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Please note that due to the lengthy topics I will not be able to cover all topics in full detail so please feel free to comment on the posts or email me. If you are a blogger and have an article that you think fits a certain topic please email me with the link and I will be more than happy to include your link in my ABC's of Homeschooling 5 day series. Here are today's additions to the series…
Since you are your student's teacher as a homeschooler, you must be prepared to use any and all resources at your disposal. This particular segment of resources that I am talking about is printables and curriculum. This section is split into two parts, printables and curriculum.
In regards to printables, in making the decision to homeschool you are now blessed with being able to create, download, or buy any printable out there that you want. As a homeschool teacher you may find that your student needs a little more work on a subject, so you hit the internet to find one. I have found that most topics have printables ranging from free to really expensive. I would recommend taking the time to look at sample products that people create so that you know if it is going to be just busy work or if it will actually fit the need you want the printable for. And remember, since you are the teacher you are setting the pace for your student, so do not be afraid to add things not in your core curriculum if you want to make sure it is covered. I find that I am always looking for printables to teach things that my core curriculum does not emphasize, but I want to be important. I find that Elizabeth really likes historical things, so I look for printables that fit with what we are currently studying. Also, when I cannot find what I am looking for I will take the time to research it, like I would have to do in any teaching environment, then I create my own printable for Beck and/or Elizabeth. Then, I share it on my E.H.M. Member's Only Website. Do not be afraid to find free printables, pay for printables, or create your own. As a homeschool teacher you can use whatever you wish to insure that your students get the education you want them to.
In regards to curriculum, as a homeschooler you have the freedom to choose what program you want to use. I would highly recommend taking the time to sit down and review all the curriculums that there are out there to find the one that will fit with your homeschooler and teaching style. There are so many out there from Mc Ruffy to Houghton Mifflin to this one to that one that you should take a few moments to review the products and see their samples for yourself. I even have had situations where I was teaching two different products to my children for the same subject because Beck and Elizabeth learn in two different ways. I also seem to be using different companies for the different core curriculums (math, science, etc.) too because they fit both my teaching style and my children's learning styles better. It can get overwhelming too, but it is wise to remember that since we are homeschoolers we can change the curriculum at any time. This means we can change products, or when our children advance through a product elevate them to the next level when they meet the required benchmarks, not just at the end of the year. You can also find printable curriculums out there to supplement your core curriculums too. A fine example of printable curriculums is my free Berenstein Bears curriculum. I created this curriculum to help my children see the family and moral lessons that each of the bear books associated with the curriculum teach. In my opinion this was a great way for my kids to learn in a fun way. Here are some wonderful resources to find printables and curriculum's that could fit your child's learning style:
Established Printable Stores:
Enchanted Learning (this site is both paid and free)
Blogger's who offer paid or free printables and curriculums (if you are a blogger who provides printables please email me your link and I will be happy to include you in this list):
E.H.M. Member's Only Website (make sure to download my catalogue to see everything that is included)
Blue Manor Education (Preschool – K Curriculum)
Once you know what printables and curriculums you want to use we should discuss a little about the next topic…
How many times have you heard this phase spoken by other families you know? "Wow, little Timmy had so much homework today!" So, as a student little Timmy just spent 6 to 8 hours at school learning and has to turn in a bunch of work that he has to do at home tonight. I know that for me, as the teacher, I am able to efficiently teach my children what they need to know in the time that I have allotted since I am only responsible for teaching my children not a classroom of 25 plus students. I have the greatest respect for teachers in a classroom setting as they are not only following state standards and their school district "rules" but they are also teaching 25 plus different learning styles and attention spans all at the same time. Yes, there are times when a work sheet or experiment needs to be done when 'daddy' gets home in our homeschool setting, but in general, the school day ends with all work being completed during school time. This means that our curriculums are not based on quantity of work, but rather rely on quality of work. The curriculums that we teach as homeschoolers are geared towards the individual learner and not a classroom of 25 or more students who tend to be at all different levels of understanding and attention spans. The quality of the curriculum you choose will help you lessen the impacts to your non-school portions of your days.
Now, since you might be thinking to yourself that since I homeschool my days will be shorter. You could be correct, but you must remember that we have benchmarks to meet as homeschoolers. This means that if your student is not getting a topic at hand or is struggling, then you should look for additional worksheets, printables, field trips or activities to boost their level of confidence in a subject. Not all subjects will require this, but at some point each student will need more reinforcement on a subject or two. At these times it is important that although mastery of a subject will come from repetition, repetition for repetitions sake could do more harm to your homeschooler then good. It will be a fine line between quantity and quality, but with quality there is less need for quantity.
Religion is important to each and every one of us in some capacity. In the typical brick and mortar school, religion cannot be incorporated into a student's curriculum unless the school is a private religious school, of course. If it is not a private school then there is almost no hope that the school will allow you to draw on your religious teachings in your student's schooling. In homeschooling it is entirely the opposite. If you want to incorporate religion into your schooling you are free to do so. In support of this there is a multitude of curriculums out there that do just that, teach religion in them. A very good example of this is the ' My Father'sWorld ' curriculum series. Religion is important to me so as a homeschooling teacher so I try to incorporate religion where it is reasonable. The freedom of control of the subject matter that we have as homeschooling teachers means that we can tailor the religious components that we wish to include in our children's educations. We can include as much or as little as we want and emphasize the components of our religion that will instill our children with the moral values and religious teachings we want them to have.
Scheduling is very important in my everyday life. Scheduling means that I can allot time for various activities throughout the week and still have some time left over to do the things that I want to. This does not always work out, but as a homeschooling mom, teacher, parent, blogger, wife, and printable/curriculum writer I have to make sure I have time for everything, including myself.
Even though we have the freedom to do what we want as homeschoolers, I feel it is important for my children to develop a set schedule. In our household we have a set routine that we follow. When it comes to homeschooling I have developed, a set schedule of subjects and topics that I teach that utilizes school planners. Each year I have adjusted to the new subject matter and teaching styles of the curriculums that I am using and map out the entire year in my school planner. Each day I try to adhere to the school planner for the day to keep the flow of the school day moving forward.
Once the school day is over we also adhere to a routine for the house hold too. As a family we have developed a routine that involves making sure the dogs are taken care of, household chores are done by all (not just me thankfully), the children get play time, my husband and I can spend time with each other and the children, and the children get a set bedtime routine as well (clean-up, brush teeth, store, bed by 8 pm). I am not advocating using a timer and then moving from item to item, but rather setting up our routine allows our family to get the things we have to and want to done each day. I do strongly feel that if the children can be given a set routine then they will learn that there are times that you have to do school work, chores, play, and do whatever you like. Our routine allows our family to be organized and efficient with our time when we need to be. And yes, I do know that there are times that routine gets thrown out the window, but since we do have a routine it is easier to get back in the swing of things after events like the start of a school year, coming back from a break or vacation, or even from a simple illness. The fighting, tears, and stress is less with each year since the schedule is set in place.
Homeschool Schedule (while this has changed this school year this gives a great example of our schedule)
My Homeschool Planning Pages (I took this system, customized and tweaked it a little and 2 years later still use it)
Are you in planning mode for this homeschool year or even next homeschool year? You may find some useful information, links or resources in my Behind The Scenes Series which covers several years and different grade levels of my lesson plans. Just click the link below:
Teaching style means a lot of different things to a lot of different people. Not only is every teacher different, but each student learns differently, then, you have to consider that each subject or curriculum will need to be taught differently. In this day and age of technology we, as homeschooling teachers, also have to consider the medium of the curriculum. Is it digital or hard copy? Do you have it in front of you, downloaded, or do you log into a website to use it? There are so many options out there right now that you need to be careful with how you present your child with what they are learning.
One of the hardest things for me to understand a few years back is that Beck and Elizabeth are two different types of learners. They absorb information in different ways from one another most of the time. I will admit that sometimes they learn the same way, but mostly they do not. I have had to adapt my teaching style to understand that Beck will get almost anything presented in an electronic fashion and Elizabeth prefers the written way, on my white erase board. I found that if I fought this then I would see the school day drag on and their enthusiasm would wane. Now that I am aware of this difference in their learning methods I have adapted my teaching style to include elements that they will connect with the best and get the most out of what I am teaching them. Do not get me wrong, I still use the white board with Beck and the computer for Elizabeth, but I can see when one (or both) are struggling with what I am presenting and can change the way I am teaching to accommodate them. Since I can change my teaching style to help them stay connected I find that they are absorbing, learning, and having a better homeschooling journey. It did take me some time (almost 2 years, if I remember correctly) to train myself to see these differences in their learning and to develop my teaching style, but once I did it was smoother sailing on our homeschooling journey. Once you develop your teaching style based on your student's learning style your journey might be smoother for everyone involved.
