses
conversation, interaction with others, and the application of knowledge
as an integral aspect of learning.
6. Learning is contextual: we do not learn isolated [solitary, alone] facts

and theories in some abstract ethereal [insubstantial] land of the mind
separate from the rest of our lives: we learn in relationship to what else
[also] we know, what we believe, our prejudices [prejudgments,
discriminations] and our fears. On reflection, it becomes clear that this
point is actually a corollary of the idea that learning is active and social.
We cannot divorce our learning from our lives.
7. One needs knowledge to learn: it is not possible to assimilate new

knowledge without having some structure developed from previous
knowledge to build on [develop]. The more we know, the more we can
learn. Therefore [Consequently] any effort to teach must be connected
to the state of the learner, must provide a path into the subject for the
learner based on that learner's previous knowledge. - [Leadership & 100
and 5 Stars].

8. It takes time to learn: learning is not instantaneous. For significant

learning we need to revisit ideas, ponder them try them out [test them],
play with them and use them. This cannot happen in the 5-10 minutes
usually spent in a gallery [galleria, portico] (and certainly not in the few
seconds usually spent contemplating a piece.) If you reflect on anything
you have learned, you soon realize [understand] that it is the product
of repeated exposure [experience, bringing to light] and thought. Even,
or especially, moments of profound [deep, intense] insight, can be
traced back to longer [extended] periods of preparation.
9. Motivation is a key component in learning. Not only is it the case that

motivation helps learning, it is essential for learning. This ideas of
motivation as described here is broadly [generally] conceived to include
an understanding of ways in which the knowledge can be used. Unless
we know "the reasons why", we may not be very involved in using the
knowledge that may be instilled [taught, inculcated, imparted] in us.
Even by the most severe and direct teaching.
__ __ __
Article: «Constructivist Learning Theory». Editorial: «CECA (International

Committee of Museum Educators) Conference». 15-22 October 1991. Prof.
George E. Hein. Lesley College. Massachusetts USA
=========================================================

=========================================================
Feedback Quotes
1. It’s the quality of the feedback rather than its existence or absence that
determines its power. Stiggins et al (2004)
2. In giving students descriptive feedback, you have modeled the kind of

thinking you want them to do as self-assessors. Chappuis (2005)
3. The most important instructional decisions are made, not by the adults
working in the system, but by the students themselves. Stiggins et al
(2006)
4. A major role for teachers in the learning process is to provide the kind of
feedback to students that encourages their learning and provides
signposts [signs, indications, suggestions] and directions along the way,
bringing them closer to independence. Earl (2003)
5. Good feedback systems produce a stream [torrent] of data to students

about how they’re doing – a flow of pieces of information that is hourly
and daily as opposed to weekly and monthly (which is the rate of
feedback produced by systems that rely on [count on] tests). Saphier et al
(2008)
6. Our goal in assessment [evaluation] reform is thus [consequently] not

merely to design more engaging [attractive] and authentic tasks but to
build in the kind of frequent feedback and opportunities to use that
feedback that are found [discovered] in all effective performance systems.
Wiggins (1998)

7. It was only when I discovered that feedback was most powerful when it
is from the student to the teacher that I started to understand it better.
When teachers seek [request], or at least [as a minimum] are open to
feedback from students as to what students know, what they understand,
where they make errors, when they have misconceptions [erroneous
belief], when they are not engaged [involved] – then teaching and
learning can be synchronized and powerful. Feedback to teachers helps
make learning visible. Hattie (2009)
A critical function of feedback is to create a progressive advance of the

students on the subject of creating, in themselves, a capacity of self-direction
in their studies.
=========================================================

