100and5 stars 19 - leadership

Leadership of 100 and 5 Stars -- 19 -- Ed. 2.0
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Leadership of 100 and 5 Stars
Magazine Nineteen
The Leadership, and the English Language
The English Language, and the Leadership.

Get Lots of Exercise
- By Brian Tracy
Finally, to conserve energy and take excellent
care of yourself, get 200 to 300 minutes of
exercise each week, thirty to sixty minutes
per day.
You should exercise in chunks of thirty minutes or more, but you don’t have to
train for the Olympics. Just going for a vigorous walk around the block for a
half-hour each evening will pump up your heart, improve your balance and
coordination, relax and calm you, and give you a feeling of well-being.
Sustained aerobic exercise of any kind, such as riding an exercise bike or a cross-
country ski machine or playing any active sport, will dramatically improve your
ability to think, function, and perform during crunch time.
When you exercise vigorously, your brain releases endorphins. These are often
referred to as nature’s ‘‘happy drug.’’ When these endorphins hit your system,
they give you an enhanced sense of well-being and exhilaration. You feel more
positive, confident, and creative. Endorphins make you more personable and
genial with other people. They lower your psychological ‘‘flashpoint’’ and allow
you to remain calm and effective, even in the most stressful circumstances.
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Splendor

«AVES», and a Church of God
Let your light shine before men, that they may see your good deeds and praise
your Father in heaven.
Matthew 5:16
Seek ye [you] first the kingdom of God, and his righteousness; and all these
things shall be added unto [towards] you.
Matthew 6:33

HORUS is the name of a sky god in ancient Egyptian mythology
__ __ __
No matter where you are on the political spectrum, libraries make sense. It's
such a small investment. Every dollar supporting a library system returns
five dollars to the community.
Karin Slaughter
The dollar is currently the principal reserve currency in the world.
Robert C. Solomon
__ __ __

Horus is the name of a sky god in ancient Egyptian mythology which designates
primarily two deities: Horus the Elder (or Horus the Great), the last born of the
first five original gods, and Horus the Younger, the son of Osiris and Isis.
According to the historian Jimmy Dunn, "Horus is the most important of the
avian deities [divinities]" who takes on so many forms and is depicted
[represented, illustrated] so differently in various inscriptions that "it is nearly
[practically] impossible to distinguish the 'true' Horus.
Avian – (Adjective) relating to birds.
Source:
< https://www.ancient.eu/Horus/>
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Dollars – 40 Quotes
1. The value of a dollar is social, as it is created by society.
Ralph Waldo Emerson
2. In this nation, leadership is dollars.
Norman Lear
3. Every dollar spent on nuclear is one less dollar spent on clean renewable
energy and one more dollar spent on making the world a comparatively
dirtier and a more dangerous place, because nuclear power and nuclear
weapons go hand in hand.
Mark Z. Jacobson
4. Treat each federal dollar as if it was hard earned; it was - by a taxpayer.
Donald Rumsfeld
5. A dollar saved is a quarter earned.
John Ciardi
6. The good news is that a competitive dollar in the global market and a
strong dollar at home are compatible in both the long run and during the
transition to a more competitive dollar.
Martin Feldstein

7. I think that I know the value of a dollar.
Dolly Parton
8. If you're totally illiterate and living on one dollar a day, the benefits of
globalization never come to you.
Jimmy Carter
9. I am so blessed that all I've done in my professional life, since I was 17-
18, is play music and somehow make a dollar here and there.
Ian McLagan
10.I've tried to give a dollar and 25 cents in work for every dollar paid me.
Casey Stengel
11.To the general public, show business may just mean the artistic part, but
the dollar and cents element is the reality every performer has to face.
Liza Minnelli
12.Just one step. Just one mile. Just one dollar. Just one kiss. Just one person.
When we look at life through the lens of 'one,' everything becomes that
much more attainable.
Mick Ebeling

13.The strength of the dollar has historically been tied to the strength of the
U.S. economy and the faith that investors have in doing business in
America.
Steve Mnuchin
14.The less you have to think about how to spend every dollar, the more
likely you are to spend wisely.
Suze Orman
15.Dollar bills have absolutely no value except in our collective imagination,
but everybody believes in the dollar bill.
Yuval Noah Harari
16.The way to build billion dollar companies is to first build something
people love. There isn't really a shortcut there.
Sam Altman
Shortcut - a shorter way to get to the same place any way of saving
time, effort, expense, etc.
17.Practically and commercially speaking, a dollar is not necessarily a
specific thing, made of silver, or gold, or any other single metal, or
substance. It is only such a quantum of market value as exists in a given
piece of silver or gold.
Lysander Spooner

18.Every dollar I made from DJing, I put into my videos, promotion -
everything.
DJ Khaled
19.I do appreciate every single dollar I earn.
Miranda Lambert
20.The film is not a success until it makes money. It's only good when there's
a dollar figure attached to the box office.
John Cusack
21.To me, the print business model is so simple, where readers pay a dollar
for all the content within, and that supports the enterprise.
Dave Eggers
22.The prices of all imports would rise if the dollar depreciates.
Robert C. Solomon
23.Each dollar Mexico exports to the U.S. has a content of American
production of 40¢.
President Enrique Pena Nieto
24.Every dollar spent on education should go toward helping our teachers
teach and our students learn.
Doug Ducey