Please be sure to come back tomorrow where I will we discussing understanding state laws, videos, why choose homeschooling, x-ray googles, yes to record keeping and the zoo.
Participants for the 5 Day Series Blog Category of School Activities (make sure to hop on over and say "Hello!"):
Edventures with Kids ~ Living Montessori Now~ Kindergarten and Preschool for Parents and Teachers ~ Enchanted Homeschooling Mom~ In Lieu of Preschool ~ The Educator's Spin On It~ My Buddies and I ~ Mum of Twins a Toddler and a Teenager ~ Montessori Tidibits ~ Blog Me Mom ~ Science Sparks ~ Adventures in Mommydom ~ Glittering Muffins ~
Alphabet clip art by:


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The Geological Society of America, Inc. Microform Publication 7
Edited by P.H. Given and A.D. Cohen
Published by The Geological Society of American, Inc.
3300 Penrose Place, Boulder, Colorado 80301
Copyright © 1977 by The Geological Society of America, Inc.
The original microform publication was scanned into Acrobat 5.0 version PDF format in November 2003 under the direction of Dr. Jim Hower, Manager, Applied Petrology Laboratory, Center for Applied Energy Research, University of Kentucky and GSA member. Permission to place the publication on the CAER Web site was granted by editor Dr. Art Cohen, Department of Geological Sciences, University of South Carolina.
Why revive such an old publication? The original format, microfiche, while not totally extinct, is not the medium of choice for modern publications. The Geological Society of America experimented with microfiche publications for a few years, then abandoned the format, orphaning the few publications published in that format. The microfiche cards that we have seen of this publication are not in good condition, therefore, most pages were scanned from the unpaginated original paper copy borrowed from the files of Art Cohen. We hope that this publication will be of interest to coal geologists now that it is in a more accessible format.
This publication may be printed but cannot be modified in a word processing application. Please utlize the above information for citation purposes. Copyright is held by The Geological Society of America, Inc.
This publication represents the proceedings of a symposium on "the Geology, Paleobotany, Geochemistry, and Microbiology of Peats". The symposium was held during the Annual Meeting of the Geological Society of America and associated societies which took place in Miami, 18-20 November, 1974, and was jointly sponsored by the Coal Geology Division of the Society and the Organic Geochemistry Division of the Geochemical Society. Fourteen papers were presented, and nine are included in this publication. Five authors elected to make other arrangements for publishing their work; but the abstracts of these five papers, as submitted for inclusion in Abstracts with Programs, volume 6, number 7, 1974, are included here for completeness.
Following files are made available in PDF format.
|Title Page
|Petrography and paleobotany of petrified Paleocene peat and its
bearing on the coalification of lignite (Abstract)
Francis T.C. Ting
|The Beckley seam - An example of a back-barrier coal in southern
West Virginia (Abstract)
M.J. Robinson and R.A. Melton
|Paleoenvironmental reconstructions - An aid in predicting acid
mine drainage problems
F.T. Caruccio and J.C. Ferm
|Paleobotany of permineralized peat (coal balls) from the Herrin
(No. 6) coal member of the Illinois Basin
T.L. Phillips, A.B. Kunz, and D.J. Mickish
|Some peat bogs in Washington County, Maine: Their formation and
trace-element Content
C.C. Cameron and N.A. Wright
|Organic geochemistry of Okefenokee peats: Metal constituents
D.J. Casagrande and L.D. Erchull
|Characteristics and peat stratigraphy of tree islands in certain
wetland environments
P.J. Gleason, R.H. Hofstetter, A.D. Cohen, and P.A. Stone
|Morphological and microchemical correlations of living and fossil
Botryococcus (Abstract)
K.J. Niklas and T.L. Phillips
|Early diagenesis of fatty acids in mangrove peats, St. Croix,
U.S. Virgin Islands
R. Sassen
|Microbial activities in the decay of Rhizophora mangle leaves
J.W. Fell
|Cell wall polymers of higher plants in peat formation: The role
of microorganisms
C. Exarchos and P.H. Given
|Environmental aspects of marsh gases
F.M. Swain, B.D. Johnson and J.J. Pittman
|Geochemical effects of organic-rich swamp effluents from the Okenfenokee
swamp-marsh complex of southern Georgia
J.H. Reuter and K.C. Beck
|Particle size distribution and 13C content of dissolved organic
matter in a salt marsh (Abstract)
J.A. Calder and F. Kearsley
Keywords: peat, coal, coal geochemistry, coal petrology, acid mine drainageError processing SSI file

subset: commoncrawl


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BENEFITING: Charlotte, Habitat for Humanity of
ORGANIZER: Charlotte, Habitat for Humanity of
Charlotte, Habitat for Humanity of wrote -
Habitat gave so much to all of us during our AmeriCorps or intern year. Now we want to give back!
Please help us sponsor a home for a deserving family partner.
Here is some more information about the build for all you Alums out there:
Build Dates – June 13-21, 2015
Sat, Sun, Mon (13-15) - Building Begins
Tues, Wed (16-17) - Mid-week break, no building
Thurs, Fri (18-19) - Finish construction
Sat - 10am (Tentative) - Dedication!
Sat afternoon – Sun - Retreat Weekend (enjoy some fellowship and R&R after a hard week)
With this new format, you've got options:
1) Come for the first weekend and build
2) Come for the second weekend to build and retreat
3) Stay the whole week for all the fun!
Who's Invited
In addition to all of us that did AmeriCorps or an internship with Habitat Charlotte, this time we also want to invite anyone who has done AmeriCorps with Habitat anywhere, and now lives in Charlotte. We are trying to cast a broader net this time around, so please invite those AmeriCorps friends that you know would be interested.
Why Build
The AmeriCorps year with Habitat Charlotte changed my life, and I know that is true for many of you as well. The vision for this build is to say "thank you" to Habitat Charlotte for the opportunity to serve here, and to continue to show our ongoing commitment to service, and to our communities. Also, it was a great time the last go around, so why not do it again?!


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|Special Educational Needs and Disability Bill [Lords]
Mr. Hayes: I do not want the Committee to be under any illusion about our intentions. The amendment is specifically about the educational needs of the child. For the most partinvariably, in factthose needs coincide with parents' and children's wishes. As the hon. Gentleman rightly suggests, there will be exceptions. However, in suggesting that there is an implicit conflict, he is perhaps not drawing on his experience of such matters. He should apply that experience to his reading of our intentions and of the effect of the amendment.
Dr. Harris: I draw the hon. Gentleman's attention to the fact that he used the word ``invariably''. He did not say ``almost invariably''. Invariably means with no variation. Elsewhere in his intervention, he accepted that there would be variation from the norm. It is important to recognise that there might be conflict in some casesit is not invariable that there will not be conflictso a balance should be struck. As I shall say in more detail in a moment, the legislation should be based on the needs of the child. That is why we are here; it is what the Bill is about. So long as the Government make that clear, there will be no need to accept the amendment. That point was made in an intervention by the hon. Member for Leeds, Central, who is no longer in his place.
The Special Educational Consortium tends to back my position. I disagree with the hon. Member for High Peak, who suggested that there must therefore be something wrong with the amendment. I do not want to demean or diminish the amendment. We table amendments to challenge issues and accepted practices on which we are lobbied. I dissociate myself from the implication that an amendment is devalued simply because an important and authoritative lobby group disagrees with it.
Mr. Levitt: I certainly was not trying to imply that there was anything wrong with our debate or the principles of the amendment. Many of us would argue that its principles are embodied in the Bill. I simply wanted to ask the hon. Member for Daventry if any representative organisation supported the amendment.
Dr. Harris: I am happy that that clarification is on the record, but I question the hon. Gentleman's argument. In other debates, he supported proposals on reform of the structure of community health councils that no organisation backed. We must ensure that we consider the issues.
The hon. Gentleman may have been implying that we must pay special attention to the points made by the Special Educational Consortium because it is representative of a wide group and has great expertise. It has made two points that might satisfy the hon. Member for Daventry. First, it says that the condition that would be introduced by amendment No. 1 has been used to deny a mainstream place to children. There is no getting away from that.
