zilongwang/ReadingBank huggingface dataset:
‘It has to be good for your health, I have seen people who volunteer look, sound and behave and are better people generally.’ Indigenous man While many official definitions of volunteering do not include immediate family, this distinction is meaningless for many Indigenous people, for whom family does not fall neatly into categories of ‘immediate family’, ‘nuclear’ and ‘extended’. ‘If you are looking after a big mob of kids and some might be your own kids, or your sister’s kids, is this volunteering? You’re feeding them, getting them to school, it’s not paid.’ Indigenous woman Impacts of colonisation Indigenous community members also reflected on the impacts of colonisation and discrimination on connection to country, belonging, identity and poor health and education outcomes. These were seen as leading to mistrust and suspicion between Indigenous and non-Indigenous people. It was also noted that some Indigenous people may be uncomfortable in non-Indigenous organisations and may prefer to volunteer within their communities. ‘Volunteering is what outsiders and whitefellas do, you have to feel comfortable, have that trust, not be shamed, it has to be welcoming, if you’re not comfortable, then you won’t go back.’ Indigenous man Remote communities Remote communities face additional challenges, with fewer people, less resources and limited access to services. Both volunteering and giving therefore are essential to addressing the challenges faced by community members.
Dietary requirement cards They don’t eat between sunrise and sunset during Ramadan, a fasting period. They can only meat that is Halal. In the Koran food that is forbidden is called Haram. They don’t eat meat, meat-based foods, dairy items or eggs. Beef is forbidden because the cow is seen as a symbol of life. Many will not eat meat and dairy foods together. Many will not eat pork or shellfish. Food must be prepared according to Kosher rules. For some it’s still traditional to eat fish instead of meat on Fridays. They prefer not to buy any items made from animal products such as leather, wool, silk or honey. They don’t eat meat but many will eat eggs and dairy products. Some give up luxury foods like chocolate during Lent, a fasting period.
Answers Hindu religion Beef is forbidden because the cow is seen as a symbol of life. Vegan They don’t eat meat, meat-based products, dairy foods or eggs. They prefer not to buy any items made from animal products such as leather, wool, silk or honey. Catholic religion For some it’s still traditional to eat fish instead of meat on Fridays. Some may give up luxury foods like chocolate during Lent, a period of fasting. Muslim religion They don’t eat between sunrise and sunset during the fasting period of Ramadan. They can only meat that is Halal. In the Koran food that is forbidden is called Haram. Jewish religion Many will not eat meat and dairy foods together. Many will not eat pork or shellfish. Food must be prepared according to Kosher rules. Vegetarian They don’t eat meat but many will eat eggs and dairy products.
may justice and righteousness guide our feet and may the life of your kingdom and the joy of heaven be found among us. Amen Heavenly Father, thank you for this beautiful, rich and abundant world which you have created and entrusted to our care as stewards. In our personal finances, Lord, give us wisdom to manage money well and to practice heartfelt generosity. As we live each day, help us to treat this earth gently and receive its goodness with gratitude. Help us to remember that you are the Giver of all we have and to relinquish pride of ownership and be truly free. We pray especially for our politicians and business leaders, those who manage our economy and have responsibility to care for our environment. For we ask this for Jesus’ sake. Amen Blessed Father, you are above all in gifts, and out of your giving you have taught me the way to a fuller identification of myself with you. Not only your gift of Jesus and your gift of the Spirit, but every day your gifts are about me like manna in the wilderness. All I have belongs to you, and of my money I am only a trustee. Command its use as shall please you and give me the experience of the giver’s joy. Let me see clearly the sin of covetousness and deepen my hatred of its practice. In the name of your unspeakable Gift be praise and dominion forever. Amen. Peter Ainslie A Closing prayer or Blessing As we take our worship, praise and prayer from this place and into our daily lives, may our lives be sustained through the love of our Heavenly Father. May we feel the presence of our Saviour walking beside us, and know the power of the Spirit in both our actions and our words. May the love of Jesus Christ bring us wholeness, the grace of God the Father grant us peace, the breath of Holy Spirit instil passion and the unity between them give us strength for this and every day. Amen Go forth into the world in peace;
Giving Options in Ireland, UK, USA and rest of the world. Giving Options in Ireland Giving options in the UK Giving options in the USA Giving options in the rest of the world Direct Debit Contact to request a direct debit form. Cheque Cheques must be made payable to Cork University Foundation c/o The Development & Alumni Office, 5 Brighton Villas, Western Road, Cork to qualify for tax relief. Cork University Foundation is a registered charity (No. 11831) and donors who give €250 or more will receive a tax certificate which they may choose to complete should they wish Cork University Foundation to reclaim tax on their donation. Credit Card Contact Cal Healy, Head of Development College of Science, Engineering and Food Science, T: +353 (0)21 490 3814 Online Charities in Ireland may reclaim tax on donations of €250 or more. Cheque Cheques must be made payable to UCC Educational Foundation (c/o The Development & Alumni Office, 5 Brighton Villas, Western Road, Cork) to qualify for tax relief. UCC Educational Foundation is a registered charity with the Charity Commission for England and Wales. (Registration no. 1021681). Credit Card Contact Cal Healy, Head of Development College of Science, Engineering and Food Science, T: +353 (0)21 490 3814 Online Tax relief is available for cheque donations only. Cheque Cheques must be made payable to Irish Educational Foundation (c/o Mr John F. Hegarty, Certified Public Accountant, 19 Cross Street, Medfield, MA 02052, USA, to qualify for tax relief. Irish Educational Foundation is a registered charity with 501 (c) 3 status in the USA. Its federal ID number is 04-3115638. Credit Card Contact Cal Healy, Head of Development College of Science, Engineering and Food Science, T: +353 (0)21 490 3814 Online Tax relief is available for cheque donations only. Cheque Cheques must be made payable to Cork University Foundation c/o The Development & Alumni Office, 5 Brighton Villas, Western Road, Cork. Credit Card Contact Cal Healy, Head of Development College of Science, Engineering and Food Science T: +353 (0)21 490 3814 Online Tax relief is not available in other jurisdictions.