25.A stronger dollar increases U.S. dollar purchasing power.
Steve Mnuchin
26.From time to time, an excessively strong dollar may have negative short-
term implications on the economy.
Steve Mnuchin
27.As treasury secretary, I don't see it as my role commenting on the dollar
in short-term movements.
Steve Mnuchin
28.I said, 'Who said African American founders can't build a billion dollar
company?'
Troy Carter
29.In so many countries, Western journalists are viewed simply as dollar
signs. We're ransom objects.
Lynsey Addario
30.Investors like to hear that you're in a multi-billion dollar market.
Michael Seibel
31.My theme this evening is that America needs a competitive dollar.
Martin Feldstein

32.Every man should make up his own mind that if he expect to succeed, he
must give an honest return for the other man's dollar.
Edward H. Harriman
33.If the Federal Reserve pursues a strong dollar at home while the dollar
becomes more competitive in global markets, we can achieve both price
stability and a more balanced path of economic growth.
Martin Feldstein
34.Only as long as a company can produce a desired, worthwhile, and
needed product or service, and can command the public, will it receive
the public dollar and succeed.
Curtis Carlson
35.And I am convinced that a single focus on preserving the purchasing
power of the dollar, in effect, guarding against inflation or deflation,
actually creates a solid foundation for the greatest job growth and the
strongest economy that America can have.
Kevin Brady
36.Why should we use the Dollar even when we trade among ourselves?
Abu Bakar Bashir
37.It's amazing how small business owners figure out how to stretch a dollar
as far as they possibly can.
Marc Veasey

38.Taxpayers need to know if they are getting value for their tax dollar.
Cary Kennedy
39.No man can add one dollar to his bank account by worrying.
Vash Young
40.I never earned a dollar that was not somehow through writing.
Walter Lord
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Intelligence is the ability to make finer distinctions, or to multiply by dividing.
Robert T. Kiyosaki.
We don’t see things as they are; we see them as we are.
Anais Nin.
Surely God would not have created such a being as man to exist only for a day!
No, no, man was made for immortality.
Abraham Lincoln.
The smile of God is the goal of your life.
Rick Warren.

Your wisest moments will be those when you say yes to God.
Rick Warren.
3 Flowers for Women.
1) I’m extremely happy that you have fascinated me with your beauty and
have stolen my heart.
2) When I look at you, I believe that beauty will save the world.
3) You’re one in my head, in my heart and in my life, you are the most
charming [attractive] woman in the universe.

«How to Win Friends and Influence People - Dale Carnegie» - 10 Quotes, now.
1) The person’s name is to that person the sweetest and most important
sound in any language
2) Success in dealing with people depends on a sympathetic grasp
[knowledge] of the other person’s viewpoint.
3) Pay less attention to what men say. Just watch what they do.
4) Ask questions instead of giving orders.
5) The average person is more interested in her own name than in all the
other names on earth put together.
6) Three-fourths of the people you will meet are hungering for sympathy.
Give it to them and they will love you.
7) People are more likely to accept an order if they had a part in the decision
that caused the order to be issued [delivered].
8) Ask yourself: What is the worst that can happen? Then prepare to accept
it. Then proceed to improve on the worst.
9) Happiness doesn’t depend on any external conditions, it is governed by
our mental attitude.
10)To be interesting, be interested.

Adam Smith, 7 Quotes
1) The first thing you have to know is yourself. A man who knows
himself can step outside himself and watch his own reactions like an
observer.
2) What can be added to the happiness of a man who is in health, out of
debt, and has a clear conscience?
3) No complaint [criticism]... is more common than that of a scarcity
[lack] of money.
4) Great ambition, the desire of real superiority, of leading and directing,
seems to be altogether peculiar to man, and speech is the great
instrument of ambition.
5) No society can surely be flourishing [prosperous] and happy of which
by far [definitely] the greater part of the numbers are poor and
miserable.
6) The world neither ever saw, nor ever will see, a perfectly fair lottery.
7) Individual Ambition Serves the Common Good.

The key to performing at your best during the crunch [critical situation] times
of your life is for you to focus single-mindedly [resolutely] on the solutions
rather than the problems. The more you think about possible solutions, the more
solutions will occur to you—and the better they will be. The more you think
about solutions rather than problems, the more positive, focused, and creative
you will become. The more you think in terms of specific actions you can take,
the more in control you will be. The most important quality of leadership is the
ability to function well in a crisis.
Brian Tracy
The only safe ship in a storm is leadership.
Faye Wattleton
Do the difficult things while they are easy and do the great things while they
are small. A journey of a thousand miles must begin with a single step.
Lao Tzu
We don’t build services to make money; we make money to build better
services.
Mark Zuckerberg
In matters of style, swim with the current; in matters of principle, stand like a
rock.
President Thomas Jefferson

Where the willingness is great, the difficulties cannot be great.
Machiavelli.
In three words I can sum up everything I've learned about life: It goes on
[continues].
Robert Frost
There is a criterion by which you can judge whether the thoughts you are
thinking and the things you are doing are right for you. The criterion is: Have
they brought you inner peace?.
The Peace Pilgrim
The time is always right to do what is right.
Martin Luther King, Jr.
The height of your accomplishments will equal the depth of your convictions.
William F. Scolavino

«100 and 5 Stars» presents you a great reference with respect to English.
Reference 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.