Mr. Boswell: I am carefully following the hon. Gentleman's constructive contribution, in which he is making some proper corrections and qualifications to the points that I made. However, so far as I know, there has never been an explicit duty on the Secretary of State to secure educational needs. There is an issue about whether we are trying to involve the Secretary of State because individual LEAs have been derelict in their duties and have not met their obligations within the existing legislative framework.
Dr. Harris: I am making a general point raised by the Special Educational Consortium. One can always say that there are bad local authorities, but there are good local authorities that, faced with other exigencies, might cite the provision in support of a proposal to go against the parents' wishes, when those wishes have a good basis and are in the best interests of the child.
The Bill removes two of the caveats in section 316, one of which defines a situation in which education in a mainstream school could be deemed``deemed'' is my wordincompatible with a child receiving the special educational provision that his learning difficulty calls for, as well as with the efficient use of resources. People have been concerned about that caveat being used to support a move to deny places in the mainstream. It could work both waysagainst parents' wishes and against the real best interests of children. That might come about because of dereliction of duty or pressure on resources, or because of a misunderstanding.
The second point raised by the Special Educational Consortium was that statutory protection for the best interests of the child already exists. I would not be making these points if I were not satisfied on that. My noble Friend Baroness Sharp would not have accepted that argument, after careful consideration in the House of Lords, had we not been convinced that statutory protection for the best interests of the child is provided by sections 323 and 324 of the Education Act 1996, with schedules 26 and 27, which deal with how statements are made, as well as the SEN regulations and the code of practice.
Finally, I would like to draw the attention of the hon. Member for DaventryI say this as politely as I can, using no classical allegories at allto a philosophical question that we must face. His party has traditionally supported selection by schools. That implies less choice for parents, and certainly less choice for children. It is important philosophically, and it would help us in the rest of our consideration of the Bill if his party clarified whether it wants, where possible, more choice for children and their parents, or more choice for schools, which is what selection implies.
Mr. Boswell: I rise merely to give the hon. Gentleman notice that that is a matter to which we may wish to return during consideration of another amendment. In the spirit in which I answered the hon. Member for St. Ives, I shall do my best to clarify that point then, rather than return after a lengthy speech to make yet another explication of the amendment.
Dr. Harris: I thank the hon. Gentleman. While I am on a roll, I should point out that perhaps the Government should answer the same question, given their predilection for allowing more selection by schools.
Mr. St. Aubyn: I do not want the hon. Gentleman to stay on his roll for too long, because the logic of his argument is flawed. If our education system provides for diversityof selective schools as well as non-selective schoolssurely the choice of school available to parents and children is widened, not narrowed.
Dr. Harris: Of course not. If the system does not select a child, that child's choice is meaningless. I am conscious that this discussion is in danger of not being directly relevant to clause 1, and I look forward to our future debate on the subject.
I would like to make one more point to the Conservatives. In a Committee Room very close to this one, they considered the best interests, the wishes and the rights of the child in relation to access to health education on and the promotion of emergency contraception. They were flatly opposed to granting access to those who were mature enough to require it, saying that parents' rights must come first. For the sake of consistency, it is again important that the Conservative party should clarify whether it will pick and choose which rights of children it seeks to make paramount, and which it does not. The Opposition were more wrong in that case than in this, though I disagree with them on this one, too.
12 noon
Amendment No. 2 deals with the caveat of
It is interesting that the word ``efficient'' is inherited from previous legislation, because I should have thought that ``effective'' might have been better understood to separate the issue from that of resources, which otherwise hangs over our discussions like a shadow. We are talking about effective education, and it appears reasonable, a priori, to say that we must not interfere too much in favour of one child over the need of other children to be effectively educated. The use of ``efficient'' by definition implies resources, which is why many people are concerned. Will the Minister explain why she rejected ``effective''? It is close in the dictionary to ``efficient'', and I am sure, given her hours of study preparing the Bill and the long time that it took for even the draft Bill to be published, that there must be a reason why ``efficient'' was chosen over ``effective''.
The point made by the hon. Member for Tewkesbury about resources is allowed by the term ``efficient'', and must therefore be dealt with. I do not claim detailed knowledge of who makes the decisions in Gloucestershire, but I remember a fascinating debate in Westminster Hall in which the hon. Gentleman and the hon. Member for Daventry spoke. It is clear that local authorities are under pressure, so where resources are tight and new duties are placed on them, something must give. I doubt that any local authority will see the Bill as an excuse to make cuts, but when faced with new duties, budgets legally must balance, and when raising resources, Gloucestershire has been subject to capping legislation that the hon. Member for Tewkesbury supported.
Mr. Laurence Robertson: I can assure the hon. Gentleman that it has certainly been in the minds of certain people in Gloucestershire that closing special schools is a way of saving money. The then director of education, Mr. Roger Crouch, said in front of Labour members that he was ``doing his damnedest'' to save money through the SEN programme in Gloucestershire.
Dr. Harris: I do not want to get into the specifics of Gloucestershire, because I do not have the information, but speaking generally, when local authorities face new duties, such as those provided by the Bill, there are pressures. If those cost pressures, when quantified, exceed available resources, something must give. It is a question of terminology whether we interpret that as an opportunity to make cuts for their own sake or recognise that, given the under-resourcing of local authorities and their inability to raise the resources that local people may want them to raise because they are capped, they are forced into an invidious position. That is why we are worried about the resources attached to the Bill.
I hope that the Minister will make it clear that although there may be perceived effects of inclusion on the efficient education of other children, authorities should, before they decide that that means that provision must end, put into the balance the benefit to the broad education of the other children of inclusioneven of children with especially challenging behaviour and significant needs. Guidance is needed to ensure that schools do not just consider efficient education in direct and financial terms, but look more widely at the benefits of inclusion. We will want to see how the provision works if the Bill is unamended. If our attention is drawn to cases in which the clause is used unnecessarily and inappropriatelyI accept that those terms are subjective, but they reflect the wording of a later amendmentto exclude children with special needs on grounds of efficiency, we would want the Government of the day to reconsider the matter.
|©Parliamentary copyright 2001
|Prepared 27 March 2001


text:
Excellent health care needs your support
Because a gift directed to the CHRISTUS Spohn Foundation is an investment in the future of health care across South Texas. Your financial contributions allow us to continue our mission of extending the healing ministry of Jesus Christ to those whom we are called to serve. We've been here — caring for men, women and children from all walks of life — for the past 110 years, continuing the legacy of care started by Dr. Arthur Spohn and the Sisters of Charity of the Incarnate Word.
Your gifts help support CHRISTUS Spohn's infrastructure — the physical walls we build to house our vital services and resources — but they also help our residency programs and the development of the health care leaders of tomorrow. We provide critical care, close to home, offering an entire suite of care services essential to maintaining the health and wellness of the Coastal Bend:
- The Level II Trauma Center at our Memorial campus provides life-saving care and surgical services in the only facility of its kind in South Texas
- The Level III Neonatal Intensive Care Unit at our South campus cares for fragile and sick newborns delivered at our hospitals across the region
- The CHRISTUS Spohn Cancer Center in Corpus Christi offers the region's only nationally accredited cancer program
- The Primary Stroke Center, certified by the Joint Commission, and the Chest Pain Center, certified by the Society of Cardiovascular Patient Care, serve vital needs at our Shoreline campus
- The hospital campuses in Alice, Beeville and Kingsville provide first-class emergency care, women's and pediatric services and a host of other wellness resources that support our Coastal Bend communities
Your support is critical to helping fund the most advanced, accessible and compassionate health care in the Coastal Bend. If you are considering a gift of support to CHRISTUS Spohn, something that will provide an even greater contribution to our South Texas community — the gift of a healthy future — online giving is only a click away. Or, if you prefer, you can make your gift by mail or phone:
CHRISTUS Spohn Foundation
600 Elizabeth Street
Corpus Christi, TX 78404
Witness the Impact of Giving
CHRISTUS Spohn's generous donors help support our health care legacy. Please view the stories highlighting the impact of their gifts and how that support benefits our doctors, nurses, associates, volunteers and, most importantly, our patients — those whom we are called to serve every day.


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What You Can Do About What Is a Marketing Company Starting in the Next 5 Minutes
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As the forum lurkers will already know, Jesus Fernandez and Daniel Castillo have both been turned pro by the powers that be at Chocolate.
