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Job Description Hi, We have an opening with an IT MNC for Japanese/Korean Translator. Location-Chennai Experience: 0 to 2yrs. Interested candidates can send updated resume on email@example.com Salary: INR 1,00,000 - 4,00,000 P.A Industry: BPO / Call Centre / ITES
Recruitment Payroll Attendance Management Time Office Management Statutory Documentations. Qualification: UG: Any degree, PG: MBA Eligible candidate please Walk in to the below mentioned address between 25.07.2014 to 28.07.2014. Timing - 10.30 am to 1.30 pm, SAMS, No.108, East Madha Church Street, Royapuram, Chennai -13.Land Line 42269050
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Top cake is dark chocolate with chocolate buttercream, bottom cake is almond cake with buttercream. All decorations are fondant. Many thanks to everyone on CC for all the inspiration, especially Pebbalina for explaining how to make the tiara and bracelets.
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October 3, 2013
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News & Articles
UK Youth Charities To Merge
Two of the United Kingdom's leading youth-support organizations intend to merge. YouthNet, a London-based organization providing informational and emotional support for local young adults, and Get Connected, a London-based youth helpline, combined to assist 1.7 million young people in the United Kingdom in 2014.
Earned Income Jumps For Nonprofits
Revenue increased 7 percent and attendance was up 3 percent for cultural groups in nearly a dozen metropolitan areas from 2009 to 2012, despite a decline in most sources of contributed support, including individual giving.
Postal Rates To Stay The Same, Might Even Drop
The United States Postal Service's (USPS) leadership has publicly committed to having no general price increases for letter and flat mail in 2016. An overall price decrease for such mailings is possible for later in the year.
Facebook Testing New Fundraising Tool
Facebook today unveiled a suite of donation tools to be tested among 37 charities that could be available to qualified nonprofits by next year.
Survey: 25% of Fundraisers End Up Fired
There is instability in fundraising at organizations cross the country. During his workshop "Averting The Current Crisis in Nonprofit Leadership" during the National Catholic Development Conference, Marc A. Pittman, executive director of The Nonprofit Academy in Greenville, S.C., discussed a recent CompassPoint survey of 2,700 development staff and executive directors.
17,000 Georgia Donors Gave $3.6 Million
Georgia Gives Day, the annual day of giving in the Peach State, had another record-breaking year, generating 60 percent more in donations for the second straight year.
Grants Via DAFs Hit Record $12.49 Billion
Grants made through donor-advised fund accounts hit an all-time high of $12.49 billion in 2014, a 27-percent increase from 2013's $9.83 billion. Donor-advised fund accounts, which refer to irrevocable, tax-deductible contributions administered by a charitable sponsor with grants recommended by donors, accounted for 7.6 percent of all individual giving and 5.5 percent of all gifts to charities in 2014.
Child's Gender, Family Configuration Impact Giving
Fundraisers have traditionally refrained from asking for a donor's first-born child. The gender of the first-born child might be of some interest, however, as a new study shows that a child's gender and family configuration impact parents' charitable-giving tendencies.
Watchdogs' Bite Will Continue To Injure
Plan International USA faced a hurdle a few years back. Watchdog website Charity Navigator had given the organization a two-star rating (out of four) and a donor was prepared to stop giving as a result. During her 2015 Risk Summit workshop, "A Different Perspective: Understanding Charity 'Watchdogs,'" Kitty Holt, Plan International USA's ethics and compliance officer, shared tips on how to improve ratings and preserve donors, as the organization was ultimately successful in doing.
$2 Million In Facebook Ads Going To Nonprofits
Two thousand nonprofits will be awarded up to $1,500 each in Facebook ad-credits in the coming months. ActionSprout of Bellingham, Wash., with the support of Facebook, has committed to distributing $2 million in credits this holiday season.
Sponsored Podcasts
You have a job description, but on any given day, you're probably doing dozens of things outside the scope of that description. Combine that with the challenge of a fast-paced environment and the shifting priorities of funders, colleagues, and board members and it's easy to fall short of doing your best. By being mindful of your limitations and capacity—and saying "no" when your plate is full—you can actually do more for your cause. In the sixth installment of the Raise and Engage podcast Danielle Johnson and Robin Anderson discuss the power of saying "no" at work.
In the most recent episode of Raise + Engage, Danielle is back with Brian Reich from little m media to discuss how nonprofit professionals can stay motivated and energized in their day-to-day roles. Brian shares his experience working with nonprofits and the lessons and tips he's learn from and shared with them over the years, including tips for avoiding a professional rut, creating forward momentum in your career and pushing yourself outside of your comfort zone. If you're considering making a career move or want to ensure you're on the right path, you won't want to miss this inspo-packed episode!