How much did Australians volunteer? An estimated 43.7% of adult Australians volunteered a total of 932 million hours in the 12 months prior to when surveyed in 2016. On average, volunteers gave 134 hours of their time over 12 months in 2015-16* or about 2.5 hours a week. The median number of hours volunteered annually was 55 hours (half did more and half did less). *Participants were surveyed over February to September 2016 about giving in the 12 months prior. What is the trend? Volunteering time and hours have both increased over the past decade. Table 1: Volunteering, 2005 & 2016 Giving Australia 2005 2016 Percentage volunteering 41% 43.7% Total number of hours in past 12 months 836 million hours 932 million hours Average number of hours 132 hours 134 hours Median number of hours 44 hours 55 hours Who volunteers? Different types of volunteering are more common depending on age, life stage, income, education, gender, cultural background and religious group: women are more likely to volunteer than men people aged between 35 and 44 are more likely to volunteer than other age groups, with 45–54 year olds the second most likely to volunteer, and volunteers 65 years and over volunteered the most hours on average. Table 2: Volunteering by age group & gender 2016 Age group Percentage volunteering Average hours volunteered 18–24 38.3% 106 Male 35.5% 80 Female 41.4% 130 25–34 37.1% 98 Male 34.2% 94 Female 40.0% 101 35–44 50.7% 109 Male 41.7% 114 Female 59.6% 105 45–54 47.4% 131 Male 46.3% 113 Female 48.4% 149 55–64 43.6% 157 Male 41.2% 165 Female 45.9% 149 65+ 43.8% 193 Male 42.6% 191 Female 44.9% 195 Total 43.7% 134 Male 40.3% 130 Female 46.9% 138 Do volunteers give more? Some 38.2% of people responding both volunteered and donated to nonprofit organisations. Table 3: Giving of money and time 2016 % donated Average donation ($) Volunteer and donor 87.4% $1,017.11 Non-volunteer and donor 75.6% $536.69 Total* 80.8% $764.08 *Totals may not equal the sum of components due to rounding
Recipient status are important, but not critical to many donors. Table 4: Status requirements for trust/foundation grant recipients Status Yes No Flexible Charitable (TCC) status 51.7% 25.3% 23.0% Deductible Gift Recipient (DGR item1) status 66.7% 13.7% 19.6% How does giving change over time? Foundations and philanthropists tend to choose a giving strategy and then stick to it. Nearly three quarters (72.5 % of survey respondents) reported their giving priorities have not changed significantly over the past ten years. However, just over half (53.9%) indicated that their processes have changed significantly. Common changes include: moving to online grant applications requesting expressions of interest from applicants prior to the submission of a full application taking a more proactive approach in seeking out organisations aligned to grant-making priorities greater due diligence and research into organisational capacity, and using online technologies to assist review and decision making. How can charities build relationships with donors? Many philanthropists indicated they value opportunities to meet the relevant people, build personal connections and see the impact that can be achieved by organisations. Direct contact was also reported to help philanthropists establish a sense of credibility and trust in the charitable organisation they are considering supporting. Direct contact can also provide value to the charitable organisation. Philanthropists said they were commonly able to contribute their skills and knowledge to building the organisation’s capacity in areas that need development. How can more giving be encouraged? Factors found to encourage more giving include: educational experience and exposure to giving and its impact support and encouragement for giving celebrating giving, and pathways that make giving easier e.g. new technology platforms, community foundations and giving circles. Giving Australia 2016 report series Giving Australia 2016: a summary Philanthropy and philanthropists Giving and volunteering – the nonprofit perspective Business giving and volunteering Individual giving and volunteering Giving Australia 2016 Literature review summary report Giving Australia 2016 Literature review For more information: QUT | 07 3138 1020 Swinburne University of Technology | 03 9214 8000 | 02 8272 5101 Funded by the Australian Government Department of Social Services. Go to for more information.