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The Leadership of 100 and 5 Stars.
Can you present me a determined focus in order to show the importance of
our book?.
Yes!. Affirmative!. As a case of study and as a response, so, Adam Smith said:
«The theory that can absorb the greatest number of facts, and persist in doing
so, generation after generation, through all changes of opinion and detail, is the
one that must rule all observation».
M.C. Enrique Ruiz Díaz
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10 Smart Quotes
1. We will be forever known by the tracks we leave.
2. You are required to live your life from the start to the end; no one else can
do it for you.
3. If you are often afraid, change your ways.
4. Don’t let the windows of your home be so small that the light of the sun
cannot enter your rooms. - [Leadership & 100 and 5 Stars]
5. A happy marriage is like a long conversation that seems very short.
6. Take care of your pennies and your dollars will take care of themselves.
7. Silence is sometimes the best answer.
8. When pleasure interferes with business, give up [lose hope] business.
9. A little knowledge is a dangerous thing.
10.Hope for the best, but prepare for the worst.
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Reflective Practice
Reflective [Introspective, Meditative, Deep in thought]
1. Reflection - Active, persistent and careful consideration of any belief or
supposed form of knowledge in the light of the grounds [lands, reasons,
arguments] that support it and the further [auxiliary] conclusions to
which it tends.
2. … where we may reflect in the midst [center] of action without
interrupting it. Our thinking serves to reshape [redesign] what we are
doing while we are doing it.
3. Reflection in the context of learning is a generic term for those intellectual
and affective activities in which individuals engage [employ] to explore
their experiences in order to lead to new understandings and
appreciations.
4. … it is important that we never lose the sense as professionals that we are
often struggling in the dark, trying to draw meaning from contradictory
and often opaque experiences. To feel this is to open up [accelerate]
permanent possibilities for change and development in our practice.

5. Four forms of knowledge:
(a) Empirical - [Pragmatic, Observed, Experimental – Antonym:
Theoretical] knowledge]. …
(b) Aesthetic [Artistic] knowledge – knowledge gained more subjectively,
through unique and particular situations, sometimes referred to as the art
of nursing [treatment, attention].
(c) Personal knowledge – knowledge of self, used for example in building
therapeutic relationships with patients and in helping them cope
[manage, deal with] with illness [disease].
(d) Ethical knowledge – concerned with understandings and judgments
of what is right, wrong or ought to be done in different situations.
6. Maybe reflective practices offer us a way of trying to make sense of the
uncertainty in our workplaces and the courage to work competently
[expertly] and ethically at the edge of order and chaos…
7. Unless teachers develop the practice of critical reflection, they stay
trapped [confined] in unexamined judgments, interpretations,
assumptions, and expectations. Approaching teaching as a reflective
practitioner [expert] involves fusing [combining] personal beliefs and
values into [towards] a professional identity.

8. The practitioner [expert] allows himself to experience surprise,
puzzlement [uncertainty], or confusion in a situation which he finds
uncertain or unique. He reflects on the phenomenon before him, and on
the prior [previous] understandings which have been implicit in his
behavior. He carries out [performs] an experiment which serves to
generate both a new understanding of the phenomenon and a change in
the situation.
9. Zeichner and Liston (1996) differentiate between five different levels at
which reflection can take place during teaching:
a) Rapid reflection - immediate, ongoing [constant] and automatic action
by the teacher.
b) Repair [Restore] – in which a thoughtful [careful] teacher makes
decisions to alter their behavior in response to students’ cues [signals,
indications].
c) Review – when a teacher thinks about, discusses or writes about some
element of their teaching.
d) Research – when a teacher engages [employs] in more systematic and
sustained thinking over time, perhaps by collecting data or reading
research.
e) Retheorizing and reformulating – the process by which a teacher
critically examines their own practice and theories in the light of academic
theories.

10.We have to see ourselves less as transmitters of expert knowledge and
more as facilitators of critical learning and perspective transformation. As
Boud et al. (1993, p.9) state, ‘while we commonly assume that teaching
leads to learning, it is the experiences which teaching helps create that
prompt [encourage, induce] learning, not primarily the acts of the
teacher’.
11.Teachers’ professional development is an ongoing [constant] process in
which teachers engage to transform some of their conceptions and
practices around pedagogy, methodology, and didactics in order to find
new roads that allow them to meet the needs and interests of their own
contexts.
12.Reflective practice for teaching is for those teachers who are disposed
[organized] to think about their teaching practices, and are willing to put
reflective practice into [towards] action. Reflective practice challenges
teachers who have unquestioned assumptions about good teaching, and
encourages them to examine themselves and their practices in the interest
of continuous improvement.

13.To be a reflective practitioner, a teacher can implement different
strategies. They could, for example, analyze and question happenings
within the teaching-learning context; show consideration for feelings and
behaviors; keep a regular or daily [day-to-day] record of significant
events; share stories about students’ learning; ask colleagues and
students’ families for their insights; or read professional literature to learn
more about changing the environment and materials to support students’
learning.
14.It is not only to reflect about the everyday doing as a teacher, it is to make
a decision and implement this decision to really [in reality] improve
teaching actions and acquire knowledge from experience as a teacher and
promote [encourage] students’ learning.
15.Teachers’ participation in the program served to allow teachers to raise
[increase] awareness [consciousness] and question the need to reflect. It
meant more thinking and observing their acting and making changes in
their practice. It also enabled them to develop particular skills to become
reflective such as to start working with colleagues, communicate ideas,
look critically at their actions and evaluate the process they were
following.
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Abstract - 14 Quotes
Abstract, as adjective: intellectual, theoretical, conceptual.
Abstract, as verb: to conceptualize, to intellectualize, to conceive and to
theorize.
1. We speak of 'software eating the world,' 'the Internet of Things,' and we
massify 'data' by declaring it 'Big.' But these concepts remain for the most
part abstract. It's hard for many of us to grasp [understand] the impact of
digital technology on the 'real world' of things like rocks, homes, cars, and
trees. We lack a metaphor that hits home.
John Battelle
2. Mankind is divided into rich and poor, into property owners and
exploited; and to abstract oneself from this fundamental division; and
from the antagonism between poor and rich means abstracting oneself
from fundamental facts.
Joseph Stalin
3. People like abstract art because it makes them feel clever [intelligent].
James Acaster

