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CROWN®
Ceramic Hob
Instruction Manual / Installation Manual
Упътване за употреба на керамичен плот
MODEL: CROWN VCP 32D
Модел: VCP 32D
Предупреждения за безопасност
Вашата безопасност е важна за нас. Моля, прочетете тази информация, преди да използвате плота.
✓ Уредът не трябва да се използва от деца или лица с намалени физически, сензорни или ментални възможности или с липса на опит и познания, освен ако не са наблюдавани или инструктирани. Децата трябва да бъдат наблюдавани, за да не си играят с уреда. Почистването и поддръжката не трябва да бъдат изпълнявани от деца, ако не бъдат наблюдавани.
✓ ПРЕДУПРЕЖДЕНИЕ: Уредът и откритите му части се загряват по време на употреба.
✓ Трябва да се внимава и да не се докосват загряващите се елементи.
✓ Деца под 8-годишна възраст не трябва да бъдат допускани в близост до уреда, ако не са под непрекъснато наблюдение.
✓ Предупреждение: Ако повърхността е напукана, изключете уреда, за да избегнете възникването на токов удар, тъй като повърхностите на плота от стъклокерамика и подобни материали предпазват частите под напрежение.
✓ Предупреждение: Да не се използва парочистачка.
✓ Този уред не е предназначен за употреба с външен таймер или система за дистанционно управление.
✓ Опасност от възникване на пожар: Не съхранявайте предмети върху готварските повърхности.
ВНИМАНИЕ: Процесът на готвене трябва да се наблюдава. Краткотраен процес на готвене трябва да се наблюдава непрекъснато.
ВНИМАНИЕ: Готвене на газов котлон при наличие на мазнина или олио може да бъде опасно и да доведе до възникване на пожар.
Ако захранващият кабел е повреден, той трябва да бъде подменен от производителя, негов сервизен агент или лица с подобна квалификация, за да избегнете опасности.
Никога не се опитвайте да угасите пламъци с вода, а изключете уреда и след това покрийте огъна, напр. с капак или огнезащитно одеяло.
ПРЕДУПРЕЖДЕНИЕ: Използвайте само защитни устройства за този плот, предвидени от производителя за уреда и посочени като подходящи в упътването за употреба или като вградени в плота защитни устройства. Употребата на неподходящи защитни устройства може да причини злополуки.
След монтиране на уреда, захранващият му кабел трябва да остане недостъпен.
Поздравяваме Ви с покупката на Вашия нов керамичен плот.
Препоръчваме да отделите известно време, за да прочетете това упътване за употреба/ръководство за монтаж, за да се запознаете напълно с информацията как да го монтирате правилно и да го използвате по предвидения начин.
За монтажа на уреда прочетете раздела с информация за монтаж.
Прочетете внимателно всички инструкции по техника за безопасност, преди да пристъпите към употреба на уреда, и запазете упътването за употреба/ръководството за монтаж за бъдещи справки.
Описание на уреда
Изглед отгоре
Мощност на зоните за готвене
| Зона за готвене | Макс. мощност (220-240 V~ 50/60 Hz) |
|----------------|-----------------------------------|
| Зона за готвене A | 1800W / 900W (230 V~) Двойна зона |
| Зона за готвене B | 1200 W (230 V~) |
| Обща номинална мощност | 3000 W(230~) |
| Описание | Описание |
|----------|----------|
| A [a b] | Бутон за избиране на зона |
| B — | Бутон за настройка на мощност/таймер (намаляване) |
| C + | Бутон за настройка на мощност/таймер (увеличаване) |
| D I | Бутон за вкл./изкл. |
| E @ | Бутон на заключване на kontrolния панел |
| F L | Бутон на таймера |
| G O | Бутон за контрол на двойната уширяема зона |
Функции на продукта
➢ Керемачният плот се грижи за всички видове приготвяни ястия. Със своите лъчисти зони за готвене, електронните сензорни бутони за управление и мултифункционалността си, той е идеалният избор за съвременното семейство.
➢ Керамичният плот е ориентиран силно към удобството и лекотата на използване от потребителите и е надежден и безопасен.
Специални функции
Защита от прегряване
Уредът е оборудван с датчик, който следи температурата в зоните за готвене. Когато температурата надвиши безопасното ниво, зоната за готвене автоматично се изключва.