How does identification with religion affect volunteering behaviours? Overall, those who identified with a religion showed greater volunteering (for any organisation) than those who did not identify with a religion (48.1% compared to 40.7%). Table 2: Average annual volunteering hours per volunteer to religious and non-religious organisations Religious organisations Nonreligious organisations All organisations Identified with a religion 121 127 145 Not identified with a religion 50‡‡ 123 123 All volunteers 119 125 134 ‡‡ The number of respondents is too small to achieve an acceptable confidence level, so caution is needed with this figure. Identification with a religion did not impact whether or not someone will volunteer for a non-religious organisation or the average number of hours volunteered for non-religious organisations. Figure 2: Average annual volunteering hours to religious, non-religious and all organisations by religious attendance Those who attended religious services several times a week volunteered the highest number of hours to religious organisations. Those who identified with a religion but never attended services volunteered the greatest number of average annual hours to nonreligious causes. I've always believed that giving is important in my life particularly from a Christian faith background, giving both financially and volunteering with skills and abilities. - Interview, Everyday giver, QLD 1 Cortis, Natasha, Andrew Young, Abigail Powell, Rebecca Reeve, Roger Simnett, Kerrie-Anne Ho and Ioana Ramia. 2016. Australian Charities Report 2015: Centre for Social Impact and Social Policy Research Centre, UNSW Australia. . 2 Lucas, Brian and Anne Robinson. 2010. "Religion as a head of charity." In Modernising charity law: Recent developments and future directions, edited by Myles McGregor-Lowndes and Kerry O'Halloran. Cheltenham UK: Edwards Elgar Publishing. Giving Australia 2016 report series Giving Australia 2016: a summary Philanthropy and philanthropists Giving and volunteering – the nonprofit perspective Business giving and volunteering Individual giving and volunteering Giving Australia 2016 Literature review summary report Giving Australia 2016 Literature review For more information: QUT | 07 3138 1020 Swinburne University of Technology | 03 9214 8000 | 02 8272 5101
Charities Aid Foundation. 2015. UK Giving 2014: An overview of charitable giving in the UK during 2014. Kent, United Kingdom: CAF. Duggan, Maeve and Joanna Brenner. 2013. The demographics of social media users - 2012. Washington DC: Pew Research Centre. Duggan, Maeve, Nicole B Ellison, Cliff Lampe, Amanda Lenhart and Mary Madden. 2015. Social Media Update 2014: Pew Research Center. http://www.pewinternet.org/files/2015/01/PI_SocialMediaUpdate20144.pdf. Dunham+Company. 2013. The Growing Importance of Charity Websites to Philanthropy. Dunham+Company. 2014. The Australian online fundraising scorecard: A national study analysing online fundraising habits & donor experience. Dunham+Company and Next After. 2014. Online Fundraising Scorecard: A national study analyzing online fundraising habits & donor experience. http://www.dunhamandcompany.com/onlinefundraisingscorecard/#sthash.qpE0wi4s.dpbs. Duvall, Kevin M. 2014. "Active consumerism: Measuring the importance of crowdfunding factors on backers' decisions to financially support Kickstarter campaigns." Master of Science in Journalism, Department of Journalism, West Virginia University. Gerber, Elizabeth M, Julie S Hui and Pei-Yi Kuo. 2012. "Crowdfunding: Why people are motivated to post and fund projects on crowdfunding platforms." Paper presented at the Proceedings of the International Workshop on Design, Influence, and Social Technologies: Techniques, Impacts and Ethics. Good Works. 2014. 2014 State of the Web Nation: Website Benchmarks for Canadian Charities. http://think.goodworksco.ca/state-of-web-nation/.
Money Goods Services Total SMEs focused on giving via donations, which accounted for 60% of all SME giving ($5.2 billion donated by 67% of SMEs). Sponsorships by SMEs accounted for 22% of SME giving (to the value of $1.8 billion, given by 23% of SMEs). In contrast to giving by large business, SMEs least preferred partnerships with NPOs. Funding community partnerships accounted for only 18% of SME giving ($1.55 billion) (see Table 3). Table 3 SME survey - giving by type (value) Money Goods Services Total Compared to the largest businesses that employed more than 1,000 people (corporations), SMEs and mid-tier businesses tended to give money on an ad hoc basis. Typically, a decision on whether to give and how to give was made following an approach by an NPO. Corporations, on the other hand, were more likely to see giving as a component of business strategy, beyond what many business leaders interviewed termed ‘the right thing to do’. Corporations managed their giving to generate deliberate (business) outcomes for themselves as well as benefits for the community, and especially generating positive social impact. As noted earlier, positive social impact is the result of policy or action that strengthens or improves the wellbeing, life chances, or quality of life for individuals and communities, and the environments in which they live. A social impact, or progress towards it, can frequently be measured. Understanding progress towards achieving social impact was in line with how many businesses (large enterprises and corporations in particular), managed progress towards achieving other business outcomes, and aligned with a managerialism focus on being able to track and understand the investment outcomes of business inputs and outputs. The research concluded that outcomes from giving pursued by business included: more engaged employees an attractive employee value proposition, and stakeholders that were more engaged with company strategy and its role in the community. Community benefits of business giving included: positive social impact stronger communities in which the business operates, and