Episode 4: Apps and Hacks to Stay (Mostly) Sane, is all about tips, tricks and tools for sanity. Blackbaud's own interactive product marketer, Julia Lenz, joins host Danielle Johnson to share some high tech. (and no tech.) productivity tips to help nonprofit professionals stay sane in the crazy world of philanthropy. Tune in to hear:
- Tips for how to spend the first 30 minutes of your day
- The benefits of 15 minute meetings
- Why notebooks are still relevant to a successful organization
- Ideas for better managing your inbox
- Why you should take lunch outside the box
- ...and much more!
Episode 3: Tech. Connection: Solutions, Strategy, and Staff In episode 3 of the Raise + Engage podcast, Danielle Johnson is joined by Chris Geady and William DaSilva, two IT experts in the nonprofit space, to talk technology integration for NPOs: when you need it, when you don't, and how to do it successfully. Tune in to hear:
- When to say NO to integration
- How to set your strategic plan before even looking at technologies
- Ways to get your entire team on board
- The importance of identifying a project lead
- The RFP process - how it should and should not go
According to Danielle Johnson, straight-shooting host of the Raise + Engage podcast series, if your staff members aren't the number one advocates for your cause on social media, you're failing. In the most recent episode, Danielle is joined by Blackbaud's own social media guru Madeline Turner to discuss overcoming social struggles and creating a social ambassador program at your organization. This entertaining and insightful duo dishes on the importance of making your social media presence human, making the case for a formal social program to leadership, how University of Michigan turned a one time social media campaign into a long term social program, and how Madeline's mom unknowingly became a social ambassador on #GivingTuesday.
In the premiere episode of Raise & Engage, Danielle is joined by three straight-shooting nonprofit rock-stars: Jodi Smith of Sanford Health Systems, Veronica Brown of Chicago Public Library Foundation and Ali Burke of Southlake Regional Health Centre Foundation. The group talks organizational culture, problem employees, why its important to celebrate and how to shake things up this year and build a better more authentic team that gets stuff done!
Special Reports
Current Print Edition
October 1, 2016Table Of Contents
Vol 30 No. 11


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A report released last month by the DC Public Charter School Board looked at how far students must travel to attend charter schools in the nation's capital. It breaks down data by students' age, race, and at-risk-status, examining how travel distances differ for those who live within the city's various wards.
We learn that, on average, D.C. charter students commute a remarkable 2.1 miles to school as the crow flies. Depending on the method of transportation, this could mean a forty-two-minute walk, an eight-minute Metrorail ride (not counting the commute between home, metro station, and school), or a ten-minute drive (in no traffic—a fanciful scenario in our nation's capital). Yet the report also found much variance between student subgroups.
Those travelling to special education schools had the farthest to travel: an average of 3.1 miles, almost a mile more than those in standard pre-K or elementary schools (both averaged two miles), middle schools (2.2 miles), high schools (2.4 miles), and adult and alternative schools (2.1 miles). When disaggregated by race and ethnicity, Hispanic students have the shortest commute to school (1.7 miles). All others faced an average travel distance of 2.2 miles. At-risk students (i.e., those who are homeless, in...
In a new NBER study, analysts pool estimates from lottery-based studies of the effect of charter school attendance on student outcomes, rescaling as needed so that the estimates of those effects are comparable across studies. They end up with a sample of 113 schools drawn from studies of KIPP and SEED schools, as well as charters in Massachusetts, New York City, Boston, and more.
On average, they find that each year children are enrolled at these schools increases their math scores by .08 standard deviations and their ELA scores by .04 SD on average, yet there's wide variation as expected. They link impact data to school practices, inputs, and characteristics of fallback schools (the non-charter schools that lottery losers attended the following year). They find that schools that have adopted a "no-excuses" model—which typically includes extended instructional time, high expectations, and uniforms—are correlated with large gains in performance. But noting that such schools are also concentrated in urban areas with poor-performing schools, analysts determine that the gains are largely a function of the poor performance of fallback schools. Once they control for the performance of the fallbacks, intensive tutoring is the only no-excuses characteristic that is consistently associated with student...
At the National Charter Schools Conference last month, Secretary of Education John King challenged U.S. charter operators to rethink their approach to discipline and "lead the way on professional reflection and growth." Fordham has expressed some skepticism about the nationwide drive to loosen disciplinary practices, particularly in charters. But the secretary's comments were largely well-considered, so I decided to pick up the gauntlet he threw down.
