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: 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. 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. A commitment to develop organoids and related technologies in ways that: (i) promote human health, collective well-being and the common good; (ii) look after the needs of communities experiencing greater health burdens; (iii) reduce socioeconomic inequality; and (iv) avoid discrimination. In consultation with relevant communities, efforts should be made to ensure access to adequate resources, skills training and capacity-building for researchers, clinicians, policymakers, counsellors and others, as needed.
Social Justice. Lesson 1: Reducing inequality
1) A passion for activism. This generation is very sensitive particularly to social issuses.
2) A desire to be treated as equals. 26 percent of Generation Z aged 16 to 19 volunteer and are interested in making the world a better place. However, they want to be treated as equals in a group, not subordinates.
3) An interest in entrepreneurship. 41 percent of Generation Z members want to start their own businesses. Several also want to start their own nonprofit organizations.
4) A willingness to donate. 59 percent of people in Generation Z donated to a charity after being inspired by a social media message. Both Generation Z and millennials are characterized by their use of technology to get information. Almost 88 percent of 18- to 29-year-olds use social media channels. As such, it’s important to showcase your cause, upcoming events, and fundraising efforts through social media. Popular channels donors use include Facebook, Twitter, LinkedIn, and Instagram. Resource for Youth Workers Source: SFDs [Online image] United Nations Another great resource for youth workers to integrate the EU Youth Goals in their educational activities is this Tool box for implementing Youth Goals in education and dialogue. This guide gives concrete examples of activities youth can get involved in. xxxxx://xxxxx-xxxxx.xx/wp-content/uploads/Youth_Goals_Toolbox- Dialogue_activities_to_implement_the_Youth_Goals_together.pdf
Lesson 2: Mental health and physical well-being
1) Which of these is not one of the SDGs? 1 zero bullying 2 life below water 3 no poverty
2) A balanced and healthy plate should contain mostly: 3 protein 4 whole grain 3 Notes for teacher - Answers: 1)-1 ;2) -1;
Social Justice. Paid Education Leave
Social Justice. All major faith traditions call for social justice, asking followers to change the attitudes and structures, of themselves and society, which create oppression. In joining this multifaith community, I intend to: ▪ be just in my thoughts, language, and actions so that my work for justice will have credibility. ▪ seek to know the truth of situations, rather than relying on my prejudices and biases. ▪ work with marginalized persons and groups with a spirit of solidarity toward a goal of structural change in society. ▪ give ten hours of service to my community each quarter (or thirty each year).
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. Benchmarks/Course Content Expectations Student Outcomes: The student will be able to… Assessment Tasks Instructional Resources Vocabulary