Payment Course fee (including: registration, field trip, venue, lunch & dinner, welcome reception, joint dinner & training material) Please note: Hotel accommodation and transport to / from the venue is not included in the course fee. Please arrange for it individually. 500 Euro Terms and Conditions After receiving the registration form, we will provide you with a separate invoice. Please transfer the course fee to: Reference Number: Contract Farming 012014-Name of Participant Bank: Kasikornbank Account number: 718-1-01653-6 Account name: GIZ Office Bangkok Bank address: 193/5 Lake Ratchada Office Complex, Klongtoey, Bangkok 10110 Thailand Swift code: KASITHBK Please charge my course fee to PN (GIZ only) Cancellation Policy: Cancellation up to 14 days before scheduled event: Full refund Cancellation up to 7 days ahead: 50% refund Last minute cancellation: 20% refund I agree to the Terms and Conditions. Date/ Signature
German BACKUP Initiative – Education in Africa Application Form – Fast Access Mode Fast Access Mode Funding from the (BACKUP Education) is available for activities related to the application or implementation of grants from the (GPE). BACKUP Education aims to strengthen and develop the capacities of partners. Funding through the Fast Access Mode is available for participation in professional training courses, conferences or workshops. BACKUP Education provides up to €20,000 in support for the participation in trainings (max €10.000/person). For applications above €20.000 and more than two participants, this will be considered a PROJECT MODE. In this case, please use this form and consult a BACKUP technical advisor at Instructions Please consult the BACKUP Education Guidelines to prepare your application. The guidelines are essential to a successful completion of the application form and include a glossary with the terms and definitions used in this form. They provide advice on activities that are eligible for funding from BACKUP Education and for which mode to apply. Please download the Guidelines . You may send a short outline or summary of your proposed activity to before you complete the application form. We will provide feedback on your proposal and guide you through the application process. Before you submit your application to BACKUP Education, please notify the Local Education Group/Coordinating Agency about the request in order to ensure coordination and transparency. Your application will be considered only if the application form is complete and includes the required supporting documents. Submission Send an electronic version of the application form to : The BACKUP Education team will then contact you regarding further procedures. Section 1: RELEVANCE of the proposed measure for GPE Country level processes Title of measure: Name of country: or regional organisation/institution
Annex 1: Monitoring and evaluation matrix Level Indicators Milestones Means of verification (Please attach all relevant products of the project activities – reports, meeting minutes, documentation, etc. – to the report form) Assumptions/risks Level of achievement (Column for reporting: indicate if fully/partly/hardly/not achieved and describe the state of implementation/results) Outcome Output 1 Major activities Output 2 Major activities Output 3 Major activities
authorities, religious leaders, teachers and health workers. The more people hear the pledges and special requests, the more they will follow whether these are put into practice, and the more likely they will be to attend the second Public Meeting. Both the first and the second Public Meeting should not last longer than two hours. They should be scheduled at a time and place that will allow as many community members as possible to attend. The Public Meetings can be held in the same place as session 4 of the Dialogue process, when the male and female participants were all together in a large room with a partition. Who should be invited to the Public Meetings The community at large, including both sexes and all generations. Representatives of the local government, religious leaders, teachers and school directors, and representatives of the health services. Representatives of youth groups, women’s and men’s associations. Respected elders. What should happen at the Public Meetings The first Public Meeting A local government official who supports the Generation Dialogue and a representative of the implementing organisation can welcome everyone and present the objectives of the Meeting: Sharing what the participants learned from each other in the Dialogue sessions. Through their Dialogue, the participants learned to appreciate many of their communities’ customs and traditions, but they also agreed that some of these traditions should be adapted to today’s world. Presenting what the younger and the older participants commit themselves to doing differently as a consequence of the Generation Dialogue process. Presenting how they believe others could contribute to positive changes in the community. Following this opening, the speakers nominated by the Dialogue participants present what they learned from each other and how they want to continue this constructive dialogue process: What we learned from the other generation Older generation: How we want to support the younger generation’s hopes and visions Younger generation: How we want to keep important traditions alive Both generations: What we pledge to do to maintain the constructive dialogue with the other generation Next, the speakers present the pledges and special requests related to son preference. One speaker from each Dialogue group should present: What they pledge to do to help overcome the harmful consequences of son preference
10:30 - 12:00 Guidelines for technical training lessons (T) Moderated conversation Many repetition precision before speed only in relaxed condition one focus per unit 12:00 - 12:30 Lunch Break 12:30 - 13:30 Work out technical training (T) group work out 14:00 - 15:30 “Football for development and peace” (P) YDF-Manual for Violence prevention, Football for Peace Manual 15:30 -16:00 Conclusion of the week Write or draw a sign or symbol on a sheet of paper which shows your personal most important content of the last weekend course. Homework: visit a football match in your area; observe the players and the trainers and especially the behavior and communication styles. Fill out a worksheet. Week 4: Thursday 14.04.2016 13:00 - 13:30 Official Opening Short ice breaker Review of Homework Organisation about next part of the course. Questions about last week: What did you find out by observing the players and trainers in a football match? How did they communicate? How was the relationship between the players and the trainer; the relationship amongst the players? Did they cooperate, and how did they do? 13:30 - 14:15 How to build up a complete training session (T) repetition of the contents, concerning the structure of a training unit; difference between exercise and game form