Over the past week, I solicited contributions from voices on all sides of the discipline discussion. Their assignment: To react to Secretary King's remarks, but also to help reframe the terms of a policy debate that's proven fractious to the reform movement for years. The questions they raised are numerous and pressing: What are the adverse effects on students of being suspended from school? How about the impact of trying to learn in a classroom with a disruptive classmate who can't be removed? What level of autonomy should we try to preserve for charter schools—which were created, after all, to experiment with their own approaches to school culture?
See the full series here:
1. Paul Hill: Tradeoffs, not absolutes, on suspension and expulsion
2. Sarah Yatsko: Suspending belief
3. Carrie Irvin: Charter boards need to understand school...
For three decades, leaders of both major political parties have recognized the urgency of reforming and renewing American K–12 education, and major elements of the reform agenda have generally enjoyed bipartisan support: higher standards, better teachers, results-based accountability, and more choices (particularly via charter schools). That's why forty-three states—red, blue, and purple—have passed charter laws, and nearly all have higher standards and better assessments than they did a decade ago. From A Nation at Risk (1983) to Charlottesville (1989) to NCLB (2002) to ESSA (2015), elected officials from both sides of the aisle have been able to work together in pursuit of important goals involving the future of the country and its children.
They haven't always agreed—especially on which levels of government should do what, how many forms of school choice warrant public funding, how best to evaluate teachers, and so on—but I'm not talking about consensus on the details of policy and implementation. I'm referring to mutual acknowledgment of the acute problems of weak achievement, unequal opportunity, too many dropout factories, and too few terrific teachers. Republicans and Democrats have generally agreed that the need for reform is urgent, and their policy outlines have often included many of the...
Editor's note: This is the seventh entry in our forum on charter school discipline practices. Earlier posts can be found here, here, here, here, here, and here.
Mike Petrilli's recent blog post regarding student discipline in charter schools is a classic example of a false dichotomy—with a bit of Chicken Little thrown in. In that post, Petrilli proposes that charter schools should not be discouraged from disciplining students. Doing so, he argues, will fundamentally limit their autonomy and ability to successfully serve students at risk of failure.
While Petrilli does not explicitly call out students with disabilities, he emphasizes that the Department of Education's Office for Civil Rights (OCR) is a big part of the overregulation problem he perceives. The role of the OCR is to ensure that the rights of disabled students and other at-risk groups are protected; unfortunately, this sometimes requires regulation.
Petrilli may find it amusing to poke fun at OCR (i.e., "Office of Hard and Fast Rules and Directives"), but he fails to recognize that parents and advocates don't appeal to the office as their first line of defense. Rather, they see it as an option of last resort after trying to persuade schools and districts to uphold...
Ohio has finally proven that it is serious about cleaning up its charter sector, with Governor Kasich and the Ohio General Assembly placing sponsors (a.k.a. authorizers) at the center of a massive charter law overhaul. House Bill 2 aimed to hold Ohio's sixty-plus authorizers more accountable—a strategy based on incentives to spur behavioral change among the gatekeepers of charter school quality. Poorly performing sponsors would be penalized, putting a stop to the fly-by-night, ill-vetted schools that gave a huge black eye to the sector and harmed students. Under this effort, high-performing sponsors would be rewarded, which would encourage authorizing best practices and improve the likelihood of greater quality control throughout all phases of a charter's life cycle (start-up, renewal, closure).
While the conceptual framework for these sponsor-centric reforms is quite young, the reforms themselves are newer still. (House Bill 2 went into effect this February, and the previously enacted but only recently implemented sponsor evaluation is just now getting off the ground.) Even so, just five months in, HB 2 and the comprehensive sponsor evaluation system are already having an impact. Eleven schools were not renewed by their sponsors, presumably for poor performance, and twenty more are slated to close. Not only are academically...
Editor's note: This is the fifth entry in our forum on charter school discipline practices. Earlier posts can be found here, here, here, and here.
At the National Charter Schools Conference in June, Secretary of Education John King challenged charter schools to rethink their approach to discipline. His remarks were measured and appropriate in their intent, but they were based on two sets of evidence—one compelling and one problematic.
King spoke about his personal experience as a co-founder of Roxbury Prep, a very successful Boston charter school. The school's approach includes the use of strict discipline practices that resulted in a 40 percent suspension rate in 2014. Roxbury Prep has started to rethink its methods, but King acknowledged it has not done so fast enough, and he urged charter leaders to "commit to accelerate exactly this kind of work."