=========================================================
Reinventing the Company for the Digital Age
__ __ __
The transformation of companies in step with technological and societal [social]

change is a task that has to be planned and carried out [performed] by people.
The concept underpinning [supporting] [[this section of the book]] is that job
quality must be enhanced [increased] in order to encourage innovation.
However, making better use of high-quality resources calls for changes in
working practices and culture. Collaboration becomes the driving force for the
digital era—co-creating, co-working, sharing, co-designing, and co-thinking—
in a diversity rich framework that fosters [cultivates, promotes] creativity. One
key factor of diversity is gender [male / female] diversity. We must make the
most of the inexorable shift [change] towards different power relations among
the genders, which is shaping new leadership styles and the rise of “soft
power.” We also need diversity in professional and personal values and
aspirations. Governments and—all the more [doubly, especially, particularly]
so—companies should create a flexible work framework that accepts and
encourages greater empowerment for individuals.
__ __ __

If we are to adapt the company to a radically changed environment in which

production functions, distribution channels, customers, markets and human
resources are all different, we must also change the way we manage and lead
our business. The leadership of the company must form a vision and strategy
for change and provide a flexible, transparent framework: this way the entire
organization can align itself with change, and the process can be properly
directed. New structures must be created to support and encourage change
while keeping the organization fully [completely] operational while the shift
[change] is under way [in progress, on track]. This transformation process
requires opening up [accelerating] the company to a wide range of stakeholders
[patrons, investors] and to the community at large [in general], with a twofold
[double] goal: first, to set in motion an ongoing [constant] process of open
innovation; secondly, to meet society’s demand for values, good practice,
respect for the environment, and sustainability. The complexity of the process
and the need for strong but open and inclusive leadership to bring it to
completion is illustrated by the case study of BBVA, whose transformation is
taking place in three closely [intimately, narrowly, directly] interrelated
domains: technology, corporate culture, and organizational structure.
__ __ __

New Ways of Working in the Company of the Future - Peter Thomson. P.T.
argues that firms are still [yet] applying Industrial Age working practices to the
new Information Age work patterns. Organizations are still run as hierarchical
command systems in a world of networked individuals and self-employed
entrepreneurs. Today we are in the middle [center] of the Information
Revolution, facing fundamental changes to the way we live and work. The
difference is that the current revolution is bringing as much change in a decade
as was spread over [cover] a century last time. Thomson states that the main
issues pushing [move forward] this tsunami of change are flexible/smart
working and increasing demand for work/life balance and job satisfaction. In
order for this transformation to work well, nothing less than a revolution in
management practices must happen. - [Leadership & 100 and 5 Stars]
__ __ __

__ __ __
Our Common Ties [Bonds, Links Connections]: Corporate Culture - The

extensive [big, widespread] literature on collective intelligence agrees that
organizations’ most important asset [resource] is knowledge. This insight is
even more relevant today, because knowledge is the engine that drives
emerging technologies. George Pór has pointed out [indicated, specified],
however, that collaboration is vital to ensure that knowledge arising in an
individual’s mind acquires added value through being processed by others,
leading to further [additional, auxiliary] stages of knowledge. This is the
purpose of collaborative work. Information technologies let us manage our
knowledge, but in themselves create nothing. The key is to get people to
collaborate with one another. This has a lot less to do with IT platforms than
with a change of mindset [frame of mind, attitude]: a change of culture.
This is why companies need to create a framework that nurtures the new
collaborative paradigm. To be genuinely effective and embed the collaborative
spirit in the organization’s DNA, that framework must be accurately [exactly]
aligned with corporate culture and be fully consistent with it. To encourage
collaborative work has given us a compass-needle [range-indicator?] in
everything we have done since we began the project in mid-2008 [intermediate-
2008]. Since then, we have adapted our corporate culture step by step, guided
by the vision we share as an organization: “At BBVA, we work towards a better
future for real people.”
__ __ __