Questions related to Step 1 (table 3) Question Select your answer … Do you have a coordination team, including a designated coordinator? Yes No Designation ongoing If you have a coordination team, when did they meet for the last time? Less than six months ago Six months ago or longer Not applicable Does the existing or future coordination team have the necessary knowledge on BUR requirements? Yes Partly No Questions related to Step 2 (table 4) Question Select your answer … Have you taken stock and/or carried out a gap analysis for the / MRV system? Yes Partly No Are there information channels between ministries/relevant data providing institutions which allow them to exchange and obtain the necessary information and data easily? For all or most Only for some No Questions related to Step 3 (table 5) Question Select your answer … Capacities Processes What is the status of your overarching MRV system? Fully set up Partly set up Not set up or set up to a limited Fully set up Partly set up Not set up or set up to a Fully set up Partly set up Not set up or set up to a
Dates From: To: Name and address and type of school/establishment: Post held: Salary details: Brief Description of Duties Reason for Leaving: Dates From: To: Name and address and type of school/establishment: Post held: Salary details: Brief Description of Duties Reason for Leaving: Dates From: To: Name and address and type of school/establishment: Post held: Salary details:
Brief Description of Duties Reason for Leaving: Dates From: To: Name and address and type of school/establishment: Post held: Salary details: Brief Description of Duties Reason for Leaving: Educational Qualifications - You may be asked to provide evidence of qualifications obtained SECTION 4 – QUALIFICATIONS AND TRAINING Secondary Education (CSE, GCE, GCSE, RSA, A/AS level etc or other equivalent) Dates attended from/to (mm/yyyy) Name of Establishment Examination Type Subject(s) – List in box Grade achieved – List in Box GCSE
up any other meetings or such things as piano lessons on that particular day. Great care should be taken to keep grades up in order for you to meet at this time rather than attend tutoring. Punctuality is an absolute must for all meetings, practices, etc. Accepting responsibility for your actions is another. You must be willing to devote a great deal of time to cheerleading. You must realize that cheerleaders spend many hours practicing, painting signs, decorating, hanging signs, participating in money-making activities, traveling, etc. You must be willing to spend these hours on cheerleading activities before you decide to run. Only the sponsor(s)/principal will decide what activities the cheerleaders will participate in as a group. When someone approaches you with an idea for the cheerleading organization, refer them to the sponsor(s). Any activity that the cheerleader organization does not participate in as a group may be attended by you as an individual but not as a cheerleader SQUAD COMPOSITION Because we believe competitiveness is an important part of school life, the following rules governing squad composition have been instituted. Summer cheerleading camp will be attended by all members. Selection of camp will be approved by the sponsor(s) and principal. While at camp, each cheerleader must create and maintain a desire to learn. They must realize that camp means hard work and long hours. They must be willing to put forth the necessary effort required to learn with enthusiasm. Attendance at practice sessions for camp preparation will be required. TRYOUT INFORMATION AND REQUIREMENTS There will be a sign up sheet in the cheerleading sponsor(s) classroom or the front office. Cheerleader candidates will be required to pick up an application packet from the sponsor(s) at the parent meeting. This packet will include an Application for Cheerleader Tryouts, A letter of information to the parent and candidate, a Letter of Intent, and a copy of the Guymon Jr. High School Cheerleader Handbook. All forms must be signed and the entire packet returned to the sponsor(s) 1 week prior to the start of cheer clinics. Cheerleader candidates must attend all sessions of the tryout clinic unless they inform the sponsor(s) in advance of his/her absence from school that day due to illness. Clinics are worth 20% of their overall score. Any student who is involved in a school event after school hours should contact the cheerleader sponsor(s) to receive permission to miss practice. This permission will be given after a conference with the coach or sponsor of the school event.
Puncheva-Michelotti, P., Michelotti, M., Gahan, P. (2010). “The relationship between individuals’ recognition of Human Rights and responses to socially responsible companies: Evidence from Russia and Bulgaria”, Journal of Business Ethics, 93, pp. 583–605. Puppim de Oliveira, J. (2008). “Corporate Citizenship in Latin America. New challenges for business”, Journal of Corporate Citizenship, 27, pp. 17-20. Ramachandran J., Pant A. (2010) “The liabilities of origin: an emerging economy perspective on the cost of doing business abroad”, in Ed. Devinney T., Pedersen T., Tihanyi L., The Past, Present, and Future of International Business and Management, Emerald, Bingley UK, pp. 231-265. Rasche, A. (2009). “Toward a model to compare and analyze accountability standards: The case of the UN Global Compact”. Corporate Social Responsibility and Environmental Management, 16, pp. 192–205. Rasche, A., Waddock, S., McIntosh, M. (2013). “The United Nations Global Compact: Retrospect and prospect”, Business and Society, 52 (1), pp. 6-30. Raufflet, E. (2008). “Creating the context for Corporate Responsibility”, Journal of Corporate Citizenship, 30, pp. 95-106. Rivoli, P. and Waddock, S.(2011). “First They Ignore You...: The time-context dynamic and corporate responsibility”, California Management Review, 53(2), pp. 87-104. Rosefielde, S. and Hlouskova, R. (2007). “Why Russia is not a democracy”, Comparative Strategy, 26, pp. 215–229. Rugman, A. M. (2009). Theoretical aspects of MNEs from emerging economies. In R. Ramamurti & J. Singh (Eds.), Emerging multinationals in emerging markets. Cambridge, UK: Cambridge University Press, pp. Scharf, R. (2008). “Why Brazil Leads the Region in CSR”, Quarterly Americas, . See, G. (2009). “Harmonious society and Chinese CSR: Is there really a link?”, Journal of Business Ethics, 89, pp. 1–22.
