Social Justice. 18.01 The Employer agrees that the Executive Director has the right to follow their conscience and refuse to handle, produce, dispatch or use in any way, goods from or destined for other parts of the world where human rights and principles of social justice are not upheld. The Employer further agrees that the Executive Director will not be required to have business arrangements with any company being so boycotted.
Social Justice. The Employer agrees to contribute $300.00 annually to the Unifor - Social Justice Fund. The Fund is a registered non-profit charity which contributes to Canadian and international non-partisan, non- governmental relief and development organizations. Such monies are to be sent by the Employer to the following address: Unifor Social Justice Fund 000 Xxxxxx Xxxxx Xxxxxxx, Xxxxxxx X0X 0X0 RE: WORKING PAST AGE 65 For those Full Time Employees who continue to work past the age of 65 and who are eligible for benefits, the following provisions will apply:
Social Justice. 33.1 The Company agrees to pay one thousand dollars ($1,000.00) to the CAW - Social Justice Fund. The Fund is a registered non-profit char- ity which contributes to Canadian and International non-partisan, non-gov- ernmental relief and development organizations. Such monies are to be paid into the fund established by its Board of Directors and sent by the Com- pany to the following address: CAW - Social Justice Fund, 000 Xxxxxx Xxxxx, Xxxxxxxxxx, Xxxxxxx, X0X 0X0.
Social Justice. 33.1 The Company agrees to pay one thousand dollars ($1,000.00) to the UNIFOR – Social Justice Fund. The Fund is a registered non-profit charity which contributes to Canadian and International non- partisan, non- governmental relief and development organizations. Such monies are to be paid into the fund established by its Board of Directors and sent by the Company to the following address: UNIFOR – Social Justice Fund, 000 Xxxxxx Xxxxx, Xxxxxxxxxx, Xxxxxxx, X0X 0X0.
Social Justice. Benchmarks/Course Content Expectations Student Outcomes: The student will be able to… Assessment Tasks Instructional Resources Vocabulary MI GLCEs: R.CM.06-08.02 R.NT.06-08.05 R.NT.06-07.01 R.NT.08.03 R.WS.06-08.01 R.WS.06-08.02 R.WS.06-08.07 R.NT.06.04 R.NT.07.04 R.NT.08.04 R.WS.08.07 R.NT.06-08.02 R.CM.06-08.01 CCSS: Reading Standards for Literature, 1-6, 7,9 ● Cite textual evidence, to determine the central theme of a literary text. ● Decode new vocabulary based on connotation and denotation and analyze how they affect the overall meaning of the text. ● Compare multiple literary texts and describe how each uses language and the elements of literature to affect the reader. ● Identify and analyze stereotypes and distortions of gender, race, socioeconomics, etc. ● Read complex texts independently and proficiently. ● Literary Analysis—Essay on Symbolism Newspapers ● Metaphor ● Analogy ● Symbol ● Imagery ● Allusion MI GLCEs: W.GN.06.02 , W.PR.06-08.04 W.PS.06-08.01 ● Cite textual evidence that strongly supports a thesis. ● Analyze informational texts for how the author organizes and presents and argument and for the ● Persuasive Essay on Social Issue ● Editorial Newspapers ● Persuasion ● Rhetoric ● Propaganda ● Ethos W.PR.06-08.02 W.PR.06-08.04 W.PR.06-08.03 W.PR.06-08.05 CCSS: Reading Informational Texts: 1- 6, 8,9,10 Writing: 1a,b,c,d,e; 4,5 validity and appropriateness of the supports for the argument. ● Read complex texts independently and proficiently. ● Write a clear, persuasive argument. ● Use the writing process of editing and redrafting to improve writing and to collaborate with peers on good writing. ● Logos ● Pathos MI GLCEs: W.GN.06.01 W.GN.07.01 W.GN.08.01 W.PS.06- 08.01, W.PS.06.01 R.NT.06-08.05 R.IT.06-08.04 R.CS.06-8.01 R.WS.06-08.02 7 - analyze 8 - evaluate CCSS: Writing: 3a,b,c,d,e; 10 Vocabulary Acquisition and Use, 4a,b,c,d,e ● Write narratives to develop real experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. ● Use narrative techniques, such as dialogue, ● xxxxxx, description, and reflection, to develop ● Experiences, events, and/or characters. ● Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. ● Provide a conclusion that follows from and ● Reflects on the narrated experiences or events. ● Creative/Express ive Essay on Historical person ● Poetry Presentation Internet, Chromebook, Khan ...
Social Justice. Lesson 1: Reducing inequality Every young person can take some steps, no matter how small, to spread awareness about gender inequality in their local community. Here are some tips on how to do it: → Get active in social media campaigns, help organize gender equality events in your class, school or community or create a platform where young people can share personal experiences about gender (in)equality. → Be the starter of challenging conversations in your family, school or work environment about gender roles in household management, careers and women empowerment. → Start volunteering → Support one-stop shops, established by states and foundations to help women avoid domestic violence, abuse and discrimination within their community or work environment. Even the smallest thing can help, so don’t hesitate and take action! When talking about fundraising for a cause you are very passionate about, it is important to keep in mind that GenZ is characterized by a number of traits, including:
Social Justice. Fund The University agrees to pay into a special fund $0.01 per compensated hour to the Unifor Social Justice Fund.
Social Justice. 25.01 Paid Education Leave The Company agrees to pay into a special fund two cents $0.02 per hour per employee for all compensated hours for the purpose of providing paid education leave. Said paid education leave will be for the purpose of upgrading the employee skills in all aspects of Trade Union functions. Such monies to be paid on a quarterly basis into a trust fund established by the National Union, CAW and sent by the Company to the following address:
Social Justice. Social justice has been given a definition as a political process that is geared towards elimination of hindrances and barriers related to abuse and domination of individuals in the society (Xxxxxx, 2006). It is supported as an opportunity to access opportunities in a fair manner not minding the background of people (Makoelle & Xxxxxxxxxxx, 2020). The principals’ responses in connection to their knowledge of IE was more geared towards fair provision of learning opportunities to all learners. Most participants related IE to elimination of barriers and including all learners in the same schools. When learners are given opportunities to attend school regardless of their ability or social backgrounds but the environment made favorable for all to learn, then social justice is achieved. Xxxxxx, 2009 comments on IE as relating to social justice and inclusion which addresses domination, oppression and injustices. The only challenge is that the teachers are ready to implement, but enough support is not provided that enables the school environment to be made suitable for all learners. The relationship between social justice and inclusion is equity. That brings as to the next point on how school principals view the notion of IE.
Social Justice. The school challenges administration, faculty, staff and students to live Gospel values through community service. Diversity The school embraces diversity of faculty, administration, staff and students. Constituent Relations The school is highly responsive to its multiple constituents and consistently delivers the highest level of service.