A Passion for People - Adopting new work habits isn’t easy, but it’s perfectly
possible. Science has shown that
«the brain continues to form new neural pathways [routes, ways, paths] and
modify existing ones in order to learn, create new memories, and adapt to new
experiences».
For the process of change to make real headway [progress, advance,

development], though, it isn’t enough for people to change their habits as
individuals. It is also necessary to create working teams that can serve as
benchmarks [standards, point of reference] for the rest of the organization.
Creating multidisciplinary teams is powerfully aided [helped, assisted] by
global People Management processes. It is important to get to know each
professional as an individual, but it is just as crucial to create the opportunities
for people themselves to take the initiative and seek [search for] inclusion in
collaborative teams.
__ __ __
BBVA uses a wide array of training media. E-learning, for instance, is a

universally accessible resource that provides a flexible and self-managed
learning pathway
__ __ __
We must help people acquire new knowledge, deal [trade, do business]

effectively with digital environments and develop new skills like [as] active
listening, critical thinking, and collaboration. We also need to support them
when they apply the lessons learned to form new habits and behaviors.
__ __ __

It is for this reason that the shift [change] in the way we work and in our mindset
[frame of mind, attitude] has been implemented using an inclusive approach
that looks at the needs of everybody within our organization. As we have said,
technology—though a powerful catalyst [chemical agent, promoter]—is not
enough in itself to change a company. It is people, especially those in
management positions, who make change a reality and, by providing a role
model, lead the way to a more open, collaborative and innovative culture.
__ __ __
We should like to acknowledge [recognize, admit] the work they are doing and
thank them for sharing it with the BBVA New Approaches to Work team. Our
thinking has been stimulated by visits to the headquarters [head office, control
center, center of operations] of Apple, Cisco, IBM, Microsoft, Telefónica, Repsol,
Google, SRI, Commonwealth Bank of Australia, Macquarie Bank, Zara, and
other companies.
__ __ __

In August of 2002, with the priority of improving the company’s governance

[supremacy, authority], Breen announced the appointment of Jack Krol as lead
director. Together they lead the formation of their CEO/board [panel] Social
Contract--How we conduct ourselves:
1. Integrity - We demand of each other and ourselves the highest standards

of individual and corporate integrity with our customers, suppliers,
vendors [sellers, sales person], agents and stakeholders [patrons,
investors]. We vigorously protect company assets [resources] and comply
[obey, act in accordance] with all company policies and laws.
2. Excellence - We continually challenge each other to improve our

products, our processes and ourselves. We strive [make every effort]
always to understand our customers’ and suppliers’ businesses and help
them achieve their goals. We are dedicated to diversity, fair [objective,
impartial] treatment, mutual respect and trust of our employees and
customers.
3. Teamwork - We foster [cultivate, promote] an environment that

encourages innovation, creativity and results through teamwork and
mutual respect. We practice leadership that teaches, inspires and
promotes full participation and career development. We encourage open
and effective communication and interaction.

4. Accountability [Responsibility, Answerability] - We will meet the

commitments we make and take personal responsibility for all actions
and results. We will create an operating discipline of continuous
improvement that will be integrated into [towards] our culture.
__ __ __
Longstanding [Ancient, Venerable] expert and pioneer in the field Professor

Chesbrough feels there is much confusion surrounding what open innovation
is exactly, and he goes on [continues] to define it as “the use of purposive
inflows [incursions, entries, arrivals] and outflows [escapes, discharges, losses]
of knowledge to accelerate internal innovation and expand the markets for
external use of innovation.” He continues by explaining and giving examples of
“outside-in and inside-out” open innovation models. Chesbrough sees open
innovation expanding well beyond simple collaboration between two firms and
he believes designing and managing innovation communities will become
increasingly important for the development of open innovation. In this way
open innovation’s effectiveness is not restricted to a few select corporations; it
makes more effective use of internal and external knowledge in every single
type of organization.
__ __ __

[[In her article]] Professor Adams examines how the company of the future will
do business differently while understanding the value of its relationships and
the resources and services provided by the natural environment. She sees that
the globalization of business which has occurred over the last few decades has
made some companies more powerful than some national governments, and
has made it easier for some companies to exploit [abuse] cheap [low-priced]
labor, plunder [rob, steal, ransack, vandalize] natural resources, and cause
serious consequences for the natural environment, human health and
biodiversity through pollution [contamination]. In the increasingly complex
world in which business has to evolve, she considers the need for integrated
thinking and what that means for organizational structures and cultures; the
traits [characteristics, attributes] of leaders of tomorrow’s companies; the
connected company; new ways of thinking about value; and the role of
transparency and accountability [responsibility] in the new business order.
__ __ __
«Reinventing the Company for the Digital Age». Editorial: BBVA. [The date
is not specified].
=========================================================

