100and5 stars 20 - leadership

Leadership of 100 and 5 Stars -- 20 -- Ed. 2.0
Go to: https://sites.google.com/site/mcenriqueruizdiaz/ Página 1 de 71
Leadership of 100 and 5 Stars
Magazine Twenty
The Leadership, and the English Language
The English Language, and the Leadership.

Splendor

Origins of the National Emblem of Mexico,
and the Aztecs.
The Aztecs, and the eagle
The word “Mexico” derives from the Aztecs, also known as Mexicas, who were warrior
tribes that came from a place called Aztlán, thought to be in the north-western region
of Mexico. They arrived in the Valley of Mexico at the beginning of the 13th century
and in 1325 they settled on a small island in the Texcoco Lake.

The old word for Mexico, the place where the Mexicas lived, was "metztlixcictlico", and
is made up of three sounds in the old Nahuatl language spoken by the Aztecs:
• Metztli: means moon
• Xictlii: means umbilical or centre
• Co: means place
Metztlixcictlico, then, means Place in the centre of the moon. The Aztecs called
Texcoco Lake… and in the centre was Tenochtitlan, their capital city (now called Mexico
City). When the Spanish arrived in 1519, they found it difficult to pronounce the whole
name metztlixcictlico, so the word became shortened to just Mexico.
The national emblem is an eagle holding a snake in its beak. The eagle stands
on a nopal (cactus plant). The emblem dates back to the time of the Aztecs
coming to the Valley of Mexico, and is based on the legend of the founding of
the Aztec capital, Tenochtitlan.
<https://embamex.sre.gob.mx/reinounido/images/stories/PDF/Meet_Mexico/2_mee
tmexico-symbolsofmexico.pdf>
======================================================================

La Malinche, Hernán Cortes, and Mexico
La Malinche, Doña Marina. No matter what name you use, there is no doubt that she
is one of the most influential interpreters in history.

Doña Marina, who came to be known in Mexico as La Malinche, was born the daughter
of a cacique during the rule of the Aztecs in the early 1500s. As the daughter of a
cacique, she was considered part of the noble class and allowed the opportunity to
attend school.
Not much else is known about her early years except that her father died and she was
sold into [to] slavery (it is not known whether she was sold by her family or kidnapped
[captured] and then sold), eventually ending up [resulting] in the hands of Hernan
Cortes and the Spaniards during their conquest of the Aztecs.
It is also not known how Cortes became aware of Malinche’s linguistic skills, but within
a few weeks of being sold to him she had begun interpreting. In one of the first
documented incidences of relay [communicate] interpreting, La Malinche and a
Spanish priest [ecclesiastic] named Gerónimo Aguilar worked as a team to interpret for
Cortes by transferring Nahuatl (the Aztec language) to the Chontol Mayan language to
Spanish.
They continued this practice until [while waiting for] La Malinche was able to learn
Spanish and interpret directly from Nahuatl to Spanish for Cortes. Bernal Diaz del
Castillo, an eyewitness [observer] to Malinche’s skill as an interpreter, stated that
“Without the help of Doña Marina, we would not have understood the
language of New Spain and Mexico.”
One could argue that without Doña Marina serving as his interpreter and enabling him
to communicate with the Indians, Cortes may not have been able to defeat the Aztecs,
or at the very least, not as readily.

La Malinche was the mother of Cortes’ first son, who is considered to be one of the
first Mestizos (a person of mixed European and American indigenous ancestry). Several
accounts indicate that La Malinche was also responsible for foiling [stopping] more
than one Aztec plan to attack Cortes and the Spanish army.
Source:
<https://www.altalang.com/beyond-words/la-malinche-translator-or-traitor/>
======================================================================

Miguel Hidalgo y Costilla - Mexican Leader,
the father of Mexican independence

Miguel Hidalgo y Costilla
Mexican Leader
Written by: The Editors of Encyclopaedia Britannica
Miguel Hidalgo y Costilla, (born May 8, 1753, Corralejo, near Guanajuato, Mexico—
died July 30, 1811, Chihuahua), Roman Catholic priest [ecclesiastic] and revolutionary
leader who is called the father of Mexican independence.
Top Questions
1) Who was Miguel Hidalgo y Costilla?
2) When and where was Miguel Hidalgo y Costilla born?
3) What is Miguel Hidalgo y Costilla known for?
4) How did Miguel Hidalgo y Costilla die?
Hidalgo was the second child born to Cristóbal Hidalgo and his wife. He studied at a
Jesuit secondary school, received a bachelor’s degree in theology and philosophy in
1773 from San Nicolás College (now Michoacán University of San Nicolás de Hidalgo)
in Valladolid (now Morelia), and was ordained a priest in 1778. He had an uneventful
[without incident] early career, but in 1803 Hidalgo assumed his recently deceased
elder brother’s duties as parish priest in Dolores (now Dolores Hidalgo, Guanajuato
state).

His interest in the economic advancement of his parishioners [congregations]—for
example, through the introduction of newer methods of agriculture—and his political
convictions regarding the oppression of the people by the Spanish authorities caused
the latter to regard [observe] him with suspicion [skepticism, doubt].
In 1808 Spain was invaded by French troops, and Napoleon I forced the abdication of
King Ferdinand VII in favor of the French emperor’s brother Joseph Bonaparte. Though
[However] Spanish officials in Mexico were loath [against] to oppose the new king,
many Mexicans formed secret societies—some supporting Ferdinand, others
advocating [encouraging] independence from Spain.
Hidalgo belonged [be appropriate] to a pro-independence group in San Miguel (now
San Miguel de Allende), near Dolores. When the plot [plan] was betrayed [divulged] to
the Spanish, several members were arrested. Warned to flee [escape], Hidalgo decided
instead to act promptly. On September 16, 1810, he rang [resonated] the church bell
in Dolores to call his parishioners to an announcement of revolution against the
Spanish. His speech was not only an encouragement to revolt but a cry [shout,
exclamation] for racial equality and the redistribution of land [earth]. It became known
as the «Grito de Dolores» («Cry of Dolores»).