4. The most significant moment in the course of intellectual development,
which gives birth to the purely human forms of practical and abstract
intelligence, occurs when speech and practical activity, two previously
completely independent lines of development, converge.
Lev Vygotsky
5. The spirit of an age may be best expressed in the abstract ideal arts, for
the spirit itself is abstract and ideal.
Oscar Wilde
6. To me, a story can be both concrete and abstract, or a concrete story can
hold [keep] abstractions. And abstractions are things that really can't be
said so well with words.
David Lynch
7. Each department of knowledge passes through three stages. The theoretic
stage; the theological stage and the metaphysical or abstract stage.
Auguste Comte
8. Thinking - in particular abstract thinking, which most of us are
introduced to through the study of mathematics and literature - helps us
learn that we can become problem solvers.
Kathryn Lasky

9. Within two hours of where I live, you have mountains and desert as
location. I like the natural elements that abstract into light, texture, shape
and shadow.
Herb Ritts
10.Pictures, abstract symbols, materials, and colors are among the
ingredients with which a designer or engineer works. To design is to
discover relationships and to make arrangements and rearrangements
among these ingredients.
Paul Rand
11.Let us note that art - even on an abstract level - has never been confined
to 'idea'; art has always been the 'realized' [understood] expression of
equilibrium.
Piet Mondrian
12.Exclusively of the abstract sciences, the largest and worthiest [well-
meaning] portion of our knowledge consists of aphorisms [sayings,
precepts]: and the greatest and best of men is but an aphorism.
Samuel Taylor Coleridge
13.It makes no difference whether a work is naturalistic or abstract; every
visual expression follows the same fundamental laws.
Hans Hofmann

14.I am sure I was an evolutionist in the abstract, or by the quality and
complexion of my mind, before I read Darwin, but to become an
evolutionist in the concrete, and accept the doctrine of the animal origin
of man, has not for me been an easy matter.
John Burroughs
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Commentary: Next, we have knowledge about «Abstract» inside its dimension
of professional paper. In fact, you will have a lot of interest in the theme, if you
have an engagement to the respect. Consequently, next, Abstract as: (noun)
Summary, Synopsis.

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Abstract (summary) – According to Wikipedia
An abstract is a brief summary of a research article, thesis, review,
conference proceeding, or any in-depth analysis of a particular subject and is
often used to help the reader quickly ascertain [discover] the paper's purpose.
When used, an abstract always appears at the beginning of a manuscript
or typescript, acting as the point-of-entry for any given academic paper or
patent [manifest] application. Abstracting and indexing services for various
academic disciplines are aimed at compiling a body of literature for that
particular subject.
Source:
<https://en.wikipedia.org/wiki/Abstract_(summary)>
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Abstracts
__ __ __
What is an abstract?
1. An abstract is a self-contained, short, and powerful statement that
describes a larger work.
2. An abstract is a concise summary of a larger project (a thesis, research
report, performance, service project, etc.) that concisely describes the
content and scope of the project and identifies the project’s objective, its
methodology and its findings, conclusions, or intended results.
3. An abstract is a description of your project (what you specifically are
doing) and not a description of your topic (whatever [at all] you’re doing
the project on). It is easy to get these two types of description confused.
Since abstracts are generally very short, it’s important that you don’t get
bogged down [postponed, occupied] in a summary of the entire
background of your topic.
4. An abstract is a short summary of your completed research. If done well,
it makes the reader want to learn more about your research.
__ __ __

Why write an abstract?
The two most important are selection and indexing.
1. Abstracts allow readers who may be interested in a longer work to
quickly decide whether it is worth their time to read it.
2. Also, many online databases use abstracts to index larger works.
Therefore, abstracts should contain keywords and phrases that allow for
easy searching.
__ __ __
Characteristics
1. Components vary according to discipline; an abstract of a social science
or scientific work may contain the scope [range, capacity], purpose,
results, and contents of the work.
2. An abstract of a humanities work may contain the thesis, background
[education], and conclusion of the larger work.
3. An abstract is not a review, nor does it evaluate the work being
abstracted.
4. While it contains key words found [obtained] in the larger work, the
abstract is an original document rather than an excerpted [selection]
passage.
5. As writing an abstract, stop at the end of every sentence and make sure
[take care] you are summarizing the project you have undertaken rather
than [instead of] the more general topic.
__ __ __

Types of Abstracts
1. Descriptive abstracts - A descriptive abstract indicates the type of
information found in the work. It makes no judgments about the work, nor does
it provide results or conclusions of the research. It does incorporate key words
found in the text and may include the purpose, methods, and scope of the
research. Essentially, the descriptive abstract describes the work being
abstracted. Some people consider it an outline [plan, framework] of the work,
rather than a summary. Descriptive abstracts are usually very short—100 words
or less.
2. Informative abstracts - The majority of abstracts are informative. While
they still do not critique or evaluate a work, they do more than describe it. A
good informative abstract acts as a surrogate [substitute] for the work itself.
That is, the writer presents and explains all the main arguments and the
important results and evidence in the complete article/paper/book. An
informative abstract includes the information that can be found [obtained] in a
descriptive abstract (purpose, methods, and scope) but also includes the results
and conclusions of the research and the recommendations of the author. The
length varies according to discipline, but an informative abstract is rarely more
than 10% of the length of the entire work. In the case of a longer work, it may
be much less.
__ __ __