King's experience grounds his comments in the specifics of a school setting, as well as the particular procedures common in many "no-excuses" charter schools. He also said in his remarks that there should not be any "hard and fast rules or directives" to govern charter discipline, ostensibly because context is key to managing discipline. So far, so good.
However, King used...
In a previous blog post, we urged Ohio's newly formed Dropout Prevention and Recovery Study Committee to carefully review the state's alternative accountability system for dropout-recovery charter schools. Specifically, we examined the progress measure used to gauge student growth—noting some apparent irregularities—but didn't cover in detail the three other components of the dropout-recovery school report cards: graduation rates, gap closing, and assessment passage rates. Let's tackle them now.
Each of these components is rated on a three-level scale: Exceeds Standards, Meets Standards, and Does Not Meet Standards. This rating system differs greatly from the A–F grades issued by Ohio to conventional public schools; the performance standards (or cut points) used to determine their ratings are also different. One critical question that the committee should consider is whether the standards for these second-chance schools are set at reasonable and rigorous levels.
Graduation Rates
Dropout-recovery schools primarily educate students who aren't on track to graduate high school in four years (some students may have already passed this graduation deadline). These schools are still held responsible for graduating students on time. Ohio, however, recognizes that dropout-recovery schools educate students who need extra time to graduate by assigning ratings for extended (six-, seven-,...
The purpose of my last post was to suggest that those frustrated with school "accountability" should consider the structural elements that gave rise to our present accountability systems. My argument was that if we want to fundamentally change the way we assess public schools, we may need to change the way we deliver public education.
I tried to make the case that our historical reliance on one school provider per geographic area forced policy makers to create accountability systems that had certain inescapable characteristics (e.g., treating schools as interchangeable, using narrow performance measures). My argument here is that a "diverse provider" environment (where an area has an array of operators running an array of schools) allows for a very different kind of accountability system.
Fortunately, this conversation needn't be hypothetical; chartering has given us real-world examples of geographies that fit the diverse provider bill. I think this experience offers at least five big lessons about what accountability can look like in this different environment.
First, chartering entered public education after a century of the district system. That meant that wherever charter schools emerged, there was already a district. Accordingly, a charter school has always been an "extra"—a choice-based alternative to existing...


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Andershed, Anna-Karin Gibson, Chris L. and Andershed, Henrik 2016. The role of cumulative risk and protection for violent offending. Journal of Criminal Justice, Vol. 45, p. 78.
Aransiola, Joshua O. 2016. Encyclopedia of Family Studies.
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Breslend, Nicole Lafko Parent, Justin Forehand, Rex Compas, Bruce E. Thigpen, Jennifer C. and Hardcastle, Emily 2016. Parental Depressive Symptoms and Youth Internalizing and Externalizing Problems: The Moderating Role of Interparental Conflict. Journal of Family Violence,
Burt, Keith B. Douglas Coatsworth, J. and Masten, Ann S. 2016. Developmental Psychopathology.
Bush, Nicole R. and Boyce, W. Thomas 2016. Developmental Psychopathology.
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Campbell, Susan B. 2016. Les troubles externalisés chez le jeune enfant à la lumière de la psychopathologie développementale. Enfance, Vol. 2016, Issue. 01, p. 35.
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Cicchetti, Dante 2016. Systems Neuroscience in Depression.
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Côté-Arsenault, Denise and Denney-Koelsch, Erin 2016. "Have no regrets:" Parents' experiences and developmental tasks in pregnancy with a lethal fetal diagnosis. Social Science & Medicine, Vol. 154, p. 100.
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Julia Roberts' age-defying genes never fail. At the premiere last night for Charlie Wilson's War, the actress showed up in a classic, simple black dress -- quite the opposite of the real Joanne Herring, the Houston socialite she portrays in the film.
The last time Roberts appeared onscreen as a real-life character, she won an Academy Award. Remember Erin Brockovich? There's not really the same Oscar buzz this year, but Roberts still paints a pretty picture. Here's a side-by-side of Julias (and her real-life counterparts) then and now:


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Hi guys,
few of my pictures were refused recently for the reqason of
"The photos were very blurry. This might be caused by he scanner
you are using, the way you scanned your photos, the camera, the
light conditions when you shot the photos, object out of focus,
improper photo manipulations or any combination thereof..."
Sample of it is here
Can you advise what can I do in the future to avoid refusals?
What can I do with this picture to improve it?