What he began in San Miguel as a movement for independence became a social and
economic war of the masses [multitudes] against the upper classes. Joined by
thousands of Indians and mestizos, Hidalgo marched forth from Dolores under the
banner [standard, sign] of «Our Lady of Guadalupe». With his followers he captured
the city of Guanajuato and other major cities west of Mexico City. Soon Hidalgo was at
the gates [entrances] of the capital, but he hesitated [be unwilling], and the
opportunity was lost. His followers melted away [disappeared].
Royalists [Monarchists] as well as other elements in Mexico were frightened [alarmed]
by the prospect [vision] of social upheaval [disturbance] and supported the
suppression of the rebellion.
After his defeat at Calderón Bridge, outside Guadalajara, on January 17, 1811, Hidalgo
fled north, hoping to escape into the United States. He was caught [captured], expelled
[disqualified] from the priesthood [clergy, ministry], and executed by firing squad
[squadron] as a rebel.
Though [Despite the fact that] his accomplishments were not lasting [permanent]
ones, Hidalgo’s name became the symbol of the independence movement for most
Mexicans. September 16, the anniversary of the «Grito de Dolores», is now celebrated
as Mexico’s Independence Day.
Source:
< Britannica’s content >
<https://www.britannica.com/biography/Miguel-Hidalgo-y-Costilla>
======================================================================

M.C. Enrique Ruiz Díaz. Ahora, una fotografía de mi persona de la
fecha de los inicios de mí veintena.
¿Qué significa el hábito cotidiano de leer libros?. Significa emitir hilos de
plata e hilos de oro hacia arriba, hacia astrales de orden superior, hacia
astrales de orden alto. Así, el hábito cotidiano de leer libros significa una
forma de ahorro en esos astrales de importancia.
Autor: M.C. Enrique Ruiz Díaz

Practice Solitude
- By Brian Tracy
Throughout history, great men and women have been men and women of faith. It is
said that a person becomes great when he begins to take time to spend quietly with
himself.
The way that you tune [adjust] into [towards] this higher power on a regular basis is by
taking time off to sit in silence, to pray or meditate in complete solitude [privacy].
During this period of prayer or solitude, you simply let your mind relax. Don’t worry or
try to think about anything, especially your problem. One technique to help you
achieve this calm mental state is for you to think about water while you are sitting
quietly. Think about a deep pool of still water, or even better, sit and look at a
swimming pool or lake. This activity seems to calm the mind at a deep level.

The practice of solitude requires a minimum of thirty minutes, and longer if possible.
For the first twenty minutes that you spend in solitude, you will have an almost
irresistible urge to get up [arise] or do something. Your mind may jump around from
subject to subject. But you must remain still [silent, tranquil].
After twenty or twenty-five minutes, you will start to relax and your mind will become
calm and clear, like a mountain lake. Then, as you sit there quietly, allowing
[permitting] your mind to float freely, exactly the answer you need to your most
pressing problem will arise in your consciousness. You will receive an insight or an
inspiration to do something that will turn out [manufacture], in retrospect, to be
exactly the right thing for you to have done at that time.
…
======================================================================

Splendor
__ __ __
David Crystal, world authority on the English language, presents a lively [energetic] and
factual [objective] account of the rise of English as a global language and explores
the whys and wherefores of the history, current status and future potential of English
as the international language of communication. English has been lauded [mentioned]
as the most ‘successful’ language ever, with 1,500 million speakers worldwide; …
[«wherefores», in Spanish, «los cómos y los porqués»].

Formulate and stamp indelibly on your mind a mental picture of yourself as
succeeding. Hold this picture tenaciously and never permit it to fade. Your
mind will seek to develop this picture!
Norman Vincent Peale.
The more you know the more God expects you to use that knowledge to help
others.
Rick Warren.
The delights of self discovery are always available.
Gail Sheehy.
Each one of us has a fire in our heart for something. It's our goal in life to find it
and to keep it lit.
Mary Lou Retton.
What we see depends mainly on what we look for.
John Lubbock.
In the final analysis, you always get paid for your results.
Brian Tracy.

Coming from a developing [emerging] nation, where we lack easy access to
modern scientific equipment and lack the enabling environment for cutting
edge research, it was difficult for me to even contemplate scientific innovation
during my PhD. I was so discouraged. The more I read the high impact articles,
the more despondent [hopeless] I became, not realizing that all I needed for
innovation was right here. I went to see my Professor, and his advice was to
always look inward [inner] — to make use of what is around you to solve the
problem created around you. That was my eye opener.
Prof. Oladele Osibanjo
Flipping [Reversing] through the back pages of Science magazine, I had found
a job listing from a large pharmaceutical company inviting applicants to work
on a project that sounded suspiciously similar to my graduate project. I knew
that the company was working in the general area, but their advertisement
confirmed their pursuit of a nearly [closely] identical approach. My advisor
delivered his advice with a laugh and a dismissive [indifferent] wave
[movement]. His enthusiastic fearlessness [confidence] sustained me through
graduate school and beyond [to a different place].
Stuart L. Schreiber
All fields of research are broad [extensive]. No one can tackle [deal with] all of
the problems. Better to focus on one problem and become the expert on that.
Rapela Maphanga

Enthusiasm reflects confidence, spreads good cheers [applauses], raises morale,
inspires associates, arouses loyalty, and laughs at adversity... it is beyond price.
Allan Cox
Every vital organization owes its birth and life to an exciting and daring
[innovative] idea.
James B. Conant
Everyone has peak [highest] performance potential - you just need to know
where they are coming from and meet them there.
Anonymous
Discovery is seeing what everybody else has seen, and thinking what nobody
else has thought.
Albert Szent-Gyorgi
A pile of rocks ceases to be a rock pile when somebody contemplates it with the
idea of a cathedral in mind.
Antoine Saint-Exupery
For I can do all things through Christ who gives me strength.
Philippians 4:13

Approach the start of each day with something in mind and end the day with
one word... DONE.
Unknown author
Without ambition no conquests are made, and no business created. Ambition is
the root of all achievement.
James Champy
You can be confident and secure and know that you do a good job at what you
do but you don’t have to be arrogant about it.
Ruben Studdard
Sometimes, God doesn’t send you into a battle to win it; he sends you to end it.
Shannon L. Alder
I love the challenge of starting at zero every day and seeing how much I can
accomplish.
Martha Stewart
The music is not in the notes, but in the silence between.
Wolfgang Amadeus Mozart