Индикатор за остатъчна топлина
Когато плотът се работил известно време, ще има и остатъчна топлина. Буквата “Н” се показва, за да Ви предупреди, че повърхността е твърде гореща, за да бъде докосвана.
Автоматично изключване
Автоматичното изключване е защитна функция за Вашия керамичен плот. Той изключва автоматично, ако някога забравите да го изключите. Времената на работа по подразбиране за различните степени на мощност са показани в таблицата по-долу:
| Степен на мощност | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
|-------------------|-----|-----|-----|-----|-----|-----|-----|-----|-----|
| Време на работа по подразбиране (мин.) | 599 | 540 | 480 | 420 | 360 | 300 | 240 | 180 | 120 |
Защита срещу непредвидени работи.
Ако електронното управление открее бутон, който е задържан около 10 секунди, уредът автоматично ще се изключи. Управлението изпраща звуков сигнал за грешка, за да предупреди сензорите, че е открито наличие на обект. На дисплея ще се показва код за грешка „Еб“.
Преди да използвате своя нов керамичен котлет
• Прочетете това упътване, като обърнете специално внимание на раздела “Предупреждения за безопасност”.
• Отстранете всички предпазни фолия, които може да се по повърхностите на керамичния плот..
Използване на сензорните бутони
- Бутоните за управление реагират на Вашите докосвания, затова не е нужно да прилагате натиск.
- Докосвайте с възглавничката на пръста си, а не с върха му.
- Ще чуете кратък звуков сигнал при регистрирането на всяко докосване.
- Уверете се, че бутоните за управление са винаги чисти, сухи и че няма предмети върху тях (това може да бъдат например домакински принадлежности или кърпа). Дори тъньк слой вода може да затрудни работата с бутоните за управление.
Избор на правилния готварски плот
Не използвайте кухненски съдове с неравни ръбове или извита основа.
Уверете се, че основата на готварския съд е гладка, стои пълтно на стъклото и е със същия размер като зоната за готвене. Използвайте готварски съдове, чийто диаметър на дъното е толкова голям, колкото очертанието на избраната зона. Когато се използва малко по-широк готварски съд, енергията, която ще се използва, е с максимална производителност. Ако използвате по-малки съдове, ефективността ще бъде по-малка от очакваната. Винаги поставяйте готварския съд в центъра на зоната за готвене.
Винаги вдигайте готварските съдове от керамичния плот, когато искате да ги отдръпнете. Не ги пълзгайте, тъй като може да надраскат стъклото.
Използване на керамичния плот
Начало на готвене
1. Поставете подходящ готварски съд върху зоната за готвене, която искате да използвате.
- Уверете се, че дъното на готварския съд и повърхността на зоната за готвене са чисти и сухи.
2. Докоснете бутона за вкл./изкл. (A) за 2 секунди. След като се включи, зумерът издава един кратък звуков сигнал, всички дисплеи показват “-”, което означава, че керамичният плот е влязъл в състояние на режим на готовност.
3. В зависимост от зоната за готвене, върху която е поставен готварския съд, натиснете бутона (a) или (b).
4. Изберете степента на мощност от 0 до 9, като натискате бутона “+” (C) или “-” (B).
5. Нивото на мощност ще започне от 0. Натискането на “+” ще отчита нивата на мощност от 0 до 9 (максимална мощност) в числов ред. Натискането на клавиша “-” ще отнеме мощност направо от 0 до 9. Натискането на клавиша “-” отново ще намали нивото на мощност.
- Ако не изберете степен на загряване в рамките на 20 секунди, керамичният плот автоматично ще се изключи. Ще се наложи да започнете отново от стъпка 2.
- Можете да променяте степента на загряване винаги, когато желаете по време на готвене.
Използване на функция за заключване на kontrolния панел
• Можете да заключите бутоните, за да предотвратите нежелана употреба (например деца, които случайно включват зоните за готвене).
• Когато kontrolния панел е заключен, всички бутони, с изключение на контрола OFF, са неактивни.
За заключване на бутоните
Докоснете бутона за заключване (E) „” за 2 секунди. Индикаторът над бутона за заключване ще светне и индикаторът на таймера ще показва „Loc“.
За да отключите бутоните
1. Уверете се, че плота е включен.
