Farimond Friction Hitch

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Raising Funds for Charity: Dos & Don’ts - SingaporeLegalAdvice.com

https://singaporelegaladvice.com/law-articles/raising-funds-for-charity#

Raising Funds for Charity: Dos & Don'ts

Despite the gloomy economic outlook, Singaporeans remain generous when informed about the heart-rending circumstances of others in need. However, the authorities regulating fund-raising in Singapore have stressed the importance of accountability and transparency when conducting such campaigns.

Types of Fund-Raising Appeals and Their Requirements

 Fund-raising for charitable purposes is commonly conducted in three main capacities – as a/an:

• Charity;
• Institution of Public Character (IPC); or
• Commercial fund-raiser or participator.

The legal requirements differ depending on which capacity a fund-raising appeal is made in. Here are several applicable requirements for charities and commercial fund-raisers/participators acting for charities. Here are 7 things you should take note of when engaging in such fund-raising activities.

1. Apply for a Permit with the Authorities

All public fund-raising activities in Singapore – for whatever causes – are governed by the Charities Act. The general rule of the Act is that no person (except for certain individuals/organisations) is allowed to conduct or participate in any fund-raising campaign without a valid permit granted by the relevant authority.

For example, under the House to House and Street Collections (HHSC) Act, a fund-raising via public collection from house to house or soliciting in streets can only be conducted if a HHSC licence is granted by the Commissioner of Police.

2. Take Note of the 30:70 Fund-raising Expenses Ratio

All charities must keep their fund-raising expenses ratio below 30%. This refers to proportion of the organisation's total fund-raising expenses to its total gross fund-raising receipts and sponsorships received for that financial year.

3. Get a Written Agreement from the Charity You are Aiding

It is mandatory for all organisations wishing to raise funds for a charity to have a written agreement with the charitable institution concerned. Such written agreement must contain the following:

• Location and date of fund-raising activities;
• Method of fund-raising appeal;
• Percentage of proceeds to the charitable institution;
• Timeframe within which proceeds must be distributed to the charitable institution; and
• Remuneration of the fundraiser

Additionally, in the case of commercial fundraisers, donations collected by the commercial fundraiser must be paid in gross directly to the charity without deducting or setting off any remuneration due to the commercial fundraiser. This is in accordance with the Code for Commercial Fund-Raisers.

4. Uphold Your Duty to Donors

A charity or IPC, commercial fund-raiser or participator is under the obligation to donors to ensure that:

• It discloses the following information to every donor:
  • The name of the charity or the person to which the donation will benefit;
  • The purpose for which the donation will be used (including the cause and/or beneficiaries); and
  • Whether any commercial fund-raiser has been engaged in soliciting the donation;
• All information which it provides is accurate and not misleading;
• Any information relating to donors is kept confidential and not given to any other organisation or individual except with the donor's consent under the Personal Data Protection Act; and
• Proper measures are in place to ensure accountability and to prevent any loss or theft of donations.

5. Use the Donations Received Appropriately

Needless to say, the use of donations acquired is strictly regulated by the Charities Act. The donations received must be used for the specific lawful purpose declared by the donor, or if no such intention was stated, for the purpose communicated to the donor during solicitation.

If there are no such purposes or intentions specified, then the donation may be used to fund any activity carried out by the charity that meets its purposes under its governing instruments, or in the case of an IPC, the donations may be used to fund the activities carried out by the IPC.

If none of these options are possible, there donation amount must be refunded to the donor, or otherwise be used as may be approved by the Commissioner of Charities or Sector Administrators.

6. Maintain Accounting Records

Additionally, a charity or IPC, commercial fund-raiser or participator has a duty to maintain accounting records containing entries of all the donations received and disbursed. It also needs to disclose details of all the income received and the expenses incurred.

In particular, all accounting records relating to the fund-raising appeal must be maintained for a minimum period of 5 years from the end of the financial year.

7. Disclose Relevant Information

To ensure greater transparency and accountability, charities, commercial fund-raisers or participators must also disclose the consolidated amount of donations received from their fund-raising appeals in their public financial statements for a particular financial year.

If funds raised exceed $1 million, organisations must, at the end of the financial year, disclose the following information on its website:

• The total gross receipts from the fund-raising appeal;
• The total expenses incurred in the fund-raising appeal; and
• The purposes for which the funds raised have been used and will be used.