Beauty is the illumination of your soul.
John O’Donohue
We can only be said to be alive in those moments when our hearts are conscious
of our treasures.
Thornton Wilder
If you hear a voice within you say ‘you cannot paint,’ then by all means paint
and that voice will be silenced.
Vincent Van Gogh
How well we communicate is determined not by how well we say things, but
how well we are understood.
Andrew Grove
Good design is obvious. Great design is transparent.
Joe Sparano
Remember that your actions are only a reflection of what you think. When your
team sees the way you behave, they know the way you act. This applies to your
approach to the work and your approach to the individuals.
Unknown author

I suppose leadership at one time meant muscles; but today it means getting
along with people.
Mahatma Gandhi
Obstacles are things a person sees when he takes his eyes off his goal.
E. Joseph Cossman
Leadership is practiced not so much in words as in attitude and in actions.
Harold S. Geneen
Great necessities call forth [straight on] great leaders.
Abigail Adams
The manager asks how and when; the leader asks what and why.
Warren G. Bennis

Think big and don’t listen to people who tell you it can’t be done. Life’s too short
to think small.
Tim Ferriss
You can develop any habit or thought or behavior that you consider desirable
or necessary.
Brian Tracy
Think continually about what you want, not about the things you fear.
Brian Tracy
Whether or not you can observe a thing depends upon the theory you use. It is
the theory which decides what can be observed.
Albert Einstein
What is now proved was once only imagined.
William Blake
The best thinking has been done in solitude. The worst has been done in turmoil
[tumult].
Thomas Edison

If you have to wait, you could read a book, a valuable book. Auguste Rodin
said: ‘Nothing is a waste of time if you use the experience wisely’.
M.C. Enrique Ruiz Díaz
I am not what happened to me, I am what I choose to become.
C.G. Jung
Each life is made up of mistakes and learning, waiting and growing, practicing
patience and being persistent.
Billy Graham
=========================================================
The knowledge of the book «Leadership of 100 and 5 Stars» in front of the
welcome critic: ‘In what way is all’.
100 and 5 Stars. Some telepathic interlocutors said me with certain irony: ‘In
what way is all’. That fact, with respect to the diversity, multiplicity, of ideas of
our book ‘Leadership of 100 and 5 Stars’. Well, as a response Nicholas
Negroponte said: ‘Where do new ideas come from? The answer is simple:
differences. Creativity comes from unlikely [improbable] juxtapositions
[associations]’. So, our important critic has already a registered answer.
M.C. Enrique Ruiz Día
=========================================================

Leaders do not avoid, repress, or deny conflict, but rather see it as an
opportunity.
Warren Bennis
The hallmark of a well-managed organization is not the absence of problems,
but whether or not problems are effectively resolved.
Steve Ventura
Today on Ideas, Christopher Norris will talk about why he thinks realism makes
for the best philosophy, and the best politics. Then later in the hour we’ll
introduce you to another British philosopher, Mary Midgley. She will argue that
science always sees the world through the lens of some orienting [placing] story
[narrative].
David Cayley
All of our thought has to have an imaginative and an emotional side, and the
need is simply that we understand that that's so. It has to use metaphors. All
science does use metaphors. And it has to have some sort of emotional
background, some… direction from which it comes. - [Leadership & 100 and 5
Stars].
Mary Midgley

Kuhn argued that there is an incommensurability between paradigms—that
what is said within one paradigm cannot be compared with what is said within
another. That was the strong version of his argument which he modified and
temporized about later on [soon after]. What does the history of aerodynamics
say to that?
David Cayley
A problem well stated is a problem half solved.
Charles Kettering

=========================================================
Literacy, and Illiteracy, their concepts.
Literacy is the ability to identify, understand, interpret, create, communicate
and compute, using printed and written materials associated with varying
contexts. Literacy involves a continuum of learning in enabling individuals to
achieve their goals, to develop their knowledge and potential, and to participate
fully in their community and wider society (UNESCO, 2004; 2017).
Source:
<http://gaml.uis.unesco.org/wp-
content/uploads/sites/2/2018/12/4.6.1_07_4.6-defining-literacy.pdf>
__ __ __
Illiteracy is the inability to read. You can help someone overcome illiteracy by
reading together, or even by sharing your knowledge of vocabulary.
The word literacy means “the ability to read.” By adding the prefix il-, you
change the meaning of the word to its opposite. Illiteracy can refer not only to
the inability to read but also to a lack of knowledge in other subject areas. If
you’ve never heard of Shakespeare, some people might consider you culturally
illiterate.
Source:
<https://www.vocabulary.com/dictionary/illiteracy>
=========================================================

=========================================================
Literate, and illiterate persons
– a communication
IF we can send people to the moon, should not every person on earth have the
ability and opportunity to read and write well? Knowing how to read and write,
or being literate, is a prerequisite for succeeding in today’s technologically
advanced and quickly evolving global society.
Every person needs to acquire literacy in his/her early development, because
reading and writing are useful skills in so many daily activities, from reading
newspapers, medicine containers, and product warning labels, to writing
letters, emails, and reports.
Being literate also develops the mind, imagination, and critical thinking skills.
However, many people in the world are not literate, and many do not even have
the opportunity to become literate in their lifetime. In fact, UNESCO Institute
for Statistics, the international organization that collects data for the United
Nations, estimated in 2004 that 800 million people (nearly [approximately] 1 in
6 people in the world) are illiterate, and more than 65% of that number are
women. This number is increasing as well, due to [by reason of] the high birth
rates in illiterate societies.

Therefore, in order to understand more about this significant phenomenon, a
few of the causes, effects, and solutions to illiteracy will be discussed. One of
the major causes of illiteracy is poverty and the subsequent lack of access to
reading and writing materials. Realistically, students who would have gone on
to continue their education past the 5th year sometimes quit [renounce] school
in order to work on the farm or in a factory in order to assist with the family
income.
Also if a family is poor, food and the basic necessities of life take precedence
before books can be purchased.
Related to this issue is Maslow’s theory on the hierarchy of needs. Maslow, a
well-known psychologist, wrote that people deprived of basic needs, such as
shelter, food, clothes, and basic safety, are less likely [probable] to develop
themselves with higher education (University of Tennessee Website, 2004). In
other words, economic instability can affect the ability of a population to
become literate.
The effects of illiteracy often negatively impact a nation’s ability to develop its
human resources. Countries with a high illiteracy rate are more likely to be
disadvantaged in the global economy. If a populace is not literate, it cannot be
as involved in high tech jobs. New careers in the sciences, mathematics, and
technology are primarily established in countries that have literate populations.