Effective leaders – and effective people understand that there is no difference

between becoming an effective leader and becoming a fully integrated human
being.
Warren Bennis
The best minute spent is one I invest in people.
Ken Blanchard
Example is contagious behavior.
Charles Reade
Example is the most potent of all things . . . You must feel that the most effective
way in which you can preach is by your practice.
Theodore Roosevelt
May people know that you, whose name is Jehovah, you alone are the Most
High over all the earth.
Witnesses of Jehovah -Psalm 83:18
They shall come to the knowledge of their Redeemer and the very points of his
doctrine, that they may know how to come unto [to] him and be saved.
The Book of Mormon - 1 Nephi 15:14

Lord God, whose Son our Savior Jesus Christ triumphed over the powers of
death and prepared for us our place in the new Jerusalem: Grant that we, who
have this day given thanks for his resurrection, may praise thee in that City of
which he is the light; and where he liveth and reigneth for ever and ever. Amen.
The Bible - Catechism of the Catholic Church
The story of Theodore Roosevelt is the story of a small boy who read about great
men and decided that he wanted to be like them . . . and he succeeded.
Hermann Hagedorn
The key to pursuing excellence is to embrace [involve] an organic, long-term

learning process, and not to live in a shell [covering] of static, safe mediocrity.
Usually growth [development] comes at the expense [payment] of pervious
comfort or safety.
Josh Waitzkin
Experience is a matter of sensibility and intuition, of seeing and hearing, the

significant things, of paying attention at the right moment, of understanding
and coordinating. Experience is not what happens to a man; it is what a man
does with what happens to him.
Aldous Huxley

The ability to identify and focus on the few necessary things is a hallmark
[guarantee] of great leadership.
Andy Stanley
The wise hears and increases learning and understanding and he gets wise
counsel [advice, guidance].
The Bible
In absence of counsel the people fall, but safety is in a great counselor [analyst].
The Bible
Any fool can find fault, but it takes a winner to find solutions.
Chris Brady
Goals are emotional. If a goal is not working for you, you’re not connected to it.
Raise it, make it meaningful, and make it touch something in you that you want.
Or take it off your list.
Howard Behar
God is of no importance unless he is of supreme importance.
Abraham heschel

God’s will is the best thing that could happen to us under any circumstances.
Danny Morris and Charles Olsen
O God and Father of all, whom the whole heavens adore: Let the whole earth
also worship thee [you], all nations obey thee, all tongues [languages] confess
and bless thee, and men and women everywhere love thee and serve thee in
peace; through Jesus Christ our Lord. Amen.
Christian Prayer
Gratitude is not only the greatest of virtues, but parent of all the others.
Cicero
Great minds discuss ideas, average minds discuss events, and small minds
discuss people.
Admiral Human Rickover
Greatness is not a function of circumstances. Greatness, it turns out

[manufactures], is largely a matter of conscious choice and discipline.
Jim Collins

I’ve determined that companies must meet two criteria to become great. They
must enable (empower) – not simply encourage – organizational learning, and
they need to demand a passion for greatness.
Amit Mukherjee
One thing I have learned as a competitor is that there are clear distinctions
between what it takes to be decent, what it takes to be good, what it takes to be
great, and what it takes to be among the best.
Josh Waitzkin
May the God of hope fill us with all joy and peace in believing through the
power of the Holy Spirit. Amen.
Romans 15:13
Watch, for you do not know when the master of the house will come, in the
evening, or at midnight, or at cockcrow [sunrise], or in the morning, lest he come
suddenly and find you asleep.
Mark 13:35, 36
Nations shall come to your light, and kings to the brightness of your rising.
Isaiah 60:3