Table 1. Descriptive Statistics Variable Min Max Mean (Proportion) Dependent Variables CSR Index 0 1 0.301 Social Policies 0 1 (0.637) CSR Report 0 1 (0.333) GRI Report 0 1 (0.168) UNGC Member 0 1 (0.173) UNGC Contr 0 1 (0.054) Independent Variables Press Freedom 0 3 1.73 HC Isomorphism CSR Index 0 0.618 0.200 HC Isomorphism Social Policies 0 0.939 0.424 HC Isomorphism CSR Report 0 0.917 0.246 HC Isomorphism GRI Report 0 0.697 0.110 HC Isomorphism UNGC Member 0 0.455 0.113 HC Isomorphism UNGC Contr 0 0.091 0.020 Control Variables Size -2.450 15.810 9.830 Age 0 202 40.100 SOEs 0 1 (0.229) ROE -0.420 1.391 0.167 Risk 0 10.038 0.128 International 0 58 6.38 Social Irresp 0 27 0.992 Banking 0 1 (0.25) Heavy Industry 0 1 (0.017) PharmaChem 0 1 (0.033) Extractive 0 1 (0.20) Steel 0 1 (0.17) All other industries (Aerospace, Electricity and other Utilities, Food and Beverages, Pulp and Paper, Real Estate, TLC) 0 1 (0.33) Patents 0 53.59 1.407
Working Temperature （with battery） 0°C ~ 50°C Storage Temperature -30°C ~ 70°C Storage Temperature （with battery） -10°C ~60°C Dimension(mm) 482.5(L)× 178(W)× 38(D) mm Weight 516g (without battery) 610g (with battery) Accessories
Campers will enjoy our full day activities, specialties and shows. FEATURING: Mature, responsible and fun counselors/ Morahs Indoor gym and Brand new outdoor playground ! Weekly Music and movement programs Arts and crafts Baking Shabbos parties Sports Swimming and water play activities On site special activities and guests Small groups for more individual attention Weekly/Daily themes such as Splish Splash Week, Animal Week, Topsy Turvy Day, Pajama Day and much more! SUMMER SCHEDULE: Camp Dates: 1st half : June 25 - July 20 2nd half : July 23-Aug 17 ** 9th week Aug 20-24 No camp July 4th or Tisha Bav Regular full day Hours: 9:00 – 3:00 pm, Monday – Thursday, Friday 9:00 -- 1:00 pm Extended Care : Early care 7:30 am Aftercare 3:00- 6:00 pm Fri until 2 Location: Ahavas Israel, 181 Van Houten Ave., High St. Entrance Summer Camp Program 2018 181 Van Houten Ave, Passaic NJ 07055 (973) 580-8436 APPLICATION FOR CAMP ADMISSION Child’s Name______________________________Age by June 2018_______ Birthdate_____________________
Lesson 28 Objective: Act out result unknown story problems without equations. Suggested Lesson Structure Practice (12 minutes) Problems (5 minutes) Development (25 minutes) Debrief (8 minutes) Total Time (50 minutes) Fluency Practice (12 minutes) How Many? K.CC.4b (4 minutes) Wet Dog Counting K.CC.4a (4 minutes) Rekenrek Counting K.CC.2 (4 minutes) How Many? (4 minutes) Materials: (S) Bags of red and white beans, construction paper work mat, dice 1. Partner A rolls a die, and places that many beans on their mat. 2. Partner B rolls a die, and places that many beans on their mat. 3. Partner A counts how many beans on both of their mats. 4. Partner B counts to verify, confer, or recount with Partner A if necessary. Circulate to observe and provide support. Wet Dog Counting (4 minutes) T: Pick a number between 1 and 10. (Call on a student.) S: 4. T: Wet dog for 4. Ready? S: 1, 2, 3, 4 (while shaking the right arm); 1, 2, 3, 4 (while shaking the left arm); 1, 2, 3, 4 (while shaking the right leg); 1, 2, 3, 4 (while shaking the left leg). Select another student to choose another number, and repeat. Application Concept Student
Name Date Write the missing number. 1 2 + 1 = 11 = 3 + 2 2 1 + 1 = 12 1 + 3 = 3 1 + 4 = 13 = 2 + 2 4 3 + 1 = 14 = 1 + 2 5 2 + 2 = 15 1 + 4 = 6 2 + 3 = 16 = 2 + 3 7 1 + 2 = 17 = 5 + 1 8 4 + 1 = 18 5 + 2 = 9 3 + 2 = 19 1 + 0 = 10 1 + 3 = 20 5 + 0 =
Name Date Write the missing number. 1 2 + 1 = 11 3 + 2 = 2 2 - 1 = 12 3 - 2 = 3 3 + 1 = 13 4 + 0 = 4 3 - 1 = 14 4 - 0 = 5 4 + 1 = 15 5 + 0 = 6 4 - 1 = 16 5 - 0 = 7 1 + 1 = 17 5 - 5 = 8 1 - 1 = 18 4 + 1 = 9 2 + 2 = 19 5 - 4 = 10 2 - 2 = 20 5 - 1 =
Name Date Write the missing number. 1 2 + 1 = 11 = 1 + 2 2 4 + 1 = 12 5 + 0 = 3 5 - 1 = 13 = 3 - 1 4 3 + 1 = 14 = 2 + 2 5 3 + 2 = 15 4 - 1 = 6 4 - 2 = 16 = 5 - 4 7 5 - 3 = 17 = 5 - 1 8 5 - 2 = 18 3 + 0 = 9 2 + 3 = 19 1 - 0 = 10 5 - 4 = 20 5 - 5 =
Decompose Teen Numbers (3 minutes) Materials: (T) Hide Zero cards (Emphasize the breaking apart of numbers by separating the cards as the students say number the Say Ten way and the regular way.) T: (Showing 12.) Say the number the regular way. S: 12. T: Say 12 the Say Ten way. S: Ten two. Continue with the following possible sequence: 13, 14, 19, 11, 10, 15, 17, 16, 18. Problem (5 minutes) Gregory drew 10 smiley faces and 5 smiley faces. He put them together and had 15 smiley faces. Draw the 15 smiley faces as 10 smiley faces and 5 smiley faces. Then draw 15 with Hide Zero cards when the zero is hiding and when the zero is not hiding. Note: Word problems involving quantities above 10 begin in Grade 1. Many of the application problems in Module 5 are simply decomposition and composition experiences (K.NBT.1). Note that the problems do not ask, “How many in all?” or “How many?” Also note that there is no unknown in problems of this type. Development (28 minutes) Materials: (T/S) Place Value Cards: one 10 ten and numerals 1–9 both for the teacher and for each pair of students, at least 20 two-sided counters for each pair of students in a clear plastic bag (white beans spray painted red on one side, commercial two-sided counters, etc.), number bond template within a personal white board T: Here is Greg’s number with my Hide Zero Cards. T: Show Greg’s number with your 2-sided counters in the “total place” of your number bond. Make 10 ones a different color from the other ones. S: (Students do so.) T: Our number bond is not complete! We haven’t shown the parts!