Another major effect of illiteracy is not having access to basic information that
is distributed via books, newspapers, or the Internet. This type of information
could include practical advice to increase the quality of life, such as how to
participate in microfinance projects. In short, illiteracy does not encourage
positive social change, personal growth [development, progress], or the
preservation and development of language and culture.
How can illiteracy be overcome [conquered]? One of the best solutions to
solving the stubborn [persistent] problem of literacy is to teach parents to read,
so that they can in turn teach their children.
In a document published by the Departments of Education of Colorado, Iowa,
Nebraska, and others, Judith Schickendanz explains that “Children learn about
written language in a … socially mediated [intermediated] way…. Children also
learn about the functions of written language as they observe and help parents
make lists, write letter to family members or friends, or read menus in a
restaurant” (1999).
If the adult women are educated first, each generation will be able to read and
write, since mothers are the first educators of children. The women will teach
their children, both male and female, who will in turn teach their children.
Once more people in a society are literate, that society tends to develop further
[additional, auxiliary] capacities, and further [promote] value literacy.

In conclusion, illiteracy has many interrelated causes and effects.
In many countries literacy rates are increasing, notably in India, due to [caused
by] literacy campaigns (EFA, 2000).
Economic development of many of these countries is also increasing in a similar
fashion [manner, mode]. Thus, one could easily argue that the increase in
literacy is directly correlated with positive economic growth.
In the past, education was not required, but in this day, universal education is
becoming a necessity. Therefore [Consequently], innovative solutions should be
implemented to take advantage of this unique time in history.
- [Leadership & 100 and 5 Stars].
Works Cited: The EFA 2000 Assessment: Country Reports (2000). India.
Retrieved August 25, 2006 from the UNESCO Web site:
<http://www2.unesco.org/ wef/countryreports/india/rapport_2_2_1.html>
«"The teaching of Life Skills with Literacy" (A Training Manual)».
Editorial «“Skills for Life: Literacy” (2014-2016)».
Website of the project: <http://sll-erasmusplus.eu/>.
=========================================================

=========================================================
Reflective Practice
Reflective [(Adj.) - Introspective, Meditative, Deep in thought]
1. Your professional code for standards of conduct, performance and ethics
(Nursing and Midwifery Council 2008) identifies four overall [general]
professional responsibilities.
a) Make the care of people your first concern, treating them as
individuals and respecting their dignity.
b) Work with others to protect and promote the health and well-being of
those in your care, their families and careers, and the wider
community.
c) Provide a high standard of practice and care at all times.
d) Be open and honest, act with integrity and uphold [support] the
reputation of your profession.
2. … the organizer will be asking people to draw on their imagination:
«Think left and think right and think low and think high. Oh, the thinks
you can think up [create] if only you try!».

3. By mirroring [reflecting] themselves in the eyes of the group members,
the students could be provided with relief [assistance], confirmation and
challenges. By listening to their peer students’ narratives and viewpoints,
their open-mindedness [impartiality] and empathy could be fostered
[cultivated].
4. I have shared personal reflection on my own learning and performance,
so role modelling what mentors themselves are being asked to do. The
elusive skills of analysis, evaluation and synthesis are also role modelled
in the classroom (for example, when referring to educational theory or
definitions they will be ‘pulled [attracted] apart’, compared and their
sources critiqued [evaluated]). I may end a session by reflecting on what
I think went well; what I may change for next time.
5. By engaging [employing] in reflection people are usually engaging in a
period of thinking in order to examine often complex situations or
situations. The period of thinking (reflection [deliberation]) allows the
individual [person] to make sense of an experience, perhaps to liken
[associate] the experience with other similar experiences and to place it in
context. Faced with complex decisions thinking it through (reflecting)
allows the individual to separate out [keep apart] the various influencing
factors and come to a reasoned decision or course of action.

6. The practice of reflection involves critical examination of self-motivation
and thinking. It is a move towards critical thinking to improve
productivity in teaching and students’ learning. Learning involves
acquiring competence through action and experience while teaching
involves engaging the learners in a process of activity that is likely
[probable] to result in success of intended [planned] learning outcomes
[results]. Helping learners to understand the reasons for failures and
creating awareness [consciousness] in self-correction can improve
students’ classroom performance.
7. It was evident that teachers believed reflection was important and
worthwhile [valuable]. They liked reflecting about their own teaching.
The data showed that teachers often reflected in the midst [center] of
teaching during every lesson to make adjustments [corrections]. Teachers
felt that reflection helped them improve their teaching performance.
Additionally, teachers felt that they needed time to reflect and preferred
to dialogue/collaborate with peers [colleagues].
8. Despite [Even with] the difficulties... reflective teachers focus on the
diversity of learners and their needs in the real classroom environment.
...Reflective teachers are now self-observers and self-evaluators. This
characteristic enables them to know their own actions and the problems
of learners.

9. Reflective teaching is extremely valuable as a stance [perspective], a state
of mind, a healthy [vigorous], questioning attitude toward the practice of
our profession. It creates a context which promotes professional dialogue
as we accumulate substance for our stories and it helps to clarify our
thinking.
10.Teachers benefit from having someone help them to make sense of theory
and their practice, who can articulate activities that help them reflect on
teaching issues and who can guide them to find out [discover] what they
do well and not as well.
11.…becoming reflective has as its main characteristics the ability to:
a) Stop and find time to explore a significant experience in depth, either
alone or with others.
b) Recognize how you felt about that experience at the time.
c) Be willing to gain a deeper understanding of what happened.
d) Evaluate the experience from a different perspective but with an
emphasis on identifying learning and working towards actions for
improvement.