Daniel has been down with Chocolate since the beginning and is one of the last remaining original members of the team, whilst Jesus has become Chocolates first 'proper' international pro having produced one of the strongest parts on Lakais "Fully Flared".
The turning of both Daniel and Jesus pro is long overdue; props to all involved! Have a peep at their debut graphics below.


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As FlexPod celebrates its third birthday, we decided to take a look back at the beginnings of the Converged Infrastructure market leader. This month FlexPod News talks to two of the visionaries who helped bring FlexPod to life: David Scoppa, Global Partner Manager at Cisco Systems, and David Yeary Director, WW Channel Development at NetApp.
Q: Some of the best ideas get started on the back of a napkin. How was the seed for FlexPod planted?
DS: (laughs) I think I still have the napkin. But seriously, the first time Dave and I met was at a coffee shop. He drove from North Carolina to Atlanta to meet. Once we began exploring the possibilities of a scalable, flexible converged infrastructure, I could tell we were on to something.
DY: And it wasn't just Dave and I. There was a whole team of us who said "what if…"
Q: You challenged each other to dream big?
DY: At the time, we were all very siloed. NetApp was selling storage and Cisco was selling switches. Our partners had teams that were often focused on one or the other. And while they are number two in the world now, Cisco servers weren't even in play yet. But Peter had this idea…
Q: You're talking about NetApp Channel Vice President, Peter Howard?
DY: Yes. Peter believed that if our channel was going to evolve and grow, they needed a better way to deliver virtualization and data center consolidation. And we realized – sitting down with Cisco – that their partners were our partners. And that if we worked together, we could create something that would be game-changing.
DS: We had tried going to market together before and had experienced some success so we knew there was an appetite for this. At the time this was around 2009/2010. The economy was not good and there was pressure on businesses to become more efficient. So partners were looking for ways to help the enterprise cut costs and be more resourceful.
Q: You mention "game-changing". What about FlexPod made it so unique?"
DY: Flexibility. We decided we wanted something that you never had to throw away. We wanted an architecture that could grow from the smallest configuration to the largest and be fully scalable. A fully protected investment.
DS: That was a compelling story for our partners. They could design and deliver a solution that would always be relevant. And if the business changed in six months, they simply added on another component. Customers loved the idea.
DY: But the most unique element was that this was truly a field initiative.
Q: So partners were a big part of developing FlexPod?
DS: Absolutely. We started with a seven city road show and invited our partners. We had no joint solutions, simply the idea. We stood on stage and told a combined story. And partners jumped all over the concept.
DY: If it hadn't been for the partners this never would have happened. They were already doing it. They were buying the individual components and trying to design their own scalable solutions. But they needed us to step up and remove all the risk.
DS: So we did the tour but it was still just a PowerPoint deck. We needed to actually build something.
DY: And that's where our technical teams broke new ground. There was a small group of people in Raleigh who got the vision of what we were trying to do with flexibility. This had never been done before and I think they deserve medals for what they were able to accomplish. Because what really makes FlexPod work so well is the CVD – Cisco Validated Design Architecture. The CVDs told the market we were serious about FlexPod.
Q: What else did you do to make it a success?
DS: We did a great job on training. We made sure our partners knew exactly how to sell, design and deliver FlexPod. We armed them with the right knowledge and support to be successful at every step of the sales and delivery cycle.
Q: So from a PowerPoint Deck to Number One in the World in only 3 years. That's quite an accomplishment. Did you ever expect it would be this big?
DS: I knew we were on to something when we exceeded our three-year business plan numbers part-way through year one. I certainly never expected to see multiple FlexPods within the same customer. And market adoption. The market for converged infrastructure has exploded. But really the NetApp/Cisco partnership and the alignment between our two organizations made it so much easier. NetApp and Cisco share the same beliefs. I honestly believe we could have developed anything and been successful simply because we work so well together.
DY: I agree. The speed at which the market has embraced converged infrastructure is phenomenal. For FlexPod this means 50 validated architectures and presence in 84 countries with over 3,200 customers.
Q: What is next for FlexPod? How can our partners become more successful with us?
DY: Converged infrastructure is now seen as a single sales cycle, but one that is being driven by business applications. The players making the buying decisions in the future are not the ones that many of our partners are used to dealing with today. New relationships with line of business executives need to be forged because they are the ones creating the demand for our "always on/always available" architecture. A partner told us about a recent experience where a FlexPod showed up on a loading dock and IT had no clue why it was there. It turned out that the line of business had ordered it to run a new mission-critical application.
For our partners, FlexPod is the vehicle that enables them to engage in a strategic business conversation across every executive office in the enterprise, opening up a new world of opportunities for the partners who are ready for the ride.
Q: How can our partners best prepare to talk to the new decision-makers? To move from a technical discussion in IT to a strategic business conversation in the C-Suite?
DY: It comes back to education. Understanding who your buyer is and how to speak their language. This year we are investing heavily in a series of workshops led by successful business entrepreneur Pat Bodin who is helping our field teams and our partners learn how to expand their relationships into other parts of the organization. The positive feedback by attendees is amazing and our partners are correlating pipeline growth to workshop attendance.
Being armed with the right information is a big reason why FlexPod was so successful in the first place. To take advantage of the new wave of buyers, partners need to continue to invest and we hope many of them will consider including one of these workshop as part of their growth strategy this year.
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Deleting a cron job
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More than just the earliest crocuses are popping up. House prices are beginning to rise.
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News Corp: Not the end of the world
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It's not often a team enters a gymnastics state final with a legitimate opportunity at overtaking the frontrunner.
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History of Corporate Social Responsibility (CSR)
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Any opinions, findings, conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of UK Essays.
2.1 Introduction to the Chapter
This chapter provides a selection of literature relevant to the concept of Corporate Social Responsibility (CSR). It starts with a brief history of CSR, it provides some definitions and it moves further to examine aspects like the Layers of CSR, the relation between CSR and Business Ethics and the Drivers of CSR. Some benefits and criticism over the concept are discussed and the strong relation between CSR and the company's Stakeholders is examined. The chapter continues with the Areas and the Activities of CSR and the Levels that influencing the adoption of CSR are analysed. Finally, some Global CSR tools as the United Nations Global Compact and the Global Reporting Initiative are presented.
2.2 The History of CSR through the Centuries
The Business Relations, Accountability, Sustainability and Society Centre, known as BRASS, in its report History of Corporate Social Responsibility and Sustainability (2007), states that "The history of social and environmental concern about business is as old as trade and business itself. Commercial logging operations for example, together with laws to protect forests, can both be traced back almost 5,000 years. In Ancient Mesopotamia around 1700 BC, King Hammurabi introduced a code in which builders, innkeepers or farmers were put to death if their negligence caused the deaths of others, or major inconvenience to local citizens. In Ancient Rome senators grumbled about the failure of businesses to contribute sufficient taxes to fund their military campaigns, while in 1622 disgruntled shareholders in the Dutch East India Company started issuing pamphlets complaining about management secrecy and 'self-enrichment' ".
Moving further, Eberstadt (1977) claims in his study that phenomena of social responsibility were already presented in the ancient Greece, while today's corporate responsibility movement is an attempt to restore a 2,000-year-old tradition of businesses being connected to the community (cited in Panwar, Rinne, Hansen & Juslin, 2006).
In the 18th century the businesses started to anticipate that having an efficient labour force was essential for the successful delivery of their activities. During that period Adam Smith, the great moral philosopher and pioneer in economics, present for the first time the traditional or classical economic model. The model suggested that the needs and the interests of the public would best be met if the individuals act in self-interest manner. Driven by their own self-interests, the individuals would produce and deliver goods and services which would earn them profit, but also meet the needs of the others (Fernando, 2009). According to Brown (2005), the companies in order to keep their employees satisfied, because of the negative effects that the lack of food, housing and healthcare had in the labour force efficiency, they started to invest in housing, healthcare and nourishment. Thus, the worker villages of the industrial revolution, company medical facilities and the subsidized works canteen appeared. That action of social philanthropy by the companies can be considered as the forerunner of the modern day CSR.
Sims (2003) claims that the contemporary CSR originated back to the beginning of the 20th century and is based upon two principles. The first, the principle of charity, is based on religious tradition and suggests that those who are well financially should give to those with difficulties. The second one, the principle of stewardship, says that the organisations have an obligation to serve the society and satisfy the public's needs since their wealth and the power that they have springs through their activities within the society. This second principle had an impact on affected how companies were faced by governments, press and other groups and led to the conduction of new more socially responsible laws.