Fund-Raising for Foreign Charitable Purposes

A permit is also required to conduct fund-raising for foreign charitable purposes. An organisation carrying out such fund-raising must apply to the Commissioner of Charities for the permit at least 30 days before the date on which the fund-raising appeal is to be held.

Similarly, organisations granted a permit to conduct fund-raising for foreign charitable purposes must maintain records and proper accounts of each fund-raising exercise.

The granting of a permit may also be conditional on the 80:20 fund-raising rule being heeded.

Public fund-raising for foreign charitable purposes

If the fund-raising is a public appeal (i.e funds raised from members of the public), an 80:20 rule will apply. This means that 80% of the funds raised have to be applied for charitable purposes within Singapore.

The remaining 20% of the funds may be remitted for overseas charitable purposes.

Donations may be considered to be public where it includes:

1. House-to-house and street donations
2. Use of media publicity (e.g news coverage/internet advertising)
3. Use of outdoor display that is accessible to the general public
4. Collection instrument (i.e donation box) that is accessible to the public
5. Targeting members of the public who have no relationship with the fund-raising organisation (e.g through flyers)

Private fund-raising for foreign charitable purposes

The 80:20 rule is *waived for private donations to foreign charitable causes.

Donations may be determined private if there is:

1. Defined donor relationship. Meaning, the individuals belong to a unique (e.g members of the organisation) and exclusive (e.g high-net-worth-individuals) category who would not constitute the general public.
2. No advertisement of the fund-raising
3. Bequest of private properties (donation of assets to a charity via a will).

If any of these 3 are contravened, the fund-raising appeal would be considered as targeting the public donations and the 80:20 rule will be imposed.

Note that the 30:70 fund-raising expenses also applies (as mentioned above). In the event that the expenses exceed 30%, the organisation should bear the excess expenses.

*The 80:20 rule will also be waived for appeals in aid of providing immediate disaster relief.

Crowdfunding

The raising of funds through an online platform, commonly known as crowdfunding, is a phenomenon which is becoming increasingly popular as the preferred mode of soliciting donations for any cause, whether charitable or otherwise.

You may wish to refer to our other article on crowdfunding to find out more.

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total cholesterol, triglycerides, HDL-C and LDL-C.

just so that you have a better idea about my beliefs regarding cholesterol, here's the rest that I did not get to finish. There are 4 components to the usual lipid panel: total cholesterol, triglycerides, HDL-C and LDL-C. Most doctors are trained to respond to high LDL-C levels (the bad cholesterol) and suggest a drug to lower it.
However, other doctors, mostly overseas ones, now prefer to use the ratio of triglycerides over HDL and decide if action is needed. Assuming the units are given in mg/dl, the preferred ratio is 2 or less. I am using this to decide if I should take action as well. So, I am not taking any meds to lower cholesterol because my ratio is good enough. It was 1.2 from a lab test done last October.
It might also help to know that the body makes 80% of it's cholesterol with about 20% coming from the foods. It is not likely you can eat excess cholesterol. Lastly, it might also be useful to know that the body naturally turns excess carbs into fats and stored.
Under normal circumstances, the body only has 4g of glucose circulating in the blood; that's about 1 teaspoon of sugar. 1 serving size of white bread has about 8 teaspoons and 6 for brown bread.
The only macronutrients that MUST be eaten are proteins and fats! Carbs are optional.
Do let me know if I have been unclear or if you have questions.

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5 Mistakes I was Making as a Math Teacher - RETHINK Math Teacher

https://www.rethinkmathteacher.com/5-mistakes-i-was-making-as-a-math-teacher/

5 Mistakes I was Making as a Math Teacher

January 11, 2019 rethinkmathteacher.com

At the beginning of my math teaching career, I was not an effective teacher. At the time, I thought I was. I was a good orator and mixed in funny anecdotes to help my students comprehend the subject matter. I also did different games and math projects throughout the year. I even showed fun or funny videos that related to the material, had great powerpoint slides, and used manipulatives as often as possible.

Free Online Professional Development

But many of my students were not mastering the material. My weaker students fell further behind the rest of the class the deeper into the school year we traveled, while my stronger students were held back from reaching their full potential while I remediated the class.