12.…staff [organization, human resources, team] are supported and
managed at all times … a support structure is in place for supervision …
staff can talk through any issues about their role, or about the people they
provide care, treatment and support to, with their line manager or
supervisor …
13.Reflective portfolio… The portfolio would be a collection of evidence and
reflection on that evidence, to demonstrate progression in reflection over
time… The advantages of the use of a portfolio to assess [evaluate]
reflection are that:
a) It can incorporate evidence of many different forms of reflection –
individual, group, written and verbal.
b) It is self-directed – a key skill for reflection.
c) It can be built upon [on] over [across, through] time – indeed
[certainly], it is based on this premise.
d) It allows students to work at their own reflective level.
…
Recently, the use of online learning has begun to stimulate the
development of e-portfolios that students put together online.

14.Critical attributes … of reflection of good teaching and reflection.
Attributes
a) A reflective teacher is capable of structuring situations and problems
and considers it important to do so.
b) A reflective teacher uses certain standard questions when structuring
experiences such as:
(i) What happened?
(ii) Why did it happen?
(iii) What did I do wrong?
(iv) What could I have done differently?
c) A reflective teacher can easily answer the question of what he or she
wants to learn. S/he is less dependent [determined] on educators
when it comes to choosing learning goals.
d) A reflective teacher can adequately describe and analyze his or her
own functioning in interpersonal relationships with others.

15.Tools for assessing [evaluating] reflection
a) Verbal strategies:
i) reflective discussion with mentors
ii) individual and group reflective tutorials
iii) action learning circles
b) Written strategies:
i) reflective learning contract [agreement, convention]
ii) critical incident analysis
iii) reflective essay [dissertation]
iv) reflective journal or diary
v) reflective case study
vi) the reflective portfolio - [Leadership & 100 and 5 Stars].
=========================================================

=========================================================
Linguistics, versus language
1. Margaret Speas - PhD Linguistics, Massachusetts Institute of Technology
(1986). If you study a language, you learn to pronounce the sounds of that
language, memorize all the words of that language and learn how to put
them together into sentences according to the patterns in that particular
language. In other words, you learn everything about that language that
makes it different from other languages.
If you study linguistics, you are studying what all languages have in
common and how it’s possible for them to differ. So, rather than just
looking at a few particular languages, you look at data from a wide range
of languages, and apply scientific methods to that data to test hypotheses
about which patterns [configurations] result from the way human brains
work and which ones arise as a result of culture or idiosyncratic
properties of a particular language.
Source:
<https://www.quora.com/What-is-the-difference-between-language-
and-linguistics>

2. … attempts to present differences between language and linguistic.
Language and linguistic are two different words but there is relationship
between them. ’’Language‟ is a sign system of humankind in order to
communicate ones thoughts, Feelings, and opinions to someone else but
linguistic is scientific study of language.
In fact the goal of linguistic is to describe languages and to explain the
unaware [unconscious] knowledge all speakers have about their
language. Therefore [Consequently], linguistics is a subject of study that
is built on languages.
Noam Chomsky (1957) argues that “Language is a set (finite or infinite)
of sentences, each finite in length, and constructed out of a finite set of
elements” (p.13). According to Aronoff (2007) it is impossible to separate
language from literature, or politics, or most of our everyday human
interactions. "[Linguistics] has a twofold [double] aim: to uncover general
principles underlying human language, and to provide reliable
[consistent] descriptions of individual languages" (Aitchison, 1992). Also
linguists, study individual human languages and linguistic behavior in
order to discover the fundamental properties of this general human
language.
Source:
<https://pdfs.semanticscholar.org/2c8d/63da9958d3c7a080dc1544edae
a3b712a970.pdf>

3. Language and Linguistics are two different words that have to be used
differently. A language is a mode of expression of thought by means of
articulate sounds. Thoughts alone are not sufficient to express yourself.
You need to do it by means of articulate sounds too. Articulation brings
life to a language.
On the other hand linguistics is a branch [subdivision] of study that
deals with languages. It is a comparative study of languages. Linguistics
is a branch of study wherein you make a historical study of languages. It
is otherwise [then] called as comparative philology. Linguistics has four
branches upon which the study is built.
[The Critical Key] - The four branches of linguistics are
(1) phonology,
(2) morphology,
(3) syntax; and
(4) semantics.
a) Phonology deals with the study of sounds.
b) Morphology deals with the manner in which the words are
formed by the combination of sounds.
c) Syntax deals with the manner in which the words are arranged
in a sentence; and finally,
d) Semantics deals with the study of meanings and the method by
which the meanings came to be attached to particular words.

Hence [Consequently] it should be understood that linguistics is a
subject of study that is built on languages. Therefore [Then] it can be said
that language is the fundamental unit of the branch [subdivision] of
linguistics. Without languages the subject of linguistics cannot be there.
In other words languages pave [concrete] the way for the growth
[development] of the field of linguistics.
Linguistics studies the nature of languages, the various phonetic
changes that take place in the languages, the changes in the meanings of
particular words in the course of time and the like [corresponding]. A few
laws have also been advocated [encouraged] by linguists who work on
the languages. On the other hand each language has special and inherent
characteristics. Since the languages are individual and separate in nature
the need for their comparative study arose [ascended].
Source:
<https://www.differencebetween.com/difference-between-language-
and-vs-linguistics/>
=========================================================

=========================================================
UNESCO
The UNESCO Forum provides a platform for researchers, policy-makers and
experts to engage critically with research issues and research findings. The
objective is to widen [expand] understanding of systems, structures, policies
[guiding principle], trends [tendencies] and developments in higher education,
research and innovation. - UNESCO Forum Mandate.
__ __ __
The right of each and every nation to build its own solid research community
should be reaffirmed and their important benefits reiterated such as:
a) Contacts with international research.
b) Provision of local analysis and advice.
c) Identification of relevant research agendas.
d) Critical thinking in higher education.
e) Evidence-based criticism [evaluation] and debate for policy-making.
f) Capacity to train [instruct, teach] future generations of researchers.
g) Stimulation of national innovation systems.
[Leadership & 100 and 5 Stars]
__ __ __

… The need … for higher education and research should no longer be
questioned. The question is how to realize [understand] our ambitions in these
fields. Several issues need to be addressed, such as:
a) How to balance investments [moneys] across various levels of the
education system.
b) How to balance investments in increased access versus those in improved
quality.
c) How to differentiate higher education institutions: professional
development centers, academic research universities, colleges, etc.
d) The role of research in universities as opposed to research institutes.
e) The optimization of scarce [limited] resources.
f) How to invest in basic conditions for research, as opposed to high-profile
projects.
g) How to balance commissioned research with more open, academic
research.
h) How to ensure [guarantee] the utilization of research findings and to
stimulate innovation.
__ __ __