The turn of the businesses to the society and the development of a more societal thinking led the organisations to increase their responsibility and consideration for both social and environmental well-being. This response to environmental and social matters by the corporations is what it is known today as Corporate Social Responsibility (Panwar et al., 2006).
2.3 Definitions of Corporate Social Responsibility
The rise of the concept of Corporate Social Responsibility during the past decades resulted to the continuous debate about the exact meaning of the term. The only generally accepted view about the term CSR is that is a concept which covers several aspects. Frankental (2001), comments that "CSR is a vague and intangible term which can mean anything to anybody, and therefore is effectively without meaning".
Castka, Bamber, Bamber and Sharp (2004) argue that "there is no single authoritative definition of CSR. The CSR concept seems to be a loosely defined umbrella embracing a vast number of concepts traditionally framed as environmental concerns, sustainable development public relations, corporate philanthropy, human resource management and community relations".
During the examination of various literatures it can be seen that there is not a single generally accepted definition, although many authors and worldwide institutions defined the term CSR in similar ways.
The first academically accepted definition of CSR can be found in the book 'Social Responsibilities of the Businessman', written by Howard Bowen in 1953. Bowen defines CSR as "an obligation to pursue those policies, to make those decisions, or to follow those lines of action that are desirable in terms of the objectives and values of our society" (cited in Panwar et al., 2006).
Carroll (2004) argues that "the social responsibility of businesses encompasses the economic, legal, ethical, and discretionary (philanthropic) expectations that society has of organizations at a given point in time", while Buhmann (2006) simply defines CSR as "doing more than what is required by law". Johnson, Scholes and Whittington (2005), define CSR as "the ways in which an organisation exceeds its minimum obligations to stakeholders specified through regulation".
The World Business Council for Sustainable Development (WBCSD) defines CSR as "the continuing commitment by business to behave ethically and contribute to economic development while improving the quality of life of the workforce and their families as well as the local community and society at large" (cited in Castka et al., 2004).
Finally, the internationally known law firm Freshfields Bruckhaus Deringer in the report 'The Development and Impact of CSR on the Construction Industry' (2006), defines CSR as "the voluntary integration of environmental, social and human rights considerations into business operations, over and above legal requirements and contractual obligations".
To conclude, it can be clearly seen that the base line of the above definitions is the volunteering obligation that the organisations must have over their employees and their families, the environment and the general public which sometimes may go further their legal requirements.
2.4 Layers of Corporate Social Responsibility
According to Sachs, Ruhli, and Mittnacht (2005) the probably best known economic paradigm that prepare the ground for further research on the concept of CSR is the Carroll Pyramid (Figure 1).
Carroll (1991) suggests that there are four kind of social responsibilities that an organisation should take into account while conducting its activities and those responsibilities constitute total CSR. Those four social responsibilities of an organisation were presented into a four-layered pyramid model, called 'The Pyramid of Responsibilities'. The four layers of responsibilities are economical, legal, ethical and philanthropic.
The bottom layer and the foundation of the pyramid is the Economic Responsibilities. The business must be profitable in order to keep its shareholders satisfied, produce goods and services necessary to the consumers and be able to create new jobs and promote innovation.
The second layer of responsibilities is the legal and is all about following the law. The businesses should not only be profit driven but at the same time they must respect the laws and regulations produced by government and it is expected that the businesses would keep their economic activities inside the framework of the law and pay by the rules of the game.
The ethical responsibilities are related to fairness and morality. The people's rights and beliefs must be respected, any kind of harm, physical or social, must be avoided and any harm caused by others must be prevented.
The last layer is the philanthropic responsibilities which urge the businesses to be good corporate citizens. The businesses through their activities must contribute resources to the community and most importantly must be able to help to improvement of the quality of life.
Carroll placed the four layers of responsibility in a pyramid in order to show the strong connection between the four kinds of responsibilities. If a kind of responsibility in the pyramid model is absent then the ones above cannot be achieved.
Lantos (2001) characterises the Carroll's pyramid model of CSR as 'altruistic' or 'humanitarian' and argued that the firm will be good to use it as marketing too in order to promote its image. Following this view Lantos (2001) proposes a new model of responsibilities by reclassifying Carroll's pyramid from four to three layers. The first layer of Lantos model is the Ethical CSR and includes economic, legal and ethical responsibilities as one group. The second layer is the Altruistic CSR which is equal to Carroll's philanthropic layer and suggests that businesses must contribute to the community even if a part of the profits must be sacrificed. The last layer of Lantos model is the Strategic CSR where businesses are fulfilling their philanthropic responsibilities not only because of generosity but also because they expect financial returns from the positive publicity.
2.5 Business Ethics and Corporate Social Responsibility
Business Ethics and Corporate Social Responsibility are two close related concepts but they are not identical. As it can be seen Business Ethics play a very important role in Carroll's Pyramid of responsibilities as Ethics Responsibilities are placed in the second highest layer. Both concepts refer to values, goals and decision making based on something more than just making a profit (Mullerat, 2010). In general terms the bottom line of ethics is individually doing the right thing while avoid evil and harmful actions for you and the others in your activities. On the other hand CSR is more about the obligations that an organisation must have over its stakeholders than just its shareholders. A socially responsible organisation must act ethically (Mullerat, 2010).
Phatak, Bhagat and Kashlak (2005) define Business Ethics as "the moral thinking and analysis by corporate decision-makers and other members regarding the motives and consequences of their decisions and actions". Furthermore, Ferrell and Fraedrich (1998) add that "business ethics compromises moral principles and standards that guide behaviour in the world of business". The concept of Business Ethics is vital for every self-respected organisation and this is why many companies today develop codes of ethics and make commitments about their ethical behaviour to the public (Fisher, 2003).
According to Seitel (2001), the organisations develop ethics codes in order to:
Increase public confidence: Due to various scandals, mainly concerning corruption and briberies inside organisations, the public's trust for businesses has been declined. Thus, companies have decided to adopt the ethics code in order to improve their image.
Stem the tight of regulation: Due to the declining trust and confidence of the public for businesses, the governments increased their legislations and regulations in order to reverse the situation. The companies adopted the ethics codes in order to show that they have ethical behaviour and can be trusted.
Improve internal regulations: Due to the increase of the size of organisations and the development of multinational operations it is essential that some codes of conduct must be created in order to have the same behaviour standards among the employees.
Business ethics depend on two main factors, culture and time (Svensson and Wood, 2003). The business environment culture is influenced by traditions, religion, ethical values and individuals and can be defined as what is accepted and what is unaccepted. The company's success can be affected if different opinions, that is to say different cultures, cannot be adopted satisfactory by the organisation. Additionally, what is accepted and what is unaccepted can be affected by the business time element. The business world is a fast changing environment and what is considered ethical today it can turn out to be unethical tomorrow. As it can be seen the success or the failure of a business is closely connected with ethics and that is why Business Ethics must be used as a corporate philosophy rather than a corporate code in every organisation.
To conclude, Johnson et al. (2005) argue that the society's expectations, which have major influence on companies and organisations, are based on three levels of Business Ethics. The macro level is the first one and is related to the ethical posture of the company. Simply, the macro level is related to the extent in which the organisations are willing to do more than their legal requirements in order to satisfy their stakeholders. The second one is a part of the macro level and is the Corporate Social Responsibility level. This level is concerned the ability of organisations to surpass the minimum requirements needed in order to maintain the organisation's ethical stance. The individual or managerial level is the last level of Business Ethics. This is a very important level since is connected with the behaviour and actions of individuals inside the organisation.
2.6 Drivers of Corporate Social Responsibility
The current momentum behind Corporate Social Responsibility is being built based on a variety of very important factors. Ernst and Young (2002) mention that there are five key drivers which encourage the increasing business focus on CSR. These are: (1) greater stakeholder awareness of corporate ethical, social and environmental behaviour, (2) direct stakeholder pressures, (3) investor pressure, (4) peer pressure and (5) an increased sense of social responsibility (cited in Jones, Comfort and Hillier, 2006).
Panwar et al. (2006), argue that there are diverse motivations that lead to the adoption of CSR by the organisations. For example a business is adopting CSR in order to meet mandatory legal requirements aimed at controlling destructive business practices while another business is using CSR in order to increase its productivity and improve its financial performance. It is also suggested that a company by using CSR in its practises can improve functional areas such as market positioning and risk management.