2. Докоснете и задръжте за кратко бутона за заключване.
3. Вече можете да започнете да използвате вашия керамичен плот.
Когато плота е в режим на заключване, всички контроли са деактивирани, с изключение на бутона OFF. С него можете винаги да изключите котлона при спешни случаи, но при следващата операция трябва да отключите плота първо.
Работа с таймера
• Можете да настроите таймера да изключва една зона за готвене след достигане на зададено време.
• Можете да настроите таймера от 0 до 120 минути.
1. Изберете релевантната зона за готвене, която искате да настроите. За пример зона A.
2. Натиснете бутона на таймера (F), индикаторът на таймера ще покаже “0”.
3. Като използвате бутоните “+” и “-“, можете да зададете настройка от 1 до 120 минути.
4. Когато времето е зададено, таймерът ще се включи веднага и ще започне да отброява. Индикаторът ще започне да показва степента на мощност след 5 секунди.
5. Ако е необходимо да проверите оставащото време, можете да изпълните стъпка 1 и 2 отново.
6. Когато времето за готвене, зададено от таймера, изтече, съответната зона за готвене ще се изключи автоматично. Ако има друга включена зона за готвене, тя ще продължи да работи.
• Таймерът функционира само когато зоната за готвене е включена.
Използване на двойната уширяема зона
Възможно е да се управлява и двойната зона. Когато се активира двойна зона за готвене, Двата ринга са включени едновременно. Активирането на външния ринг е индикирано с пилотна лампа до бутона (G). Ако искате да включите вътрешния ринг го направете с помощта на същия бутон (G). Натиснете отново бутона (G), за да активирате отново външната верига и съответната пилотна светлина ще се включи.
Обслужване и поддръжка
Предупреждение
Винаги изключвайте електрозахранването, преди да изпълнявате работи по поддръжката. В случай на неизправност се свържете с отдела по обслужване на клиенти.
Поддръжка
Повредени захранващи кабели трябва да бъдат заменяни от компетентно лице или квалифициран електротехник.
Само за домашна употреба.
Никога не поставяйте празен готварски съд върху плота, тъй като това ще активира съобщение за грешка, което ще се появи на панела за управление.
Когато зоната за готвене е била включена продължително време, повърхността и остава гореща известно време след изключването. Затова не докосвайте керамичната повърхност.
Не използвайте плота за затопляне на запечатани храни, преди да ги отворите и да премахнете опаковката, тъй като това би довело до повреди, тъй като поради топлинното разширяние, запечатаната опаковка може да експлодира.
Ако повърхността на плота е напукана, изключете уреда от мрежовото захранване, за да избегнете възможността от токов удар.
Не поставяйте готварски съдове с грубо или неравно дъно, тъй като може да повредят керамичната повърхност.
Избягвайте да изтървайте върху плота тигани и тенджери. Керамичната повърхност е здрава, но не е нечуплива.
Не поставяйте почистващи препарати или запалими материали под плота.
Почистване на уреда
Внимание
Избягвайте да търкate с абразивни препарати или с дъното на готварските съдове повърхността на плота, тъй като с времето ще се износят маркировките върху керамичния плот.
Почистявайте керамичния плот редовно, за да предотвратите натрупването на остатъци от храна.
➢ Уредът трябва да бъде почистван след употреба.
➢ Повърхността на керамичния плот може лесно да се почисти по следния начин:
| Тип на замърсяването | Метод на почистване | Почистващи материали |
|-----------------------|---------------------|----------------------|
| Варовикови отлагания | Нанесете бял оцет върху повърхността, след това го попийте и подсушете с мека кърпа. | Специален препарат за почистване на керамични плотове |
| Изгорели остатъци от храна | Почистете с мокра кърпа и го подсушете със суха кърпа. | Специален препарат за почистване на керамични плотове |
| Леки замърсявания | Почистете с мокра кърпа и го подсушете със суха кърпа. | Домакинска гъба |
| Остатъци от стопена пластмаса | Използвайте стъргалка, подходяща за стъклокерамика, за да отстраните залепналите замърсявания | Специален препарат за почистване на керамични плотове |
С помощта на стъргалка отстранете незабавно всички парченца от алуминиево фолио, пръски от храна, мазни пръски, полепнала захар и петна от други храни с високо съдържание на захари от повърхността, за да се избегне повреждане на плота. След това почистете повърхността със салфетка и подходящ почистващ продукт. Изплакнете с вода и подсушете с чиста кърпа. При никакви обстоятелства не трябва да се използват домакински груби гъби или абразивни кърпи. Избягвайте също използването на агресивни химически детергенти, например спрейове за почистване и препарати за отстраняване на петна.