In the present era of the knowledge-driven economy and the knowledge-based
society, knowledge policy [guiding principle] – including policy regarding
science and technology as well as knowledge management and tacit knowledge
– is crucial. Developing countries must find appropriate positions and strategies
to cope [manage] with change and to take advantage of this. Research on the
research system itself, which must include knowledge production, innovation
and knowledge utilization, offers this type of opportunity.
Tacit – unspoken, inferred, implicit, (antonym: explicit)
__ __ __
More specifically, we define a knowledge system as: An organized structure and
formal process for generating and representing content [subject, theme],
components, classes, or types of knowledge. Defined by its architecture, the
knowledge system is
a) generic in form, but
b) specific in its domain content,
c) reinforced by a set of logical relationships that connect knowledge-items,
d) enhanced [increased] by a set of iterative processes that enable evolution,
revision, adaptation, and change,
e) subject to predefined criteria [standards] of relevance, reliability
[consistency], and quality.
[Subject – as verb, to expose, to reveal]
__ __ __

… the rise of the private, for-profit [for payment] higher education sector in
many countries. These initiatives include the creation of physical campuses, the
creation of cross-border initiatives by established public universities, and
virtual universities. According to Guri-Rosenblit, Sebkova and Teichler (2007:
7–8), the positive aspects of such initiatives include:
a) The widening [expanding] of learning opportunities at various higher
education levels by providing more choice for citizens in any given national
jurisdictions.
b) Challenging traditional education systems by introducing more
competition and innovative programs and delivery methods.
c) Helping make higher education more competitive.
d) Assisting in diversifying the budgeting [make financial arrangements] of
higher education.
e) Benefiting through links with prestigious institutions, mainly [principally]
in developing countries.
It is clear, well-defined the issue, the encouragements towards private
institutions of education, carry strengths towards the sector of public
education.
Author: M.C. Enrique Ruiz Díaz.
__ __ __

Higher education institutions are seen historically as key actors in the
production, preservation, and dissemination of knowledge. Since the
foundation of the Bologna University, almost a millennium ago, the idea of a
university as a place in which learned [educated] individuals transmit
information and knowledge to learners has been evolving. In today’s world it is
understood that higher education institutions in societies all over the world are
the main factor for the social and economic mobility of individuals and, in the
long run [track], for societies. Moreover, in a context characterized by
complexity and accelerated change, higher education faces important
opportunities and challenges, many of which are new and unexpected.
Marmolejo; and Puukka’s
- [Leadership & 100 and 5 Stars].
__ __ __
Knowledge has always been power as well as a public good. Access to it and
its role in innovation determine both the place of Nations in the world order
and of individuals [persons] in society. But, commodification displaces [moves]
the creation and passing on [transmitting] of knowledge from the social sphere
to the sphere of production.
Displacing [Moving] and reinterpreting knowledge under [below] these
conditions raise fundamental questions for the university above all, in the area
of academic freedom and in the ‘ownership’ [possession] of knowledge. They
also pose [model] questions about the ethical obligation to make knowledge
freely available to those who seek it.
__ __ __

Knowledge is and will be produced in order to be sold [marketed, vended], it is
and will be consumed in order to be valorized in a new production: in both
cases, the goal is exchange. If knowledge ceases [finishes] to be an end in itself,
it loses its ‘use-value’ … Knowledge in the form of an informational commodity
[goods] indispensable to productive power is already, and will continue to be,
a major [most important] – perhaps the major – stake [investment] in the
worldwide competition for power.
__ __ __
According to Salmi (2008), achieving the level of excellence required to be
categorized as world-class [Universities] can be attributed to three
complementary sets [groups] of factors:
a) A high concentration of talent (faculty [staff, professors] and students).
b) Abundant resources to offer a rich learning environment and conduct
[lead] advanced research;
c) Favorable governance features [characteristics] that encourage strategic
vision, innovation and flexibility, and enable institutions to make
decisions and manage resources without being encumbered [impeded]
by bureaucracy.
__ __ __

But, as Johnstone; and Marcucci (2007) note: «Research capacity is important as
well for low- and middle-income countries: for the sake of [in considering to]
their economies, for the requirements of effective management and sound
[complete] policy-making in their governments as well as in the entities of their
civil societies, and for the preservation of their national histories, cultures, and
identities».
__ __ __
Research and Innovation
1) The creation of new knowledge or technology is also known as discovery
or invention.
2) Research is the scholarly [academic] work needed to arrive at finding new
things or new knowledge. This is the process of creating value for
knowledge.
3) Critical success factors for research are (1) quality, (2) pertinence to
societal [social] or business needs or economic growth [development],
and (3) sustainability.
4) We determine quality by its degree of excellence, superior to existing
knowledge or products.
5) Pertinence is defined by its degree of relevance [importance] to meet a
business need, economic development or a societal challenge; its nature
can be in the form of knowledge, technology or a solution.
6) Quality and pertinence are among the attributes that define the value of
the research outcome [result].

7) Sustainability is determined by the research’s ability to survive and grow
[develop]. Without this, there is no future for research or activity of
research. Sustainability can be achieved if the research’s results or
innovations can be used effectively or profitably [commercially].
8) In order to arrive at these critical success factors, the university research
community should align [associate] their interests with the strategic
objectives of industries and government in order to tackle [undertake,
engage in] societal and business challenges and get funding [money] and
resources from them. These resources can also help universities improve
their infrastructure.
9) By working closely with industries, the governance and processes can be
more realistic and efficient. Research and innovation can therefore
[consequently] be useful to the government, sponsoring [supporting]
industries or society at large [in general]. These groups will contribute to
the research pertinence and, eventually, the sustainability of the research.
__ __ __