S: 10. T: Are there some outside your bunch? S: Yes. T: Push all your things back together. Spread them all out over your work mat. Repeat this process 2 or 3 more times. Teen Number Bonds (3 minutes) Materials: (T) Number Bond Cards T: (Show a number bond with 10 and 5 as parts.) Say the number sentence. S: 10 and 5 makes 15. T: Flip it. S: 5 and 10 makes 15. Continue with 10 and 1, 10 and 9, 10 and 4, 10 and 8, 10 and 2, 10 and 6, 10 and 3, 10 and 7. Problem (6 minutes) Peter drew a number bond of 13 as 10 and 3. Bill drew one, too, but he switched around the 10 and 3. Show Bill and Peter’s number bonds. Draw a picture of thirteen things as 10 ones and 3 ones. Explain your thinking to your partner about what you notice about the two number bonds. Note: The students have noticed that the parts of number bond can be switched around in Module 4. Make it exciting for them to find out that the same rules, or math truths, apply to bigger numbers, too! Development (26 minutes) Materials: (S) Per pair of students: a bag of Hide Zero cards (1 ten and numerals 1–9), 2 sets of 10 linking cubes with 10 in one color and 10 in another color, a bag of 5-group cards, and a personal white board for each student
Name Date 7 XXXXX XX 5 8 XXXXX XXX 5 Fill in the number bond. Check the group with more. 16 XXXXX XXXXX OOOOO 10 O 17 XXXXX XXXXX OOOOO 10 OO 13 XXXXX XXXXX OOOOO 3 OOO 11 XXXXX XXXXX O 10 XXXXX XXXXX OO 10 2 XXXXX XXXXX OOOOO 10 10 OOOOO
GATEKEEPER GROUPS 2017 BOOKING FORM Gatekeeper tips and tricks - half day (9.30am - 12.30pm) £95 per person plus VAT Date Venue Delegate Names Tuesday 14th November Sophi Taylor Building, NIAB Park Farm, Villa Road, Impington, Cambs CB24 9NZ Wednesday 15th November Best Western Crown Hotel, Horsefair, Boroughbridge, Yorks YO51 9LB Wednesday 22nd November Netherton Tractors, Southfield Industrial Estate, Glenrothes KY6 2SW Tuesday 28th November Rural Innovation Centre, Avenue H, Stoneleigh Park, Kenilworth CV8 2LG Gatekeeper tips and tricks - half day (1.30pm - 4.30pm) £95 per person plus VAT Tuesday 7th November Sparsholt College, Westley Lane, Sparsholt, Wincester SO21 2NF Tuesday 21st November Dryburgh Abbey Hotel, St Boswells, Melrose, Borders TD6 0RQ Nutrient management planning - hands on half day (1:30pm - 4:30pm) £120 per person plus VAT Date Venue Delegate Names Tuesday 14th November Sophi Taylor Building, NIAB Park Farm, Villa Road, Impington, Cambs CB24 9NZ Wednesday 15th November Best Western Crown Hotel, Horsefair, Boroughbridge, Yorks YO51 9LB Wednesday 22nd November Netherton Tractors, Southfield Industrial Estate, Glenrothes KY6 2SW Tuesday 28th November Rural Innovation Centre, Avenue H, Stoneleigh Park, Kenilworth CV8 2LG Mapping – hands on half day (9:30am – 12:30pm) £120 per person plus VAT Date Venue Delegate Names
India and China held the 18th round of talks between the Special Representatives on the Boundary Question in which both sides agreed to take “necessary steps to maintain peace & tranquillity in border areas.” Novelist Akhil Sharma’s 2014 novel Family Lifehas won the Folio Prize 2015. Railway passengers can now book their tickets, do shopping and pay service bills using RuPay pre-paid cards, as the Indian Railway Catering and Tourism Corporation (IRCTC), launched the debit card service. The service was launched by the IRCTC in collaboration with Union Bank of India and the National Payment Corporation of India. Card holder will get free Rs.1 lakh accident insurance coverage as part of the benefits to customers. One can have the card with a loading limit of Rs.10,000 with partial KYC detail or Rs.50,000 loading limit with full KYC. India and Qatar signed an agreement on transfer of sentenced persons, allowing Indian convicts in Qatar to complete their remaining sentence in India and vice versa. Governor Raghuram Rajan-led Reserve Bank of India (RBI) has proposed to lower the ceiling on how much a bank can lend to a single corporate group, in a move to curb risks in the banking sector at a time when bad loans are on the rise. Under the proposal, banks would only be allowed to lend up to 25 percent of their core capital, down from the earlier ceiling of up to 55 percent, starting Jan. 1, 2019. Arvind Kejriwal-led government in Delhi will put a ban on sale, purchase and even storage of all forms of chewable tobacco including “guktha, khaini and zarda” in the national capital. Former Prime Minister Atal Bihari Vajpayee received the Bharat Ratna, the country’s highest civilian award, which was conferred by President Pranab Mukherjee. In a departure from protocol, President Mukherjee drove to AB Vajpayee’s residence and presented to the ailing BJP leader the prestigious award.