Thanks be to God, who gives us the victory through our Lord
Jesus Christ.
1 Corinthians 15:57
Really great men have a curious feeling that greatness is not in them, but
through them.
John Ruskin
I never cease to be amazed that organizations do not insist that their leaders be
continually improving and persistently working toward becoming the best
leaders they can be.
James C. Hunter
I believe that the very purpose of our life is to seek happiness. That is clear.
Whether one believes in religion or not, whether one believes in this religion or
that religion, we are all seeking something better in life. So I think the very
motion of our life is towards happiness.
Dali Lama
If then you have been raised with Christ, seek the things that are above, where
Christ is, seated at the right hand of God.
Colossians 3:1

You shall receive power when the Holy Spirit has come upon [on] you; and you
shall be my witnesses in Jerusalem, and in all Judea, and Samaria, and to the
ends of the earth.
Acts 1:8
Education is the transmission of civilization.
Will Durant
Education is the methodical creation of the habit of thinking.
Ernest Dimnet
Education is the key to unlock the golden door of freedom.
George Washington Carver
Education is the leading of human souls to what is best, and making what is
best out of [by means of] them.
John Ruskin
Behold [Observe], I am he who was prepared from the foundation of the world
to redeem [emancipate] my people. Behold, I am Jesus Christ. . . . In me shall all
mankind have life, and that eternally, even they who shall believe on my name.
Ether 3:14

An effective speaker knows that the success or failure of his talk is not for him
to decide -- it will be decided in the minds and hearts of his hearers.
Dale Carnegie
God, that all-powerful Creator of nature and architect of the world, has
impressed man with no character so proper to distinguish him from other
animals, as by the faculty of speech.
Quintilian
Speech is the mirror of action.
Solon
I believe that the will of the people is resolved by a strong leadership. Even in a
democratic society, events depend on a strong leadership with a strong power
of persuasion, and not on the opinion of the masses.
Yitzhak Shamir
In making a speech one must study three points: first, the means of producing
persuasion; second, the language; third, the proper arrangement of the various
parts of the speech.
Aristotle

Rhetoric is the art of ruling the minds of men.
Plato

Jesus Christ

=========================================================
The Bible
11 Keep on giving these commands and teaching them.
12 Never let anyone look down on your youth. Instead, become an example to
the faithful ones in speaking, in conduct, in love, in faith, in chasteness
[virtuousness].
13 Until I come, continue applying yourself to public reading, to exhortation, to

teaching.
14 Do not neglect the gift in you that was given you through a prophecy when
the body of elders laid their hands on you.
15 Ponder over these things; be absorbed in them, so that your advancement

may be plainly [normally] seen by all people.
16 Pay constant attention to yourself and to your teaching. Persevere in these

things, for by doing this you will save both yourself and those who listen to you.
1 Timothy 4:11–16. «New World Translation of the Holy Scriptures».

Witnesses of Jehovah.
__ __ __

__ __ __
11 Esto manda y enseña.
12 Ninguno tenga en poco tu juventud, sino sé ejemplo de los creyentes en

palabra, en conducta, en amor, en espíritu, en fe y en pureza.
13 Entre tanto que voy, ocúpate en leer, en exhortar, en enseñar.
14 No descuides el don que hay en ti, que te fue dado por medio de profecía con
la imposición de las manos del consejo de ancianos.
15 a Medita estas cosas; ocúpate en ellas, para que tu progreso sea manifiesto a
todos.
16 Ten cuidado de ti mismo y de la doctrina; persiste en ello, pues haciendo esto,

te a salvarás a ti mismo y a los que te oigan.
1 Timoteo 4:11–16. Reina-Valera 2009. «Santa Biblia - Antiguo y Nuevo

Testamento». La Iglesia de Jesucristo de los Santos de los Últimos Días. Salt
Lake City, Utah, E.U.A.
=========================================================