Though I had good reviews from my superiors, these struggles were evident. I felt them and my students voiced them. At the time, I felt that their complaints about my teaching were unfounded, and based solely on their unwillingness to learn. But I now see that I was not putting them in a good position to learn because I was making these five mistakes.

Each mistake listed below links to an article on that topic

1) I penalized my students' failure but didn't actually expect them to master what I was teaching

2) I wasn't providing instant feedback

3) I didn't give my students as long as they needed to master a topic

4) I wasn't celebrating my students' success

5) I focussed on getting through the entire curriculum instead of focussing on student growth

How it affected my students

When I was finally removed from my teaching position, despite my very good evaluations, I was forced to consider these failures and how they were impacting my students. I realized that I wasn't reaching most of the students; and that may have been what was causing much of the misbehavior, resentment, and complaints that were occurring in my room.

When I finally corrected all these errors, classroom management became so much easier. Students were engaged because they were being appropriately challenged. They enjoyed the class because they could see their success and we celebrated their accomplishment. And they started to believe in me because I was no longer penalizing them for their failures.

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What about you?

I bet that you are struggling with some of the things outlined in the section above: student apathy, their sentiments towards the class (or you), or classroom management. It may stem from the fact that you're making the same mistakes I was. But you can fix that. You can reach every student, challenge them, and get growth out of them. And when you do that, and you celebrate your students, they will start to believe in you – and realize that you and they are in this together.

If you're finding this article helpful, save it to reference later

Math really is a foreign language

Imagine if you were plopped down in the middle of a foreign language class that you didn't understand. And the teacher was explaining how to translate sentences based on conjugation or sentence structure, but you barely could translate a few words. You would be lost, and feel like there was no hope. I'm sure you would have trouble focussing and would want to escape – so you might act up or ask to use the restroom.

This is how many of your students feel. They don't have the mathematical skills, because they never mastered the material they were supposed to in previous classes, to do the grade level work in your class. And they never will unless you remediate them.

How to Begin

Start to consider how you are going to give students as long as they need to master the skills you are teaching in your class, without holding back the other students who don't require extra time. You also need to think about how you are going to build foundational skills that those students did not master in previous classes that are preventing them from doing the grade level work.

I accomplish this through building stations on those skills, and I put each student in the station of the skill that they need to develop. They remain in that station until they master that skill, and then we celebrate their success.

This blog post is towards the end of a 10 episode journey where we are growing together to become better math teachers through differentiation and remediation. You can learn more about the journey here.

This journey will equip you with 10 free resources – inside of 10 emails with 10 helpful strategies – to help you reach all of your students and stop making the five mistakes listed above.

Click here to begin the Journey

What to Read Next

1) I penalized my students' failure but didn't actually expect them to master what I was teaching

2) I wasn't providing instant feedback

3) I didn't give my students as long as they needed to master a topic

4) I wasn't celebrating my students' success

5) I focussed on getting through the entire curriculum instead of focussing on student growth

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Fwd: From DGE's Desk (May 2024) - Recover | Uncover

---------- Forwarded message ---------

From: 'MOE DGE (MOE)' via ALL_ICON <all_icon@moe.edu.sg>
Date: Wed, 1 May 2024 at 1:58 AM
Subject: From DGE's Desk (May 2024) - Recover | Uncover

Message Classification: Restricted

Dear friends

 

Happy May Day! Thank you for your labour of love and care for your students, staff and colleagues, and the quality of your professional work in education. During the International Summit on the Teaching Profession hosted by Singapore last week, I saw our fraternity through the eyes of the international delegates (Ministers of Education and teacher union leaders) as they visited our schools and related education institutions. I gained a fresh appreciation of the strengths of our education team – not just the educators, but also the allied educators and administration teams working with common purpose. Truly the strength of our education system lies in the quality of our people. While the delegates saw the demonstration lessons, the quality curriculum and teaching, I think they might have missed the deeper lessons – and that is the quality interactions between our educators and students; and among students. I see evidence of this whenever I walk your schools.

 

Recover

 

I visited a primary school recently. The students were bouldering for PE. There were different inclines and handholds. The teachers used that for differentiated learning. The students climbed with confidence. But what caught my eye was that the teacher also got them to learn how to fall – to drop and roll. That was a nice touch in learning. If you know how to fall well, you will minimise injuries and you will be able to recover quickly. You can master your fears and keep climbing.