Отстраняване на неизправности
Преди да се обрънете към сервизен център, проверете дали уредът е правилно свързан, или са наличие някои от следните случаи, които не се покриват от гаранцията.
➢ Повреди, причинени от неправилна употреба, съхранение или поддръжка.
➢ Повреди, причинени от неразрешено разглобяване и ремонт.
➢ Повреди, причинени от погрешна употреба.
➢ Използване на керамичния плот за комерсиални цели.
Ако възникне необичайна ситуация, керамичният плот ще влезе в защитно състояние автоматично и ще изведе съответните защитни кодове:
| Съобщение за грешка | Възможна причина | Начин на отстраняване |
|---------------------|------------------|-----------------------|
| E6 | Натиснете , който и да е от бутоните за 10 секунди. | Освободете бутона и устройството ще се рестартира. |
| H1 | Температурата в уреда е твърде висока. | Уредът трябва да се изключи и да се изчака да изстине. |
Дадени са най-често срещаните проблеми.
Не разглобявайте уреда самостоятелно, за да избегнете възникване на опасности и повреди на керамичния плот, а се свържете с доставчика си.
Техническа спецификация
| Керамичен плот | CROWN VCP 32D |
|----------------|---------------|
| Зони за готвене | 2 зони |
| Напрежение: | 220-240V~ |
| Мощност | 3000 W (230 V~) |
| Размери на продукта (ДхШхВ mm) | 290 x 520 x 50 |
| Размери за вграждане АхВ (mm) | 260 x 490 |
Теглото и размерите са приблизителни Тъй като ние непрекъснато се стремим да подобряваме нашите продукти, можем да променим спецификациите и дизайна без предварително уведомление.
Монтаж
Избор на място за монтиране
Отрежете работната повърхност в съответствие с размерите, показани на чертежа. За целите на монтажа и работата на уреда трябва да се запази свободно пространство от 5 см около отвора.
Уверете се, че дебелината на работната повърхност е поне 30 mm. изберете топлоустойчив материал за работната повърхност, за да се избегнат големи деформации поради топлоотделянето от зоните за готвене. както е показано по-долу:
| Д (mm) | Ш (mm) | В (mm) | Д (mm) | А (mm) | В (mm) | Х (mm) |
|--------|--------|--------|--------|--------|--------|--------|
| 290 | 520 | 47 | 43 | 260 | 490 | 50 |
Винаги керамичният плот за готвене трябва да бъде добре вентилиран и въздушните входове и изходи не трябва да са блокирани. Керамичният плот трябва да е в добро работно състояние. Както е показано по-долу
Забележка: Разстоянието за безопасност между плота и шкаф, намиращ се над плота, трябва да бъде поне 650 mm.
| A (mm) | B (mm) | C (mm) | D | E |
|--------|--------|--------|---------|--------------------|
| 650 | 50 | 20 | Вход за въздух | изход за въздух 5 mm |
Преди да монтирате плота, се уверете, че
- Работната повърхност е квадратна и нивелирана, както и че няма части от конструкцията, които да противоречат на изискванията за пространство.
- Работната повърхност е изработена от топлоустойчив материал.
- Ако плотът е монтиран над фурна, фурната трябва да има вграден охлаждащ вентилатор.
- Монтажът ще отговаря на всички изисквания за свободно пространство и на приложимите стандарти и разпоредби.
- В електрическата част на уреда е включен подходящ изолиращ прекъсвач, осигуряващ пълно разединяване от мрежовото захранване. Монтиран е и е позициониран така, че да отговаря на местните правила и разпоредби за свързване към електричество.
Този изолиращ прекъсвач трябва да бъде от подходящ тип и да осигурява 3 mm въздушна междина между отворените контакти на всички полюси (или във всички активни (фазови) проводници, ако местните правила позволяват такава възможност).
- Изолиращият прекъсвач ще е лесно достъпен за потребителя, когато плотът е монтиран.