According to Wood (1991), the concept of CSR is being driven by three major principles. Firstly, businesses are obliged to use their power responsibly since they are above all social institutions. Secondly, the responsibility for the outcomes of the involvement with the public is upon businesses. Lastly, discretion must be exercised in decision making processes by the individual managers who are also moral agents.
Andriof and McIntosh (2001) believe that the driving force behind the concept of CSR is the consumers and employees. These two categories are holding the power in the market system nowadays. Consumers and employees are now well informed about the several challenges the world has to face and they do not really believe that the governments can change things. They accept that corporations are the most powerful social institutions of the present era and most importantly they are willing to reward those corporations who are responsive to their concerns.
Finally, Girod and Bryane (2003) use a strategic marketing view arguing that CSR is "a key tool to create, develop and sustain differentiated brand names". Furthermore, the Commission of the European Communities (2002) argues that the organisations in order to better respond to the fundamental changes in the overall business environment they adopted CSR and used it as an important element in new and emerging forms of governance. These changes include globalisation and the responsibilities companies feel the need to address, as they increasingly source products and services in developing countries; the issues of image and reputation, which have become increasingly important elements in corporate success; and the need for companies to recruit and retain highly skilled personnel (cited in Jones, et al., 2006).
2.7 Benefits of Corporate Social Responsibility
Many organisations are using nowadays CSR as a marketing tool due to the fact that the implementation of CSR practices can bring to the organisation a wide range of potential benefits, both direct and indirect.
The Department of Trade and Industry (DTI) has said that implementing a CSR policy, "...can bring real business benefits by reducing risk, by enhancing brand value, by opening doors and creating good will, and by improving staff efficiency and morale. It can also attract stable and ethical investment and add competitive edge" (Chartered Institute of Building, Report)
According to Mackey, Mackey & Barney (2005) in the case that a company surpasses the minimum CSR requirements then the potential benefits can lead to a positive effect to the company's performance and value.
Gildea (1994) and Zaman et al. (1991), stress out that research has shown that companies that care for the environment and exhibit good CSR practices experience increased consumer purchase preference in addition to increased investment appeal (cited in Panwar et al., 2006). Many consumers prefer to buy for ethical business. A survey conducted by Cone Inc. (2004) showed that 91% of the consumers have a more positive image of a product or a company when it supports a cause. The 90% of the consumers would consider switching to another company's product or services if they found out about a company's any unlawful or unethical practises. In addition, Muckiewicz (1993) supports that the reputation of an organisation plays a vital role as research studies show that 9 out of 10 consumers use it in order to decide which product or service they will buy from those that are similar in price and quality.
According to Bernstein (2004), CSR benefits both the company and the community. Due to use of CSR the corporate culture and corporate name of the company can be improved significantly thus the best employees can be attracted and the motivation of the workforce will remain in high levels. The society benefits from CSR practices as well through a variety of services and action, though the company has to create some sort of societal benefit in order to be called socially responsible.
Some of the potential benefits that a business can have from the use of CSR practices can include improved financial performance and profitability; reduced operating costs; long-term sustainability for companies and their employees; increased staff commitment and involvement; enhanced capacity to innovate; good relations with government and communities; better risk and crisis management; enhanced reputation and brand value; and the development of closer links with customers and greater awareness of their needs (cited in Jones et al., 2006) . Table 1 presents a summary of business benefits of CSR.
Concluding, it must be noted that the benefits from the adoption of CSR practises can never be predicted or be constant since each company operates in a different and always changing environment. Barnett (2007) adds that "this unpredictability could lead to limited support for CSR initiatives from the board, in times of financial instability". Thus, the business case supporting CSR has to be specific for every company and based on Rowley and Berman (2000) CSR achievements of an organisation cannot be collated against some standards, since those does not exist. Furthermore, McWilliams and Siegel (2001) point out that the potential existence of those standards would allow CSR to be considered as part of the investment decisions, as the company would be able to make judgements for its business case in a more formal way.
2.8 Criticism against Corporate Social Responsibility
The concept of CSR, as it can be seen from the various definitions presented on previous paragraphs, is based upon the principle that businesses do have another responsibility than just making profits. Every organisation has a responsibility towards the society, its people and the environment as well. At the same time, many are those who are opposed the idea of integrating CSR practices into their corporations and they believe that shareholders interest can be conflicted by operating a 'good' business.
Dr Milton Friedmann (1970), a renowned economist, in his article The Social Responsibility of Business is to Increase its Profits affirms that "...there is one and only one social responsibility of business is to use its resources and engage in activities designed to increase its profits so long as it stays within the rules of the game, which is to say engages in open and free competition without deception or fraud". According to his economic model the organisation is an economic institution which should only focus in the economic scope. Organisations are seen purely as legal entities incapable of value decisions. A manager who uses a firm's resources for non-profit social purposes is thought to be diverting economic efficiency and levying an "illegal tax" on the organisation (Balabanis, Phillips and Lyall, 1998).
Following this view Dr Robert Barrington (2008) states that the managers are concentrated on soft issues rather than hard issues of the bottom line and this is something that is costing money to the shareholders. Moving further Frankental (2001), conclude that CSR is simply a public relations invention and it will remain like this. He believes that "CSR can only have real substance if it embraces all the stakeholders of a company, if it is reinforced by changes in company law relating to governance, if it is rewarded by financial markets, if its definition relates to the goals of social and ecological sustainability, if its implementation is benchmarked and audited, if it is open to public scrutiny, if the compliance mechanisms are in place, and if it is embedded across the organisation horizontally and vertically".
Henderson (2001) after the examination of various issues related to the concept of CSR comments that "…the current widely-held doctrine of CSR is deeply flawed. It rests on a mistaken view of issues and events, and its general adoption by businesses would reduce welfare and undermine the market economy". In the same motion Moir (2001) suggests that those who adopt the neoclassical model of business would follow the view that the only social responsibilities that a corporation can have are to provide employment, pay taxes and mainly to maximise its profits; therefore, maximise its shareholders value.
On the other extreme of the arguments above, Dave Packard, the co-founder of Hewlett Packard Company once said "I think many people assume, wrongly, that a company exists simply to make money. While this is an important result of a company's existence, we have to go deeper and find the real reasons for our being…. We inevitably come to the conclusion that a group of people get together and exist as an institution that we call a company so that they are able to accomplish something collectively that they could not accomplish separately - they make a contribution to society" (cited in Handy, 2002).
Concluding, Freeman (1984) argues that a corporation is wrong to be seen just as a private economic institution, as it was suggested by Friedman (1970), but it has to be also seen as a social institution. This way, corporations would be responsible for any of their actions against the people, the community and the environment. Based on his Stakeholder Theory, companies operations should not be based on the interests of their shareholders but they have to be based on the interested of their stakeholders.
2.9 Corporate Social Responsibility and Stakeholders
The definition given about the concept of CSR from Johnson et al. (2005) includes the words 'obligations to stakeholders', which indicates that stakeholders have an important role to play in this extent.
Freeman (1984), the father of the Stakeholder Theory of the firm, defines stakeholders as "any group or individual who can affect or is affected by the achievement of the organization's objectives". The Stakeholder Theory of the firm is used as a basis to analyse those groups to whom the firm should be responsible (Moir, 2001).
The identification of the different stakeholder groups of the organisation is extremely important during the implementation of CSR practices. Usually the stakeholder groups are separated into primary and secondary stakeholders. According to Clarkson (1995) a primary stakeholder group is "one without whose continuing participation the corporation cannot survive as a going concern", while a secondary stakeholder group is "those who influence or affect, or are influenced or affected by the corporation, but they are not engaged in transactions with the corporation and are not essential for its survival". Based on those definitions a primary stakeholder group contains shareholders and investors, employees, customers, suppliers, governments and communities. The secondary stakeholder group includes the media and a wide range of special interest groups (Clarkson, 1995).
According to Freeman's (1984) definition of stakeholders the relation between the company and its stakeholders can be described as two-way. Castka et al. (2006) support the view that the implementation of CSR is all about the right choices and strategic decisions and comment that the dilemmas that an organisation's stakeholders can have are which choices and decision must choose in order to satisfy. Berman, Wicks, Kotha and Jones (1999), in order to find a solution for those dilemmas, derived two distinct stakeholder management approaches; the 'instrumental' and the 'normative' approach. The first, instrumental approach, suggests that concern for stakeholders is motivated by the perception that financial performance can be improved. The second, intrinsic stakeholder commitment approach, assumes that organisations have a normative (moral) commitment to advance stakeholders' interests (Castka et al. 2006). The 'instrumental' approach was the one empirically supported in Berman et al. (1999) research while Harrison and Freeman (1999) mention that the conduction of more research is essential in order to clarify the model of the 'normative' approach.