Key process elements:
1. Reason for writing:
a) What is the importance of the research?
b) Why would a reader be interested in the larger work?
c) Why do we care about the problem?
2. Problem:
a) What problem does this work attempt to solve?
b) What is the scope of the project?
c) What is the main argument/thesis/claim [accusation]?
d) What practical, scientific, theoretical or artistic gap [interruption] is
your research filling?
3. Methodology:
a) An abstract of a scientific work may include specific models or
approaches used in the larger study.
b) Other abstracts may describe the types of evidence used in the
research.
c) What did you actually do to get your results? (e.g. analyzed 3 novels,
completed a series of 5 oil paintings, interviewed 17 students) -
[Leadership & 100 and 5 Stars]

4. Results:
a) Again, an abstract of a scientific work may include specific data that
indicates the results of the project.
b) Other abstracts may discuss the findings in a more general way.
c) As a result of completing the above procedure, what did you
learn/invent/create?
5. Implications:
a) What changes should be implemented as a result of the findings of the
work?
b) How does this work add to the body of knowledge on the topic?
c) What are the larger implications of your findings, especially for the
problem/gap [interruption, space] identified in step 1?
__ __ __

Sample Format
Sample Format of Heading and Body of an Abstract
Title of Project/Presentation* Joe M. Smith** Mentor: Mary J. Wilson***
Abstracts must include sufficient information for reviewers to judge the nature
and significance of the topic, the adequacy [competence] of the investigative
strategy, the nature of the results, and the conclusions. The abstract should
summarize the substantive results of the work and not merely list topics to be
discussed.
An abstract is an outline [plan, framework]/brief summary of your paper and
your whole project. It should have an intro, body and conclusion. It is a well-
developed paragraph, should be exact in wording [language], and must be
understandable to a wide audience. Abstracts should be no more than 250
words, formatted in Microsoft Word, and single-spaced, using size 12 Times
New Roman font.
It highlights major points of the content and answers why your work is
important, what was your purpose, how you went about your project, what you
learned, and what you concluded.

* If your title includes scientific notation, Greek letters, bold, italics, or other
special characters/symbols, make sure they appear correctly here in Microsoft
Word.
** Include additional undergraduate co-authors, whether they are presenting or
not presenting, if applicable
*** Include additional faculty [professors] mentors, if applicable
__ __ __
[Commentary: The Magazines of Leadership of 100 and 5 Stars employ the very
beautiful and powerful type of letter named «Book Antiqua», and in size: 13.
Well. A note of M.C. Enrique Ruiz Díaz].
Commentary: Our present theme does not include the complete information of
the original document. Consequently, if it is your case, you have, next, the url
direction. Thank you.
Source:
<http://endustri.eskisehir.edu.tr/ipoyraz/ENM%20311/icerik/Abstracts.pdf>
http://endustri.eskisehir.edu.tr/ipoyraz/ENM%20311/icerik/Abstracts.pdf
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Glossary on Evaluation, and Management - OECD
1. Accountability [Responsibility] - Obligation to demonstrate that work
has been conducted in compliance [conforming] with agreed rules and
standards or to report fairly [objectively] and accurately on performance
results vis a vis mandated roles and/or plans. This may require a careful,
even legally defensible [justifiable], demonstration that the work is
consistent with the contract terms.
2. Activity - Actions taken or work performed through which inputs, such
as funds [finances], technical assistance and other types of resources are
mobilized to produce specific outputs.
3. Assumptions - Hypotheses about factors or risks which could affect the
progress or success of a development intervention.
4. Audit [Examination] - An independent, objective assurance [guarantee]
activity designed to add value and improve an organization’s operations.
It helps an organization accomplish its objectives by bringing a
systematic, disciplined approach to assess [measure] and improve the
effectiveness of risk management, control and governance processes.

5. Benchmark [Standard] - Reference point or standard against which
performance or achievements can be assessed [measured, evaluated]. -
[Leadership & 100 and 5 Stars].
6. Beneficiaries - The individuals, groups, or organizations, whether
targeted [indicated] or not, that benefit, directly or indirectly, from the
development intervention.
7. Conclusions - Conclusions point out [indicate] the factors of success and
failure of the evaluated intervention, with special attention paid
[remunerated] to the intended [planned] and unintended results and
impacts, and more generally to any other strength or weakness. A
conclusion draws on data collection and analyses undertaken [assumed],
through a transparent chain of arguments.
8. Data Collection Tools - Methodologies used to identify information
sources and collect [have a collection of] information during an
evaluation.
9. Development objective – Intended [Planned] impact contributing to
physical, financial, institutional, social, environmental, or other benefits
to a society, community, or group of people via one or more development
interventions - [Leadership & 100 and 5 Stars].
10.Economy – Absence [Nonexistence] of waste [refuse, nonsense] for a
given output [production].