a jeep is funny. Additional sets of books include: Where’s the Frog? (nonfiction) and A Froggy Tale (fiction) both by L. Trumbauer Bat loves the Night (nonfiction) by N. Davies and Bats on Parade (fiction) by K. Appelt What’s it Like to be a Fish (nonfiction) by W. Pfeffer and The Rainbow Fish(fiction) by M. Pfister. EVALUATE A wanted poster about the animal studied (e.g. hermit crab) can be used to evaluate students’ progress. Create a “wanted poster” template for the students. The main (top) portion of the poster should have space for the student to illustrate and accurately describe the animal discussed. The bottom portion should be smaller for an “also known as” section where students can draw an example of their animal being depicted with human-like characteristics. EXTEND Students can create their own picture books using both real and not real accounts of an animal. Students can present their books to the class. A T chart with the headings Real or Not Real can be used to sort the characteristics or behaviors and discuss the concept. The teacher should embed benchmark SC.K.L.14.2 (understanding anthropomorphism) as teaching Big Idea 14 Organization and Development of Living Organisms continues. Video Science Content Collection Standard: SC.K.N.1.1 Collaborate with a partner to collect information Activity
2. A new field was added to the accounting line: “* Calculate VAT”. As Initiator you will not be able to make any changes to this field. By default this will be “YES”. Please note that for documents that already existed before the calculation of VAT was added to KFS, the “Calculate VAT” will be “NO”. Only new documents will be “YES”. 3. Only the Campus Reviewer has the access to change “YES” to “NO”. If there is a valid reason why VAT should not be calculated, you may request the Campus Reviewer to change the Calculation of VAT to NO. 4. Please note: The default for “Calculate VAT” is “YES” – but it still depends on which account and object are used whether VAT will be calculated. Refer to scenarios in 2.1 and 2.2. 5. Complete the accounting line and click on Add 6. To check the transaction in the Pending Entries, you first have to save the document. Click on Save. 7. At the top of the document it will indicate: Figure 3 8. Click on in the General Ledger Pending Entries Tab. Figure 4 9. The pending entry lines will be displayed for the Accounting line you just entered and added. Please refer to the VAT lines that are automatically added to this transaction. The R140.96 credit on 1A00346, is the line you entered. KFS automatically add the debit VAT line of R2.16 against 1A00346.2251 as well as the R2.16 credit line against the central account 1GQ... (depending on the campus). Then KFS also automatically adds the offset lines (object 7991). Figure 5
Figure 27 To export the entire result list in .csv, spreadsheet, or .xml format, scroll to the bottom of the screen and click a link to choose from among these options: 1. Click on at the bottom of the inquiry results. Figure 28 2. Click on at the bottom of the screen. Figure 29 3. Click on in the next screen in Excel Figure 30 4. Save the document on your computer. You can now use Excel functions like sort, filter etc. to process the data according to your reporting needs. Lesson Summary Having completed this lesson you should be able to: Understand the definition and purpose of a General Ledger Entry Inquiry Run a General Ledger Entry Inquiry Understand and interpret the search results of the General Ledger Entry Inquiry Drilldown to an E-doc Export search results to an Excel spreadsheet
Collaborate with another member club on any event of your choosing (If an event is not possible, other collaborations will be considered). Attend an Ethics and International Engagement workshop to take place during International Development Week (Anyone in the club can fulfil this requirement). Participate in both Global Lounge professional development days (Impact Lab) in November and March (Anyone in the club can fulfil this requirement) Write at least two blog posts (one per semester) for the Global Lounge blog (Anyone in the club can fulfil this requirement) This can be connected to your organization’s events. Acknowledge Global Lounge membership in any publications or advertising materials. Clubs and organizations wishing to join the Simon K.Y. Lee Global Lounge & Resource Centre must not have a mandate or take part in activities that discriminate or disrespect others. Members must: Show respect for people and their differences Demonstrate fairness , equity, and empathy Work to understand perspectives of others Promote cooperation and collaboration Manage conflict appropriately, including presenting views and arguments respectfully, and considers others’ views Bring out the best in others Use respectful and inclusive language Show respect for the physical space and technology of the space. Specifically, an organization's activities must not: 1. be illegal, offensive, violent, defamatory, pornographic, oppressive or racist 2. induce, promote or incite discriminatory attitudes based on gender, race, ethnicity, religion, sexual orientation, beliefs or age 3. induce or incite behaviours which are illegal 4. involve dangerous practices involving risk or endangering health **If member clubs & organizations fail to fulfill their roles and responsibilities, they will be asked to revoke their membership to the Global Lounge & Resource Centre. I have read all parts of this application package, including all additional information on the website. I understand & agree to the Global Lounge Roles & Responsibilities. **All applications are due April 30, 2014. Please send completed applications to .
Community Contact Sheet Please Provide the Following Information Community Contact Primary Care Provider Name: Address: Telephone Number: Fax Number: Cardiologist Name: Address: Telephone Number: Fax Number: Local Hospital Name: Address: Telephone Number: Fax Number: Local EMS Name: Address: Telephone Number: Fax Number: Pharmacy Name: Address: Telephone Number: Fax Number: Anticoagulation Management Name: Address: Telephone Number: Fax Number: Electric Company Name: Address: Telephone Number: Fax Number: Other