13 Wherefore, my beloved brethren, I know that if ye shall follow the Son, with
full purpose of heart, acting no hypocrisy and no deception before God, but
with real intent, repenting of your sins, witnessing unto the Father that ye are
willing to take upon you the name of Christ, by baptism--yea, by following your
Lord and your Savior down into the water, according to his word, behold, then
shall ye receive the Holy Ghost; yea, then cometh the baptism of fire and of the
Holy Ghost; and then can ye speak with the tongue of angels, and shout praises
unto the Holy One of Israel.
The Book of Mormon – 2 Nefi 31:13
13 Por tanto, amados hermanos míos, sé que si seguís al Hijo con íntegro
propósito de corazón, sin acción hipócrita y sin engaño ante Dios, sino con
verdadera intención, arrepintiéndose de vuestros pecados, testificando al Padre
que estáis dispuestos a tomar sobre vosotros el nombre de Cristo por medio del
bautismo, sí, siguiendo a vuestro Señor y Salvador y descendiendo al agua,
según su palabra, he aquí, entonces recibiréis el Espíritu Santo; sí, entonces
viene el bautismo de fuego y del Espíritu Santo; y entonces podéis hablar con
lengua de ángeles y prorrumpir en alabanzas al Santo de Israel.
El Libro de Mormón - 2 Nefi 31:13

Christ Jesus

=========================================================
Catechism [Religious education]
Believe in God the Father
Our profession of faith begins with God, for God is the First and the Last, The
beginning and the end of everything. The Credo begins with God the Father, for
the Father is the first divine person of the Most Holy Trinity; our Creed begins
with the creation of heaven and earth, for creation is the beginning and the
foundation of all God's works.
__ __ __
Jesus himself affirms that God is "the one Lord" whom you must love "with all
your heart, and with all your soul, and with all your mind, and with all your
strength". At the same time Jesus gives us to understand that he himself is "the
Lord". To confess that Jesus is Lord is distinctive of Christian faith. This is not
contrary to belief in the One God. Nor does believing in the Holy Spirit as "Lord
and giver of life" introduce any division into the One God: We firmly believe
and confess without reservation that there is only one true God, eternal infinite
(immensus) and unchangeable, incomprehensible, almighty [omnipotent] and
ineffable [indescribable], the Father and the Son and the Holy Spirit; three
persons indeed, but one essence, substance or nature entirely [completely]
simple.
Title: «Catechism of the Catholic Church». Amount of pages: 1425. [Esteemed

reader, and researcher: I do not have more data, for the present reference.
Thanks to you all].
=========================================================

=========================================================
The Bible.
16 For they sleep not, except they have done evil: and their sleep is taken away
[removed] unless [if] they have made some to fall.
17 They eat the bread of wickedness [evil], and drink the wine of iniquity.
18 But the path of the just, as a shining light, goeth [goes] forwards, and
increaseth [increase] even to perfect day.
19 The way of the wicked [severe] is darksome [obscure some]: they know not
where they fall.
20 My son, hearken [hears] to my words, and incline thy ear to my sayings.
21 Let them not depart [leave] from thy eyes, keep them in the midst [center] of
thy heart:
22 For they are life to those that find them, and health to all flesh [skin].
23 With all watchfulness [attention] keep thy heart, because life issueth [deliver]
out [ready] from it.
24 Remove from thee a forward [arrogant] mouth, and let detracting [sarcastic]
lips be far from thee.
25 Let thy eyes look straight on [directly], and let thy eye lids [judgment tops]
go before [lead] thy steps.
26 Make straight the path for thy feet, and all thy ways shall be established.

27 Decline not to the right hand, nor to the left: turn away [reject] thy foot from
evil. For the Lord knoweth [know] the ways that are on the right hand: but those
are perverse [disobedient] which are on the left hand. But he will make thy
courses straight [conservative], he will bring forward [advancing] thy ways in
peace.
The Holy Bible. Proverbs. Chapter 4 – 16:27. - Translated From The Latin
Vulgate Diligently Compared With The Hebrew, Greek, And Other Editions
In Divers Languages. Douay-Rheims Version. 1609, 1582.
=========================================================
=========================================================
Some Ancient English Words
wilt = will; shalt = shall; mayst = may; hath =has; thy = your; thee = you;
thou = you; thereof = of this, of that; shew = show; ye = you, the; canst =
can; thine = yours;
Esteemed reader: here, words with a very quick idea of their significance.
Therefore, if you requires more knowledge, you must search for grammatical
knowledge.
=========================================================