Although further research is required it can be clearly anticipated, through the examination of various literature, that the 'instrumental' approach is the most desirable among researchers. McWilliams and Siegel (2001) suggest that corporations need to carefully consider in which aspects of the CSR to invest in and they comment that by using cost-benefit analysis the managers can ideally determine the level of CSR. Additionally, Agle, Mitchell and Sonnenfeld (1999) argue that the decision to make a CSR investment is driven by the needs of the most powerful stakeholders within the organisation, such as top management staff and is usually connected with their desire to gain more profits and increase the shareholders' value.
Finally Castka et al (2004) believe that the purpose of CSR is an investment and it must be considered and treated like one. Moving further they suggest that the balance between the need for maximizing 'profit from CSR' and the 'demand for CSR' from multiple stakeholders is the key to a core return on investment in CSR (Figure 2). In order to achieve this balance stakeholders' expectations should be assessed and examined through dialogues and must be translated and included into the company's strategy plan.
2.10 Areas of Corporate Social Responsibility
Andriof and McIntosh (2001) write that CSR is not 'chequebook philanthropy', nor a study based on business ethics. They argue that the concept of CSR can be described as a vision that corporate leaders have for their business which is beyond of just making profits. CSR has an impact on every activity of the company and can affect areas either inside or outside the company.
According to Andriof and McIntosh (2001) the four distinct areas that CSR encompasses are:
- The Community
- The Environment
- The Marketplace
- The Workplace
By operating within these four areas companies can conduct specific programmes and make the difference and can actively monitor, evaluate and change their effects of their activities. The implementation of CSR and the thinking behind becoming involved in these areas represents the new way of doing business.
2.11 Activities of Corporate Social Responsibility
The concept of CSR can be divided into many and diverse domains. Sen and Bhattacharya (2001) provide six broad domains of CSR activities, based on a comprehensive summarisation of CSR domains contained in Socrates: The Corporate Social Ratings Monitor (Kinder, Lydenberg, Domini & Co. Inc. 1999), a database that describes and rates more than 600 companies in terms of their CSR records. These domains of CSR activities are:
- Community Support: The company provides support to the community with the use of health and educational and housing programs for financially disadvantaged. The generous and innovative giving is promoted
- Diversity: The company provides initiatives for sex, race, family, sexual orientation and disability diversity
- Employee Support: The company promotes health and safety, ensures job security and profit sharing, develops relations with the labour unions and allows employees involvement.
- Environment: The company avoids the use of hazardous waste management techniques, uses and produces environmental friendly products, develops pollution control and recycling techniques.
- Non-domestic Operations: The company prevents operations in countries where human right violations occur or unhealthy labour practices take place.
- Product: The company produces safe products and promotes research and development and innovation.
Following the same line Johnson et al (2005) present a checklist of the organisation's responsibilities. Those responsibilities are divided into two categories, the internal and the external aspects of CSR, based on the areas that the organisation's activities can affect. Internal aspects of the company's activities can include employee welfare, working conditions, job design and intellectual property. External aspects of activities can include environmental issues, products, markets and marketing, suppliers, employment, community activity and human rights.
2.12 Levels influencing the firm's Corporate Social Responsibility strategy
Based on the literature it can be seen that there are some important levels which can play a crucial role in the adoption of a CSR strategy from the firm. These levels can be grouped into four different categories which are the region where the company operates, the nation, the industry and the company itself. According to Aguilera, Rupp, Williams and Ganapathi (2005) the four levels are strongly connected as a firm's commitment to CSR can be influenced by micro (individual), meso (organisational), macro (country), and supra (transnational) players. In addition to this, Graafland (2004) found out that the industry's culture but also the perception of the firm itself can affect the level of ethics inside the firm.
Baugh, Bodie and McIntosh (2007) in there examination of the regional level state argue that the reporting incidence of CSR policies was relatively lower in North America compare to the ones in Europe. This can be justified by the forceful environmental regulations that they exist inside the European Union. On the other hand, Baugh et al. (2007) found that the level of philanthropy is higher in North America than in Europe. According to KPMG (2005) the concept of CSR is relatively new in the regions of South America and Africa, except of South Africa.
On the national level, it is anticipated that the level of support of CSR and the practises that a firm will establish in order to promote CSR will be different from country to country. Chambers, Chapple, Moon and Sullivan (2005) state that cultural, economic, environmental and political factors can affect a firm's CSR practices in a particular country. For example the small size and the fairly large population of Singapore led to the improvement of the people's environmental concerns and to the conduction of new environmental policies (Kimber and Lipton, 2005). The firms in Norway have policies on indigenous population due to a significant minority indigenous population in the north of the country while the codes of conduct on ethics, bribery and corruption are most common in Italy due to the well known historical links to the Mafia (Welford, 2005).
Etzion (2007) argues that the research around the industry level is mainly focused on sectors which can be considered as environmentally problematic whereas other industry sectors with less environmental impact are not addressed properly. Adding to this Araya (2006) concludes that in Latin America the social and environmental reporting is more common due to the fact that the industry is internationally oriented and more sensitive to social and environmental issues.
Finally, there are several factors which can influence CSR practices at the company level. Some of these factors can include the firm size, environmental policies, government regulations, community pressures, financial position of the company, employees, customers, stakeholders and strategy attributes (Henriques and Sadorsky, 1996).
2.13 Corporate Social Responsibility Tools
The number of companies that are using CSR practises in their activities have multiplied in the last decade. This turn to CSR drive the companies to integrate global standards and codes of conduct which have become increasingly important in emerging markets (Fliess, 2006). Global standards and codes of conduct are not new concepts. Standards and codes have been signed between governments, organisations and companies from 1948 in order to develop some kind of moral authority and create guidelines for companies (Phatak et al., 2005). It is anticipated that it will be very difficult for a CSR active company to navigate through all of these different thousands of standards and codes (Leipziger, 2003). However if a company needs a guidance on how it should act in terms of CSR there are some good source such as the United Nations Global Compact and the Global Reporting Initiative.
2.13.1 United Nations Global Compact
The Global Compact is probably one of the most prominent international codes due to the wide international reach that the United Nations (UN) represents, both in developed and developing countries (Kapstein, 2001). In January 1999 the then secretary-general of the United Nation, Kofi Annan, addressing the Davos World Economic Forum challenged the business leaders to make globalisation more human by joining a 'global compact of shared values and principles'. After the Davos Forum the idea of the UN Global Compact became reality (Williams, 2004).
The Global Compact is based upon ten principles which are related to the areas of human rights, labour, environment and anti-corruption. These principles are derived from the Universal Declaration of Human Rights, the International Labour Organisation's Declaration on Fundamental Principles and Rights at Work, the Rio Declaration on Environment and Development and the United Nations Convention Against Corruption (UN Global Compact, 2008). Through the Global Compact, the UN asks companies to act according to the principles when conducting business, however the co-operation is voluntary and failure to live up to the principles will not be formally punished. Nevertheless, participants are obliged to create a clear statement that supports the ten principles and explicitly promote the Global Compact (Williams, 2004 and UN Global Compact, 2008).
The UN Global Compact has two major objectives which are:
- Mainstream the ten principles in business activities around the world
- Catalyse actions in support of broader UN goals, including the Millennium Development Goals (UN Global Compact website).
2.13.2 Global Reporting Initiative
The Coalition for Environmentally Responsible Economies (CERES) noted some unsatisfactory phenomena related to the companies social and environmental performance. In late 1997 CERES in order to promote better corporate social and environmental reporting and work towards global standardisation of format and content for corporate reporting on a company's environmental performance found. Since then the Global Reporting Initiative is administrated and funded by CERES (Willis, 2003).
The mission of GRI was to promote environmental performance and sustainability reporting practices in order to level up with financial reporting practices (Willis, 2003). Today the GRI framework can be used by companies in order to benchmark organizational performance with respect to laws, norms, codes, performance standards and voluntary initiatives; demonstrate organizational commitment to sustainable development; and compare organizational performance over time (Global Reporting Initiative website).