11.Effectiveness - The extent [degree] to which the development
intervention’s objectives were achieved, or are expected to be achieved,
taking [considering] into [towards] account [explanation, description]
their relative importance.
12.Efficiency - A measure of how economically resources/inputs (funds,
expertise, time, etc.) are converted to results.
13.External evaluation - The evaluation of a development intervention
conducted by entities and/or individuals outside the donor [patron,
investor] and implementing organizations.
14.Feedback - The transmission of findings [discoveries, answers] generated
through the evaluation process to parties [organizations] for whom it is
relevant and useful so as to facilitate learning. This may involve the
collection and dissemination of findings, conclusions, recommendations
and lessons from experience.
15.Goal - The higher-order objective to which a development intervention is
intended to contribute.
16.Impacts - Positive and negative, primary and secondary long-term effects
produced by a development intervention, directly or indirectly, intended
[planned] or unintended.

17.Independent evaluation - An evaluation carried out [performed] by
entities and persons free of the control of those responsible for the design
and implementation of the development intervention.
- [Do you know something of differentiation against the concept:
«External evaluation»?].
18.Indicator - Quantitative or qualitative factor or variable that provides a
simple and reliable [consistent] means to measure achievement, to reflect
the changes connected to an intervention, or to help assess [measure] the
performance of a development actor.
19.Inputs - The financial, human, and material resources used for the
development intervention.
20.Internal evaluation - Evaluation of a development intervention
conducted by a unit and/or individuals reporting to the management of
the donor, partner, or implementing organization. Related term: self-
evaluation.
21.Joint evaluation - An evaluation to which different donor [patron,
investor] agencies [organizations] and/or partners [associates]
participate.

22.Lessons learned - Generalizations based on evaluation experiences with
projects, programs, or policies [guiding principle] that abstract
[conceptualize] from the specific circumstances to broader [extensive]
situations. Frequently, lessons highlight strengths or weaknesses in
preparation, design, and implementation that affect performance,
outcome [result], and impact.
23.Meta-evaluation - The term is used for evaluations designed to aggregate
findings [discoveries, conclusions, answers] from a series of evaluations.
It can also be used to denote the evaluation of an evaluation to judge its
quality and/or assess [measure] the performance of the evaluators.
«A dimension of the leadership of 100 and 5 Stars prepares your mind
towards the enigmatic and powerful prefix Meta. For example, inside
difficult times, we look for a direct answer, a direct solution; however,
if our intelligence is ready, from now we learn dimensions from the
great minds. Prefix Meta».
Autor: M.C. Enrique Ruiz Díaz
24.Outputs [Productions] - The products, capital goods and services which
result from a development intervention; may also include changes
resulting from the intervention which are relevant to the achievement of
outcomes [results].
25.Partners - The individuals and/or organizations that collaborate to
achieve mutually agreed upon [on] objectives.

26.Performance - The degree to which a development intervention or a
development partner operates according to specific
criteria/standards/guidelines [procedures] or achieves results in
accordance with stated goals or plans.
27.Performance indicator - A variable that allows [permits] the verification
of changes in the development intervention or shows results relative to
what was planned. Related terms: performance monitoring,
performance measurement.
28.Performance measurement - A system for assessing [measuring]
performance of development interventions against stated [specified]
goals. Related terms: performance monitoring, indicator.
29.Performance monitoring - A continuous process of collecting and
analyzing data to compare how well a project, program, or policy
[guiding principle] is being implemented against expected results.
30.Process evaluation - An evaluation of the internal dynamics of
implementing organizations, their policy instruments, their service
delivery mechanisms, their management practices, and the linkages
[connections] among these.
31.Project evaluation - Evaluation of an individual development
intervention designed to achieve specific objectives within specified
resources and implementation schedules, often within the framework of
a broader [extensive] program.

32.Project or program objective - The intended [planned] physical, financial,
institutional, social, environmental, or other development results to
which a project or program is expected to contribute.
33.Recommendations – Proposals [Propositions] aimed [designed] at
enhancing [increasing] the effectiveness, quality, or efficiency of a
development intervention; at redesigning the objectives; and/or at the
reallocation [reorganization] of resources. Recommendations should be
linked to conclusions.
34.Relevance - The extent to which the objectives of a development
intervention are consistent with beneficiaries’ requirements, country
needs, global priorities and partners’ and donors’ [patrons’, investors’]
policies [guiding principle].
35.Results - The output [production], outcome [result] or impact (intended
or unintended, positive and/or negative) of a development intervention.
36.Results Chain - The causal [fundamental] sequence for a development
intervention that stipulates the necessary sequence to achieve desired
objectives-beginning with inputs, moving through activities and outputs,
and culminating in outcomes, impacts, and feedback. In some agencies,
reach is part of the results chain.

37.Risk analysis - An analysis or an assessment [calculation] of factors
(called assumptions in the logframe) affect or are likely [probable] to
affect the successful achievement of an intervention’s objectives. A
detailed examination of the potential unwanted [useless] and negative
consequences to human life, health, property, or the environment posed
[presented] by development interventions; a systematic process to
provide information regarding such undesirable [disagreeable]
consequences; the process of quantification of the probabilities and
expected impacts for identified risks.
38.Self-evaluation - An evaluation by those who are entrusted [assigned]
with the design and delivery of a development intervention.
39.Stakeholders - Agencies, organizations, groups or individuals who have
a direct or indirect interest in the development intervention or its
evaluation. - [Leadership & 100 and 5 Stars].
40.Summative evaluation - A study conducted at the end of an intervention
(or a phase of that intervention) to determine the extent [degree] to which
anticipated outcomes [results] were produced. Summative evaluation is
intended to provide information about the worth [value] of the program.
41.Sustainability - The continuation of benefits from a development
intervention after major [most important] development assistance has
been completed.