=========================================================
La Biblia.
1 Más vale fama que riqueza, | mejor estima que plata y oro.
2 Rico y pobre tienen en común | que a los dos los hizo el Señor.
3 El prudente ve el mal y se protege, | los incautos se arriesgan para su mal.
4 Si eres humilde y temes al Señor | tendrás riquezas, vida y honor.
5 En la senda del perverso, espinas y trampas; | quien cuida de sí mismo se aleja

de ellas.
6 Educa al muchacho en el buen camino: | cuando llegue a viejo seguirá por él.
7 El rico se hace dueño de los pobres; | el deudor, esclavo del acreedor.
8 Quien siembra maldad cosecha desgracia, | el ímpetu de su cólera se

esfumará.
9 El hombre generoso será bendecido, | pues comparte su pan con el pobre.
10 Expulsa al insolente y acabarán las peleas, | habrán terminado riñas y

ofensas.
11 Al rey le gusta un corazón sincero, | se complace en quien habla con ingenio.
12 Los ojos del Señor custodian el saber, | desbaratan las palabras del traidor.
13 ¡Fuera hay un león, dice el holgazán; | seré devorado en plena calle!
14 Trampa peligrosa la boca de la extraña, | en ella caerá quien rechaza al Señor.
15 La necedad se pega al corazón del joven, | la vara de la corrección la

despegará.

16 Quien oprime al pobre lo enriquece, | quien da al rico se empobrece.
Sagrada Biblia - Versión Oficial De La Conferencia Episcopal de España. -

Proverbios 22 - 1:16
=========================================================
Don't befriend [make friends with] angry people or associate with hot-tempered
people.
Proverbs 22:24
Seek his will in all you do, and he will show you which path to take.
Proverbs 3:6
Praise the Lord, everything he has created, everything in all his kingdom. Let
all that I am praise the Lord.
Psalm 103:22
Holy, holy, holy is the Lord God Almighty, who was, and is, and is to come!
Revelation 4:8
We give thanks to the Father, who has made us worthy [valuable] to share in
the inheritance [heritage, legacy] of the saints in light.
Colossians 1:12

Grace to you and peace from God our Father and the Lord Jesus Christ.
Philippians 1:2

This Product is made in Mexico, for

Mexico, and towards the World. M.C. Enrique Ruiz Díaz
Thanks for your attention. Ced. Prof. 5632071
Date of Publishing, 25 October 2019.
Education is a human right with immense power to transform. On its

foundation rest the cornerstones [bases] of freedom, democracy and
sustainable human development.
Kofi Annan
In our premortal life we had moral agency [activity, assistance]. One purpose
of earth life is to show what choices we will make.
See 2 Nephi 2:15–16.

This is the book, in progress, named «Leadership of 100 and 5 Stars». It

will be among the greatest books of Leadership of last times. The book, as you
observe, at the present time, it is presented by magazines. Thanks.
English language:
https://sites.google.com/site/mcenriqueruizdiaz/
https://mcenriqueruizdiaz.blogspot.mx/
Leadership:
https://sites.google.com/site/100and5stars/
https://100and5stars.blogspot.mx/
The Magazines of Leadership of 100 and 5 Stars, In Scribd

https://es.scribd.com/user/440468217/100-and-5-Stars
The Magazines of Leadership of 100 and 5 Stars, In Scribd
DECRETO: AMNISTÍA INTERNACIONAL.
Thanks to you all
Lazos Increíbles.
The Books, and a Mexico with Competence of Integration in the World.
Visa & Passport of the 21st Century.

The VOA- ERD Institution, for Your English.
Visit my Personal Page. Get ahead.