 

It reminded me of a tumble I took. I had taken horse riding lessons from the MESREC Learn to Play course. After several months of lessons, the instructor gave me something new to master – riding without a saddle. This meant that I had to grip on tightly with just legs and ride with a good seat without relying on implements. I'm usually quite gung-ho but this was a whole new ball game! Not what I signed up for! I started with a walk and that was fine. Not comfortable, but manageable. To my consternation, the instructor said to trot. Fears crowded in but I sucked it up and trotted. I made it to a steady trot by squeezing the legs and I went several rounds without incident. To my horror the instructor yelled at me to canter. The moment I went into a canter, I fell off the horse. I must have fallen well because there was nary a scratch and I counted myself lucky that I wasn't struck by the hoofs. Once the instructor saw that I was fine, he said to get back on. I baulked. In my mind, I was thinking he was heartless, uncaring, a slave driver and I wrote him off as an instructor. I don't know what made me get back on the horse and ride without a saddle, but I'm glad I did. There was a mixture of anger, being upset and a stomach full of fear. At the end of the successful canter without a saddle – I realised the fear had disappeared. Getting back on the horse quickly had dissipated the fear and did not allow it to grow into a phobia of riding.

 

A school friend of mine had it worse. He was learning to fly commercial planes. He started off on Cessna planes with turboprop engines. On one training solo flight, there was an engine malfunction and he had to do an emergency landing. There was no time to reach the airfield so he looked for anything available to land the plane. He aimed for an empty carpark. He walked away from a totalled Cessna with just a few bruises. He got a total medical check up and his instructor immediately sent him back up in the air. He mastered his fears and today he flies for a big airline.  

 

A successful startup co-founder I talked to shared her turning point story with me. When in secondary school, she flopped spectacularly in a project. She was crushed, devastated and lost all her confidence. The teacher did a very wise thing – she helped her process the lessons of what went wrong and why. And the teacher got her to do another project, and walked with her. This was the strategy of getting back on the horse after a fall. That lesson was so seared in her mind, that she grew in confidence and dared to start a telemedicine company soon after graduation despite not having a medical degree.

 

Students must learn to recover. Educators have a key role to play. How do we do it? Do standard lessons work? Powerpoint CCE lessons? Sharing past failures? Role play? Setting a tough exam so that all fail? Or is it helping students process their individual experiences by being observant, and being there to guide them back on their "horse"?

 

Uncover

 

I heard about a heartwarming story this week. A primary school student on the spectrum did not interact with his classmates. He kept to himself and he did not seem to be engaged in learning. This school has a drop-in makerspace open every recess. He started out not participating but watching what the students did and what the teachers showed. Slowly, he began to use the materials to make and he developed more ideas of his own by researching on the laptops in the makerspace. He crafted innovative toys with the concepts shown, and other schoolmates gradually sought him out. I saw some of his creations myself and they were very creative, a clear cut above what his schoolmates built. With patience, non-judgement and such engaging exploratory programmes, the teachers uncovered the intelligence in this young man that was hidden behind his special education needs. Even his parents were surprised by what he could do.

 

Are there enough opportunities in our breadth of school programmes to uncover each of our student's talents, interests and strengths? Have we designed the programmes to facilitate the discovering and expression of capabilities? Are we as educators observant and patient enough to encourage those who don't fit into the usual process or pace? Do we affirm and recognise diverse interests and strengths? Let's uncover the gems in each student. There is something of worth in each one.

 

Have you got a RECOVER or UNCOVER story? Would you share with your colleagues to inspire them? Write to me too!

 

Serving with you,

Wei Li

 

Ms Liew Wei Li

Director-General of Education • Tel: +65 6879 6011

Ministry of Education • 1 North Buona Vista Drive, Singapore 138675 • http://www.moe.gov.sg

Integrity the Foundation • People our Focus • Learning our Passion • Excellence our Pursuit

---

CONFIDENTIALITY: If this email has been sent to you by mistake, please notify the sender and delete it immediately. As it may contain confidential information, the retention or dissemination of its contents may be an offence under the Official Secrets Act.