42.Terms of reference - Written document presenting the purpose and scope
[range, scale] of the evaluation, the methods to be used, the standard
against which performance is to be assessed [measured] or analyses are
to be conducted, the resources and time allocated [distributed], and
reporting requirements. Two other expressions sometimes used with the
same meaning are “scope of work” and “evaluation mandate”.
43.Triangulation - The use of three or more theories, sources or types of
information, or types of analysis to verify and substantiate [demonstrate,
support] an assessment [evaluation]. Note: by combining multiple data-
sources, methods, analyses or theories, evaluators seek to overcome
[master] the bias [unfairness, favoritism] that comes from single
informants, single methods, single observer or single theory studies.
44.Validity - The extent [degree] to which the data collection strategies and
instruments measure what they purport [indicate, claim] to measure.
[Esteemed reader, and researcher: our Magazines of «Leadership of 100
and 5 Stars» work on our present glossary, but they will not cover it,
absolutely. So, you have the reference of the book, and you can reach it.
Luck!].
«Glossary of Key Terms in Evaluation and Results Based Management».
Editorial: «OECD Publications». Printed in France - 1007001 04 3P – No. 31678
2002
=========================================================

Does Physical Activity
Lead to Higher Grades?.
This is the VOA Special English Education Report.
Recently we told you about a finding that more years of school could help
students get higher scores on intelligence tests. That was the finding of a study
of teenage males in Norway. Now, other research shows that physical activity
may help students do better in their classes.
The research comes as educators in some countries are reducing time for
activities like physical education. They are using the time instead for academic
subjects like math and reading.
Researchers at VU University Medical Center in Amsterdam reviewed the
results of fourteen studies. Twelve were from the United States, one from
Canada and one from South Africa.
The studies appeared between nineteen ninety-seven and two thousand nine.
They included more than fifty-five thousand children, ages six to eighteen.

Researcher Amika Singh says the studies showed a link between physical
activity and scores on subjects such as math, English and reading.
AMIKA SINGH: "Based on the results of our study we can conclude that being
physically active is beneficial for academic performance."
Ms. Singh offers some possible explanations.
AMIKA SINGH: "There are, first, physiological explanations, like more blood
flow, and so more oxygen to the brain. Being physically active means there are
more hormones produced like endorphins. And endorphins make your stress
level lower and your mood improved, which means you also perform better."
Also, students involved in organized sports learn rules and how to follow them.
This could improve their classroom behavior and help them keep their mind on
their work.
…
[Commentary: you can obtain the complete theme, and its associated resource].
Learn The English Language. Obtain themes and its mp3 from The VOA-ERD
Institution.
=========================================================

Jesus Christ
The scriptures teach us that the prophets prepared themselves to become
leaders on earth while they were still spirits in heaven.
[Review:] The Book of Mormon - Alma 13:1–3.

=========================================================
La Biblia
10 Conforme a la a gracia de Dios que me ha sido dada, yo como perito
arquitecto puse el fundamento, y otro edifica encima; pero cada uno mire cómo
edifica sobre él.
11 Porque nadie puede poner otro a fundamento que el que está puesto, el que
es Jesucristo.
12 Y si alguno edificare sobre este fundamento oro, plata, piedras preciosas,
madera, heno, hojarasca,
13 la obra de cada uno se hará manifiesta; porque el día la descubrirá, pues por
el fuego será revelada; y la obra de cada uno, sea cual sea, el a fuego la pondrá
a prueba.
14 Si permanece la obra de alguno que sobreedificó, recibirá recompensa.
15 Si la obra de alguno fuere quemada, sufrirá pérdida; pero él mismo será
salvo, aunque así como por fuego.
1 Corintios 3:10-15. 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.
__ __ __

The Bible
10 According to the undeserved kindness of God that was given to me, I laid a
foundation as a skilled [competent] master builder, but someone else is building
on it. But let each one keep watching how he is building on it.
11 For no one can lay [place] any other foundation than what is laid [positioned],
which is Jesus Christ.
12 Now if anyone builds on the foundation gold, silver, precious stones, wood,
hay, or straw,
13 each one’s work will be shown for what it is, for the day will show it up,
because it will be revealed by means of fire, and the fire itself will prove what
sort of work each one has built.
14 If anyone’s work that he has built on it remains, he will receive a reward;
15 if anyone’s work is burned up, he will suffer loss, but he himself will be
saved; yet, if so, it will be as through fire.
1 Corinthians 3:10-15. «New World Translation of the Holy Scriptures».
Witnesses of Jehovah.
=========================================================

«Devoción a la Divina Misericordia»
- A book of the Catholic Church [Mexico]

=========================================================
Catechism [Religious education]
__ __ __
Sacred Scripture
Christ - The Unique Word of Sacred Scripture
In order to reveal himself to men, in the condescension of his goodness God
speaks to them in human words: "Indeed the words of God, expressed in the
words of men, are in every way like human language, just as the Word of the
eternal Father, when he took on himself the flesh [substance] of human
weakness, became like men."
Through all the words of Sacred Scripture, God speaks only one single Word,
his one Utterance [Declaration] in whom he expresses himself completely:
You recall that one and the same Word of God extends throughout Scripture,
that it is one and the same Utterance that resounds in the mouths of all the
sacred writers, since he who was in the beginning God with God has no need of
separate syllables; for he is not subject to time.
__ __ __