The Research University - … the establishment and maintenance of a first rate
[percentage] research university is a major undertaking. It requires visionary
leadership that is committed to the educational and research goals. It requires
leadership, as well, that is capable of managing a complex organization in which
the faculty provide much of the intellectual leadership and in which
consequently power is spread [extended] diffusely [in depth] through the
institution. Despite [Even though] the goals of some who establish it, a new
university is unlikely [improbable] to yield [produce] major scholarly
[academic] or economic advances in its early years. The leadership must have
the political capability to withstand [endure] outside impatience [impetuosity]
and guide [lead] the institution’s evolution towards great intellectual strength.
__ __ __
Mexican experts presented the following description of extended functions: “...
teaching, research, participation in the institution’s collegial life, administrative
work, participation in technological development, counselling [treatment,
analysis] and taking a central role in service activities, both to the productive
and social sectors” (Galaz-Fontes, Padilla-González and Gil-Antón, 2007).
__ __ __

A French expert, describing the scene in economically advanced countries,
points out [indicates] that the job roles of academics had traditionally been more
closely centered on core functions of research and teaching, and that explicit
reward had been centered on these core functions.
“Today, this is no more the case. Writing proposals, developing contracts,
elaborating e-learning programs, being engaged in technology transfers, etc. are
part of the tasks achieved by faculty [teaching staff] members … recognized as
important aspects of academic work.
In Germany and in the USA for instance, the ability to raise money and to
manage research projects based on external funding [money] is one of the
criteria of judgment when hiring professors.
This diversification of tasks also holds [keeps] true for teaching. Activities
around teaching have evolved and represent a larger scope of tasks nowadays
[at the present time].
Giving a class and supervising doctoral students are only one part of the
training work.
Teaching, engineering, designing learning programs, finding internships
[training period, residencies] for students also belong to “teaching” today.

Furthermore [Additionally], new missions (or the so called “third mission”) are
emerging. They include links with regional, national and international bodies
and decision-makers, interaction between scientists and the public at-large [in
general] and involvement in public debates, public expertise, support to public
policy at-large, etc.” (Musselin, 2007).
__ __ __
“... many faculty members consider teaching as their main task whereas [while]
research is only an add-on [supplementary] activity … A weak [anemic] belief
in the importance of research certainly affects productivity and the trifocal
function in general. The active researchers among the faculty interviewees
[candidates] disclosed [revealed, make known] that their involvement in
research had sometimes reached a point when they began neglecting [ignoring,
abandoning] other functions”. On the other hand [In contrast], “... faculty from
private universities emphasized that the policies in their universities pertaining
[concerning] to criteria [standards] for faculty promotion are very clear. The
quality and quantity of research that they produce are given appropriate merit
and have a bearing [supporting, connection] in their promotion” (Salazar-
Clemeña and Almonte-Acosta, 2008: 191).
__ __ __

The problem of unethical science has increased because of the quest [pursuit,
search] for money, visibility and reputation due to [by reason of] competition
for survival among not only institutions but also individual [particular] faculty
members. Recently, a series of remarkable cases have occurred featuring
[presenting] corrupt behavior in science. Arimoto, 2007.
__ __ __
In various countries, efforts are made to train doctoral candidates to do and to
write-up [report, article] a masterful work of research, but also to deliberately
foster [cultivate] a broader [extensive] range of related competences. Eggins
(2008), for example, names:
a) “Acquisition of formal research methods.
b) Development of transferable skills.
c) Studies in professional applied activities.
d) Innovative teaching methods.
e) Training in reviewing methods.
f) Publishing in research journals”.
__ __ __
Thanks for your attention, for the present themes, and arguments
of the UNESCO.
=========================================================

The Mayan Civilization.
VOICE ONE:
I'm Steve Ember.
VOICE TWO:
And I'm Faith Lapidus with EXPLORATIONS in VOA Special English.
Scientists are using the most modern space satellites to solve one of the great
mysteries of the ancient world.
Our report today begins more than one thousand years ago. Travel with us back
in time to learn about the Mayan civilization. Our trip begins in the year eight
hundred twenty-five. We are in an area near the border between modern
Mexico and Guatemala.

VOICE ONE:
We are in the Mayan city of Tikal. The city has huge buildings made of stone.
The morning sun makes the smooth, white stone shine brightly. One of the huge
buildings is used for religious ceremonies. It is the temple to the Rain God Chac
(chalk). The Rain God demands human blood or he will withhold the rain
needed to grow crops. The Mayans kill captured enemies at the top of Chac's
temple to please this fierce god.
Mayan scientists use another huge building to study the stars. They use this
building and similar ones in other cities to make the Mayan calendar. This
calendar correctly shows the seasons and the number of days in the year.
Farmers use this calendar to plant crops during the best season for growing.
Religious leaders use the calendar to help decide when to hold religious
ceremonies.
…
[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 Bible
10 “As for you, son of man, describe the temple to the house of Israel, so
that they will feel ashamed because of their errors, and they should study its
plan.
11 If they feel ashamed of all they have done, you should make known to
them the ground [argument, earth] plan of the temple, its arrangement, its exits,
and its entrances. Show them all its ground plans and its statutes, its ground
plans and its laws, and write them down [write them] before their eyes, so that
they may observe all its ground plan and carry out [perform] its statutes.
12 This is the law of the temple. The entire territory all around the top of
the mountain is most holy. Look! This is the law of the temple.
Ezekiel 43: 10-12. «New World Translation of the Holy Scriptures».
Witnesses of Jehovah.
__ __ __

La Biblia
10 Tú, hijo de hombre, muestra a la casa de Israel esta casa, para que se
avergüencen de sus iniquidades y midan el diseño de ella.
11 Y si se avergüenzan de todo lo que han hecho, hazles entender la forma
de la casa, y su disposición, y sus salidas y sus entradas, y todas sus formas, y
todos sus estatutos, y todas sus configuraciones y todas sus leyes; y escribe esto
delante de sus ojos, para que guarden toda su forma y todos sus estatutos y los
pongan por obra.
12 Ésta es la ley de la casa: Sobre la cumbre del monte, todo su contorno
será santísimo. He aquí que ésta es la ley de la casa.
Ezequiel 43:10-12. 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.
=========================================================

=========================================================
Catechism [Religious education]
The unity of the Old and New Testaments
The Church, as early as apostolic times, and then constantly in her Tradition,
has illuminated the unity of the divine plan in the two Testaments through
typology, which discerns in God's works of the Old Covenant [Contract, Treaty]
prefigurations of what he accomplished in the fullness of time in the person of
his incarnate Son.
Christians therefore [consequently] read the Old Testament in the light of Christ
crucified and risen. Such typological reading discloses [reveals] the
inexhaustible content of the Old Testament; but it must not make us forget that
the Old Testament retains its own intrinsic value as Revelation reaffirmed by
our Lord himself.
Besides, the New Testament has to be read in the light of the Old. Early Christian
catechesis made constant use of the Old Testament. As an old saying put it, the
New Testament lies [be positioned] hidden in the Old and the Old Testament is
unveiled [revealed, make public] in the New.
Typology indicates the dynamic movement toward the fulfilment of the divine
plan when "God [will] be everything to everyone. "Nor do the calling of the
patriarchs and the exodus from Egypt, for example, lose their own value in
God's plan, from the mere fact that they were intermediate stages.