 

 

 

Can Kinesthetic Classrooms Possibly Be the Key to Healthier, Smarter Students? | The Epoch Times

https://www.theepochtimes.com/health/can-kinesthetic-classrooms-possibly-be-the-key-to-healthier-smarter-students-5608809?welcomeuser=1

Can Kinesthetic Classrooms Possibly Be the Key to Healthier, Smarter Students?

Research shows moving more can boost health, focus, and test scores.

American children are seeing the figures on their scales climb at alarming rates, and their academic performance is being weighed down as well.

The United States now ranks among the highest globally for childhood obesity, with a third of kids carrying excess pounds. Disturbingly, this obesity crisis has paralleled a decades-long plunge in reading and math scores across the nation.

Are the two related? The answer appears to be yes.

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Research indicates a correlation between obesity and declining academic performance. As weight increases, academic achievement decreases considerably due to obesity's negative impact on verbal and working memory. While obesity may not be the sole cause, it appears to impair the learning process.

But what if there was a way to kill two birds with one stone? A solution that could tackle the escalating childhood obesity rates and declining academic performance simultaneously? Remarkably, the answer may lie in a seemingly simple strategy: more physical activity.

Active Bodies, Active Brains

To combat the dual crises of rising obesity and declining academics, increasing physical activity during classroom hours—distinct from dedicated gym classes—is imperative.

Children spend eight to 10 hours sedentary daily, exacerbating risks like obesity, depression, and sleep issues that compromise overall well-being, according to research from the University of Tokyo. A 2018 University of California–Los Angeles study even linked excessive sitting to changes in memory-related brain regions.

While movement is crucial for development, the current U.S. education system often demands students remain seated and silent.

Kinesthetic Learning

It is widely believed that children learn best when actively engaged in hands-on activities that allow movement during lessons. However, it's crucial to note that this doesn't mean permitting disruptive behavior. Instead, movement should be purposeful and directly related to the learning task at hand.

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Research shows that the stimulation from kinesthetic learning—which involves touching material to learn—not only aids motor development and skill acquisition but also positively impacts academic performance. Notably, studies suggest that physical activity can significantly enhance math skills in particular.

Furthermore, incorporating movement into learning activities can improve phonemic awareness and the recognition of letter–sound relationships.

Standing Desks in Schools

Another potential solution to address childhood obesity and declining academic performance involves standing desks in classrooms.

Research shows students using standing desks expend significantly more calories than those sitting at traditional desks.

Moreover, a study by Texas A&M University Health Science Center demonstrates that standing desks can improve learning and overall behavior.

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The study involved 374 elementary students from College Station, Texas, divided into a control group using traditional desks and a standing-desk group. Both groups wore biometric monitors tracking measurements like heart rate, movement intensity, and caloric burn.

Unsurprisingly, the standing desk students burned more calories. More importantly, they exhibited higher engagement levels during activity-based learning than their seated counterparts. Overweight and obese children demonstrated even greater improvements in attention than their normal-weight peers.

Students needn't stand all day; the school day can alternate standing and sitting periods. More importantly, as the literature shows, classroom time should include more opportunities for movement overall.

Active vs. Passive Learning

Physical movement boosts children's cognitive abilities, preparing them to absorb new knowledge.

Engaging in physical activities promotes an "active learning" environment, which is far more engaging than passive, traditional learning styles. Additionally, exercise can stimulate brain regions involved in mathematical thinking.

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Students can better understand math and physics problems by physically acting them out, as connecting actions to language helps one grasp basic concepts. For instance, when 8-year-olds used gestures to learn a foreign word for "airplane," they had 73 percent better recall after two months, according to research published in Educational Psychology Review.

In one study, elementary students in Copenhagen, Denmark, were split into two groups over six weeks. One group combined basketball with math tasks like counting baskets, while the other played basketball separately.

The math–basketball group, whose tasks involved counting successful baskets from various distances and calculating the total, showed an over 6 percent improvement in math skills, a 16 percent increase in intrinsic motivation, and an over 14 percent enhancement in perceived autonomy compared to their peers, who only learned math in the classroom.

This reflects the "embodied cognition" concept: The brain influences the body, but the body also affects the brain. A more holistic, physically active approach could help children become happier, healthier, and more successful learners.

Views expressed in this article are the opinions of the author and do not necessarily reflect the views of The Epoch Times. Epoch Health welcomes professional discussion and friendly debate. To submit an opinion piece, please follow these guidelines and submit through our form here.

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