Inspiration and Truth of Sacred Scripture
God is the author of Sacred Scripture. "The divinely revealed realities, which are
contained and presented in the text of Sacred Scripture, have been written down
[writing] under the inspiration of the Holy Spirit."
"For Holy Mother Church, relying on [trusting] the faith of the apostolic age,
accepts as sacred and canonical the books of the Old and the New Testaments,
whole and entire, with all their parts, on the grounds [foundations] that, written
under the inspiration of the Holy Spirit, they have God as their author, … "
God inspired the human authors of the sacred books.
__ __ __
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.
14 The purchasing [obtaining] thereof [of this, of that] is better than the
merchandise [products] of silver, and her fruit than the chief and purest gold:
15 She is more precious than all riches: and all the things that are desired, are
not to be compared to her.
16 Length of days is in her right hand, and in her left hand riches and glory.
17 Her ways are beautiful ways, and all her paths are peaceable [agreeable].
18 She is a tree of life to them that lay [at a stop] hold on [keep] her: and he that
shall retain [preserve] her is blessed.
19 The Lord by wisdom hath [has] founded the earth, hath established the
heavens by prudence.
20 By his wisdom the depths have broken out [initiated], and the clouds grow
thick [abundant] with dew [precipitation].
21 My son, let not these things depart [leave] from thy eyes: keep the law and
counsel [advice]:
22 And there shall be life to thy soul, and grace to thy mouth.
23 Then shalt thou walk confidently in thy way, and thy foot shall not stumble
[delay]:
24 If thou sleep, thou shalt not fear: thou shalt rest, and thy sleep shall be sweet.
25 Be not afraid [anxious] of sudden [unexpected] fear, nor of the power of the
wicked [severe] falling upon [encounter] thee.

The Holy Bible. Proverbs 3 – 14:25. - 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;
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 El vino excita, embriaga el licor, | quien en ellos se pierde no llega a sabio.
2 Rugido de león es la ira del rey: | quien la provoca se juega la vida.
3 Quien evita peleas es digno de honor, | el insensato se mete en discusiones.
4 El perezoso no labra en otoño, | en la cosecha busca y no encuentra.
5 Un plan meditado es agua profunda, | el hombre sagaz sabe sacarla.
6 Muchos se las dan de sinceros, | pero ¿quién hallará un hombre fiel?
7 El honrado procede con rectitud, | ¡dichosos los hijos que deje!
8 Cuando el rey se sienta en el tribunal, | con su mirada avienta todo mal.
9 ¿Quién puede decir: «Soy puro, | me encuentro limpio de pecado»?
10 Un peso y otro peso; una medida y otra medida: | dos cosas que detesta el
Señor.
11 Con sus actos deja ver ya el muchacho | si sus obras serán puras y rectas.
12 Oído que oye, ojo que ve: | los dos son obra del Señor.
13 No tomes gusto al sueño, te empobrecerás; | ten los ojos abiertos, de pan te
hartarás.
14 «Malo, malo», dice el comprador; | pero después se felicita por su compra.
15 Hay oro y corales en cantidad; | para joya, una boca sincera.
16 Quítale la ropa, exígele prendas, | pues salió fiador de un extraño.
17 El pan robado resulta sabroso, | pero la boca se llena de arena.

18 Somete tus planes al consejo de otros, | con sabia estrategia prepara la guerra.
19 El chismoso descubre secretos, | deja la compañía del charlatán.
20 El que maldice a su padre y a su madre | verá extinguirse su luz en plena
noche.
21 Fortuna ganada de golpe | nunca prospera al final.
22 No digas: «Me las pagará», | confía en el Señor y te salvará.
23 El Señor detesta dos pesas distintas, | no está bien trampear con la balanza.
24 El Señor dirige los pasos del hombre, | ¿cómo puede el hombre discernir su
camino?
25 ¡Qué riesgo hacer un voto a la ligera | y arrepentirte después de prometerlo!
26 Un rey sabio avienta a los malvados, | hace rodar sobre ellos el trillo.
27 Lámpara del Señor el espíritu humano: | sondea lo más íntimo de las
entrañas.
28 Bondad y lealtad sostienen al rey, | la misericordia consolida su trono.
29 La fuerza es el orgullo de los jóvenes; | las canas, el adorno de los viejos.
30 Heridas y llagas remedian el mal, | los golpes sanan el interior.
Sagrada Biblia - Versión Oficial De La Conferencia Episcopal de España. -
Proverbios 20 – 1:30.
=========================================================

2 I will make you into a great nation, and I will bless you; I will make your name
great, and you will be a blessing. 3 I will bless those who bless you, and whoever
curses [blasphemes] you I will curse; and all peoples on earth will be blessed
through you.
Genesis 12:2-3
11 With this in mind, we constantly pray for you, that our God may make you
worthy of his calling, and that by his power he may bring to fruition
[achievement] your every desire for goodness and your every deed prompted
[encouraged] by faith. 12 We pray this so that the name of our Lord Jesus may
be glorified in you, and you in him, according to the grace of our God and the
Lord Jesus Christ.
2 Thessalonians 1:11-12

This Product is made in Mexico, for
Mexico, and towards the World.
Thanks for your attention.
Ced. Prof. 5632071
Date of Publishing, 31 July 2019.
16 These are the things you are to do: Speak the truth to each other, and
render true and sound judgment in your courts;
Zechariah 8:16

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.
M.C. Enrique Ruiz Díaz.
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.
«Aves». In this page, traditionally, they have their sanctuary.
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».
M.C. Enrique Ruiz Díaz.
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.

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