Go to: https://sites.google.com/site/mcenriqueruizdiaz/

Know the Project: Books of English, from English 1 to

5, for all the CBTIS of the United Mexican States.
The Students can do the organization as they like it; but

absolutely, the Responses are written by hand, and the
Works are Presented by Groups with a Maximum of 5 persons.
«I formulated a project for the CBTIS (Technological Industrial and of Services

Center of Bachelor Degree) 107 of Tuxtepec, Oaxaca, México consisting in giving to the
Library of this Institution with five volumes of English language, of my authorship. A
book for each semester, from the first English book to fifth English book (according to
the plan of studies in this regard of the CBTIS). At no cost to the Institution, because this
is a donation (in the staff, I solve my expenses of the project with income of my
employment as a professor that I would be in this CBTIS).
One of the major advantages of this project is to solve the need of the student
of spending in books of English language because the books will be at your complete
disposal into the student community in the Library of the institution.

Afterward, in an immediate subsequent phase of this project is that among the

student community of this CBTIS and all the CBTIS of the United Mexican States will
have these 5 volumes of English language by means of a page of Google; read it, neither
cost nor restriction to obtain them.
Well, as a last note, I must say that these books will have the format of
'workbook'. This, as an intelligent work with foundations and then their respective
exercises to resolve, into a concurrent process».
Con título y cédula profesional 5632071 en la Maestría en Ciencias de la
Computación. Egresado del Instituto Tecnológico de Orizaba. Veracruz, México.

Links, for Your Preparation.
Thanks to you all
English language:
https://sites.google.com/site/mcenriqueruizdiaz/
https://mcenriqueruizdiaz.blogspot.mx/
Leadership of Gold: https://100and5stars.blogspot.mx/
Christian Songs, in Spanish: https://performthespirit.blogspot.mx/
Get Instruments for your Training.

100and5stars - 22 - Leadership

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Leadership of 100 and 5 Stars -- 22 -- Ed. 2.

Leadership of 100 and 5 Stars

The Leadership, and the English Language

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President Francisco I. Madero,

He, FIM, (October 30, 1873–February 22, 1913) was a reformist

Francisco Ignacio Madero González; 30 October 1873 – 22 February 1913) was a

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Born into an extremely wealthy [prosperous] landowning1 family in northern

1 Landowning - [Adjective] - Landowning is used to describe people who

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Madero's candidacy against Díaz garnered widespread [extensive] support in

Following the resignation [acceptance, notification] of Díaz from the presidency

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In February 1913, a military coup [revolution, rebellion] took place in the

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Action to be effective must be directed to clearly conceived ends.

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It is one of the aims of linguistics to define itself, to recognize what belongs

Linguistics will have to recognize laws operating universally in language, and

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The ambiguities of language, both in terms of vocabulary and syntax, are

A research laboratory jealous [observant] of its reputation has to develop less

M.C. Enrique Ruiz Díaz

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Prof. Alfonso Caramazza

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Knowledge - Information evaluated and organized in the human mind so that

Knowledge - The final goal of the understanding in combining intuitions and

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Knowledge - Knowledge is information associated with rules which allow

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A vision in order to discern Data, Information and Knowledge

Knowledge is a more subjective way of knowing and is typically based on

1) Data: Content that is directly observable or verifiable; a fact—for

2) Information: Content that represents analyzed data—for example, “I

3) Knowledge: At that time of day, it will be impossible to find parking [car

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George Bernard Shaw

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Do we need more time? Or do we need to be more disciplined with the time we

Martin Luther King, Jr.

Small opportunities are often the beginning of great enterprises.

It's kind of fun to do the impossible.

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«English is the global language»’

A headline [description] of this kind must have appeared in a thousand

1. A statement prominently displayed in the body of the associated article,

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M.C. Enrique Ruiz Díaz.

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Pass the Test

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1. Charisma - n. The capacity to gain the attention of and positively

2. Circular reasoning - n. A fallacious type of reasoning in which the

3. Clairvoyance - n. The capacity to perceive the past, the future, distant

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4. Classical psychoanalysis - n. The psychoanalysis of Sigmund Freud in

5. Clinical data combination - n. The integration of multiple measures of

6. Coefficient of concordance - n. An index of the degree to which rankings

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