__ __ __
Man's response to God
By his Revelation, "the invisible God, from the fullness of his love,
addresses men as his friends, and moves among them, in order to invite and
receive them into [towards] his own company." The adequate response to this
invitation is faith.
By faith, man completely submits [presents] his intellect and his will to
God. With his whole being man gives his assent [agreement] to God the
revealer. Sacred Scripture calls this human response to God, the author of
revelation, "the obedience of faith".
__ __ __
To believe in the Holy Spirit
One cannot believe in Jesus Christ without sharing in his Spirit.
It is the Holy Spirit who reveals to men who Jesus is. For "no one can say
"Jesus is Lord", except by the Holy Spirit", who "searches everything, even the
depths of God. No one comprehends the thoughts of God, except the Spirit of
God.
"Only God knows God completely: we believe in the Holy Spirit because
he is God. The Church never ceases to proclaim her faith in one only God:
Father, Son and Holy Spirit.
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].
=========================================================

=========================================================
Words of a king - 9 And these are the words which he spake and caused to be
written, saying: My brethren, all ye that have assembled yourselves together,
you that can hear my words which I shall speak unto you this day; for I have
not commanded you to come up hither to trifle with the words which I shall
speak, but that you should hearken unto me, and open your ears that ye may
hear, and your hearts that ye may understand, and your minds that the
mysteries of God may be unfolded to your view.
The Book of Mormon - Mosiah 2:9
__ __ __
Palabras del aquel rey - 9 Y éstas son las palabras que él habló e hizo escribir:
Hermanos míos, todos los que os habéis congregado, vosotros que podéis oír
las palabras que os declararé hoy; porque no os he mandado subir hasta aquí
para tratar livianamente las palabras que os hable, sino para que me escuchéis,
y abráis vuestros oídos para que podáis oír, y vuestros corazones para que
podáis entender, y vuestras mentes para que los misterios de Dios sean
desplegados a vuestra vista.
El Libro de Mormón - Mosíah 2:9
[Leadership & 100 and 5 Stars]
=========================================================

=========================================================
The Bible.
26 For the Lord will be at thy side, and will keep thy foot that thou be not taken.
27 Do not withhold [deny] him from doing good, who is able: if thou art able,
do good thyself also.
28 Say not to thy friend: Go, and come again: and tomorrow I will give to thee:
when thou canst [can] give at present.
29 Practice not evil against thy friend, when he hath confidence in thee.
30 Strive [Make every effort] not against a man without cause, when he hath
done thee no evil.
31 Envy [Concern] not the unjust man, and do not follow his ways.
32 For every mocker [ridiculer] is an abomination to the Lord, and his
communication is with the simple.
33 Want is from the Lord in the house of the wicked [great]: but the habitations
of the just shall be blessed.
34 He shall scorn [ridicule] the scorners [ridiculers], and to the meek
[reasonable] he will give grace.
35 The wise shall possess glory: the promotion of fools is disgrace [discredit].
The Holy Bible. Proverbs. Chapter 3 – 26:35. - 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 corazón del rey es una acequia [conducción] | que el Señor canaliza adonde
quiere.
2 El hombre juzga recto su camino, | pero el Señor pesa los corazones.
3 Practicar el derecho y la justicia | el Señor lo prefiere a los sacrificios.
4 Ojos altivos, corazón ambicioso; | faro de los malvados es el pecado.
5 Los planes del diligente traen ganancia; | los del hombre atolondrado,
indigencia.
6 Tesoros ganados con boca embustera, | humo que se disipa y trampa mortal.
7 La violencia acaba con los malvados, | pues rehúsan practicar la justicia.
8 El camino del criminal es tortuoso; | la conducta del inocente, recta.
9 … …
10 El malvado se afana en el mal, | nunca se apiada del prójimo.
11 Castigas al cínico y aprende el inexperto, | pero el sabio aprende oyendo la
lección.
12 El honrado observa la casa del malvado | y ve cómo se hunde en la desgracia.
13 Quien cierra los oídos al clamor del pobre | no será escuchado cuando grite.
14 Regalo a escondidas calma la ira; | obsequio discreto, el furor violento.
15 Al justo le alegra la justicia; | en cambio, al culpable le aterroriza.
Sagrada Biblia - Versión Oficial De La Conferencia Episcopal de España. -
Proverbios 21 – 1:15.
=========================================================

Stay away from [Evade] fools, for you won't find knowledge on their lips.
Proverbs 14:7
Beloved [Cherished], let us love one another: for love is of God; and every one
that loveth [love] is born of God, and knoweth [know] God.
1 John 4:7
How great you are, O Sovereign Lord! There is no one like you, and there is no
God but you, as we have heard with our own ears.
2 Samuel 7:22

This Product is made in Mexico, for
Mexico, and towards the World.
Thanks for your attention.
M.C. Enrique Ruiz Díaz
Ced. Prof. 5632071
Date of Publishing, 20 August 2019.
Extremely virtuous men, which establish them through the «La Torah», with
the aim of creating their work.
Congregación Gozo y Paz, A.C. - En Tehuacán, Puebla, México.
Thanks be to God, who gives us the victory through our Lord
Jesus Christ.
1 Corinthians 15:57

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.
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.
Enrique Peña Nieto – He Was President 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.

100and5 stars 20 - leadership

Recommended

Recommended

More Related Content

More from M.C. Enrique Ruiz Díaz

More from M.C. Enrique Ruiz Díaz (7)

Recently uploaded

Recently uploaded (20)

100and5 stars 20 - leadership