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A concise revision guide for IGCSE Chemistry written by experienced teachers and the authors of the popular Complete Chemistry for IGCSE. Suitable for students of all ability levels, it provides not only revision material but a huge bank of practice questions. It contains vocabulary-based exercises to support EAL students.The Oxford Revision Guides series builds on the fact that pictures are easier to memorise than words.
|Cambridge Chemistry IGCSE® Revision Guide
|Rosemarie Gallagher, Paul Ingram
|OUP Oxford - 2009-11-26
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Giving a largely descriptive overview of all aspects of the aircraft design process, this illustrated account provides an insight into the requirements of each specialist in an aircraft design team.This is a large series with associated software for workstations. Stinton, D., The ... This book is particularly good for the design of light aircraft. Thurston, D. B. ... Mattingley, J. D., Heiser, W. H., Daley, D. H., Aircraft Engine Design. AIAA, Waldorfanbsp;...
|Introduction to Aircraft Design
|John P. Fielding
|Cambridge University Press - 1999-10-14
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"One of the reigning queens of women's fiction." –USA Today
"A comedy writer with a heart of gold." – The New York Times
"Trigiani is a master of palpable and visual detail." – The Washington Post
Adriana Trigiani is beloved by millions of readers around the world for her bestselling novels, including her latest, All the Stars in the Heavens, the instant bestseller of The New York Times, Barnes & Noble, Publishers Weekly, USA Today, and Indie Booksellers nationwide. She wrote the blockbuster The Shoemaker's Wife, the Big Stone Gap series, the Valentine trilogy and Lucia, Lucia. Trigiani's themes of love and work, emphasis upon craftsmanship and family life have brought her legions of fans who call themselves Adri-addicts (a term coined by book maven Robin Kall). Their devotion has made Adriana one of "the reigning queens of women's fiction" (USA Today).
The New York Times calls her "a comedy writer with a heart of gold", her books "tiramisu for the soul." Her books have been translated in 36 countries around the world. Adriana has toured many of the countries, including South Africa, with annual visits to the United Kingdom.
Adriana wrote and directed the film adaptation of her debut novel Big Stone Gap, produced by the Academy Award winning producer Donna Gigliotti, shot entirely on location in her hometown, with an all star cast including: Ashley Judd, Patrick Wilson, Whoopi Goldberg, John Benjamin Hickey, Anthony LaPaglia, Jenna Elfman, Jane Krakowski, Judith Ivey, Mary Pat Gleason, Dagmara Dominczyk, Mary Testa, Paul Wilson, Chris Sarandon, Jasmine Guy, and introducing Erika Coleman and Bridget Gabbe, with music by John Leventhal, and songs performed by his lovely wife, Rosanne Cash. Glorious local talent perform on the soundtrack and act in the movie, sharing their gifts beyond the peaks of the Appalachian mountains. The soundtrack is now available on iTunes and in stores.


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99 Cent Kindle Novel 'Breaking The Devil's Heart' Hailed as 'Brilliant' and 'a Must Read' by International Newspapers
Jan 07, 2013, 08:40 EST
LOS ANGELES, Jan. 7, 2013 /PRNewswire/ -- Author H. A. Goodman's Breaking the Devil's Heart, a 99¢ Kindle eBook, continues to grow in popularity worldwide because of the groundbreaking manner in which conflict, terrorism, war, and genocide is portrayed in the story.
(Photo: http://photos.prnewswire.com/prnh/20130107/PH37396)
Rave reviews for the novel have popped up everywhere from Sri Lanka's Sunday Leader and Botswana's Weekend Post to Nigeria's The Nation and other newspapers throughout the globe.
The Urhobo Times of Nigeria even described the book as "a must read for everyone, irrespective of creed, colour, or nationality."
The provocative novel is currently being read by the Asia Times, Rwandan New Times, The All Ghana News, Front Page Africa Online, PM News and IQ4News of Nigeria, Cocorioko of Sierra Leone, Foroyaa of The Gambia, and many other newspapers throughout Africa and Asia.
In addition, Breaking the Devil's Heart is being evaluated by a scholar at the International Association of Genocide Scholars because of the story's unique analysis of war and genocide.
Originally categorized as a fantasy novel, Breaking the Devil's Heart is now seen as a satirical allegory with powerful existential themes that address the causes of social and political strife in 2013. The story has been hailed by Fantasy Book Review.co.uk as "brilliant" and Fiction Books UK stated that "to say this book is one of a kind is an understatement."
Praise for Breaking the Devil's Heart has also been growing throughout North America, with stellar reviews from the Midwest Book Review, Kirkus, and many other publications. Book blogs throughout the U.S. and Canada have described the book not only as thought provoking, but often times unlike anything they've ever read before.
More information on the growing popularity of Breaking the Devil's Heart can be found on www.hagoodman.com, where a long list of reviews from around the world can be found.
The 99¢ Kindle novel manipulates religious mythology to highlight humanity's penchant for both committing evil as well as defeating it. The protagonist of the story is Stewart Willoughby, an ex-CIA agent who devotes his afterlife to killing the devil. To accomplish this task, Stewart and his girlfriend Layla take a whirlwind ride through a bizarre dystopian afterlife.
Breaking the Devil's Heart creates an afterlife never before seen in a novel. God is nowhere to be found, hell is an office, Satan is a female CEO, demons in suits peddle evil to fulfill sales quotas, and heaven is taken over by fundamentalists. Throughout the story, Stewart and Layla recruit demons as spies, torture demons for information, infiltrate the hellish Company and its Stock Exchange, and eventually find out that Satan, evil, and human fallibility share an eerily common connection.
H. A. Goodman's 99¢ Kindle novel Breaking the Devil's Heart is a testament to his research on how evil is often times legitimized and justified by human beings. The story highlights how the confluence of tribalism, narcissism, and primal emotions allow even the most ordinary of individuals to engage in the most heinous atrocities.
The afterlife dystopia in the story utilizes a great deal of historical fiction, sociology, psychology, international relations and contemporary events to explain the evolution of conflict in the world.
As a former financial advisor and LAUSD history teacher, H. A. Goodman built a world that has resonated with a wide demographic of readers, both in the U.S. and throughout the globe.
To contact the author, please visit www.hagoodman.com or call H. A. Goodman at (818) 720-3999.
This press release was issued through eReleases® Press Release Distribution. For more information, visit http://www.ereleases.com.
SOURCE H. A. Goodman


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Strep Throat: See the little red dots on the roof of the mouth? That's a classic sign of it!
Mom, my throat hurts…heard this one recently?
It's that time again for my "Bug O' the Week" blog. My "busy season" in the office is October to April. So, I'll be giving you the periodic run-down of the infections I'm seeing in my office over the next several months. Although there is some variability across the country as to when these usual suspects arrive, I guarantee that they will hit your town at some point this winter.
This week's bug/bugs: Sore throat infections
There are several viruses that cause a sore throat. Right now, there are two different viruses that my patients are coming down with.
Bug #1: The common cold (Rhinovirus) This is one we are all familiar with. Here are the typical symptoms: runny nose, cough, and sometimes a sore throat. A child might run a fever at the beginning of the illness for a few days, but not always. Symptoms can last for 10-14 days. Good times. You do not need to be worried if your child still has a runny nose or a cough that lingers for a while. No antibiotics are necessary to treat this illness.
Bug #2: Adenovirus Never heard of this one? Well, it's actually a very common viral illness. Adenovirus causes a sore throat, sometimes associated with pink eye (the whites of the eyes will look red). Kids often run a fever with it. In little ones who are too young to say that their throat hurts, fever and a lack of interest in eating may be the only obvious symptoms. But, if you take a look at your child's throat (if he lets you), you will see that the tonsils are red and swollen. No antibiotics are needed because this is a viral infection, not a bacterial one.
Bug #3: Strep Throat. To make things even more confusing, Strep Throat is also going around. That is a bacterial infection that DOES need to be treated with antibiotics. It's more common in kids over two years of age who are old enough to tell you their throat hurts. If your child has a sore throat without a cough, runny nose, or pink eye, he should see his medical provider. (Take a look at the picture in this blog for a nice, but gross, example of what Strep looks like. If your child's throat looks like this, book an appointment!)
So what's a parent to do for a child who is miserable with a sore throat?
- Ibuprofen or acetaminophen for kids over six months of age (Be sure your baby sees his doctor to confirm the diagnosis if he is under six months of age to use acetaminophen).
- Push the fluids. Don't worry about eating solid food right now.
- Try popsicles, smoothies, or a milkshake if your child resists drinking.
Lots of TLC from you!