- Консултирайте се с местните органи по строителен надзор и със законовите разпоредби, ако не сте сигурни за монтажа.
- Използвайте материал с топлоустойчиво и лесно за почистване покритие (например керамични плочки) за стенните повърхности около плота.
След монтиране на плота, уверете се, че:
Захранващият кабел не може да се достигне през вратичките на шкафа или през чекмеджетата.
- Има достатъчно приток отвън на свеж въздух от шкафовете към основата на плота.
- Ако плотът е монтиран над чекмедже или шкаф, под основата на плота е монтирана термозащитна бариера.
- Изолиращият прекъсвач лесно може да се достигне от потребителя.
Монтаж
Отрежете отвор работния плот с показаните размери (фиг. 1) с подходящо оборудване. Уплътнете отрязания ръб на работния плот като използвате силикон или PTFE и изчакайте да изсъхне, преди да монтирате плота за готвене.
Залепете доставената с уреда уплътнителна лента по долния ръб на плота за готвене, като краишата ѝ трябва да се припокрият.
Не използвайте лепило, за да фиксирате плота за готвене в работния плот. След като уплътнението е поставено, позиционирайте плота за готвене в отразения отвор на работния плот. Приложете малък натиск надолу върху плота за готвене, за да го изтласкате в работния плот, като се уверите, че е създадено добро уплътнение около външния ръб (фиг. 4).
Предупреждения
1. Керамичният плот трябва да бъде монтиран от квалифициран персонал или техник. Обърнете се към специалисти, за да направят монтажа- Не го правете сами.
2. Плотът за готвене не трябва да бъде монтиран точно над съдомиялна машина, хладилник, фризер, миялна машина или сушилня, тъй като влагата може да повреди електронните му компоненти.
3. Керамичният плот трябва да бъде монтиран така, че да може да се осигури най-добро топлоотдаване, за да се подобри неговата надеждност.
4. Стената и зоната, подложена на загряване, намиращи се над повърхността на плота за готвене, трябва да издържат на топлина.
5. За да се избегнат всякакви повреди, многослойният материал на работния плот и лепилото трябва да бъдат устойчиви на топлина.
Включване на уреда към електрическата мрежа.
Всички работи по монтирането трябва да бъдат изпълнени от компетентно лице или квалифициран електротехник. Преди включване в мрежовото електрозахранване, уверете се че напрежението на мрежата съответства на това, посочено на фабричната табелка.
Предупреждение: Този уред трябва да бъде заземен.
Плотът за готвене трябва да бъде свързан към мрежово електрозахранване само от лице с подходяща квалификация.
Преди да свържете плота към мрежовото електрозахранване, проверете дали:
1. Домашната електроинсталация е подходяща за мощността, консумирана от плота.
2. Напрежението съответства на стойността, посочена на фабричната табелка.
3. Сечението на захранващия кабел може да издържи натоварването, посочено на фабричната табелка. За свързване на плота за готвене към мрежовото електрозахранване, не използвайте адаптери, регулатори (намалители на напрежение) или разклонители, тъй като те може да да доведат до възникване на прегряване и пожар.
Захранващият кабел не трябва да се докосва до горещи части и трябва да бъде разположен така, че в някоя негова точка температурата да не надвишава 75°C.
Проверете с електротехник дали домашната електроинсталация е подходящ, и не налага промени. Всякакви промени трябва да бъдат извършвани единствено от квалифициран електротехник.
Този уред е снабден с 3-жилен кабел, оцветени по следния начин:
Кафяв = L или фаза
Син = N или нула
Зелено-жълт = E или Земя
Уредът изисква миниатюрен автоматичен прекъсвач 16 Amp.
• Ако кабелът се повреди или трябва да бъде сменен, работата трябва да бъде изпълнена от представител за следпродажбено обслужване с, за да се избегнат възникването на злонополуки.
• Ако уредът се свързва директно към мрежовата инсталация, трябва да бъде монтиран омниполарен прекъсвач с минимална междина от 3 mm между контактите.
• Монтажникът трябва да провери дали са направени правилни електрически свързания и дали са в съответствие с разпоредбите за безопасност.
• Кабелът не трябва да бъде огъван или притискан.
• Кабелът трябва да бъде проверяван редовно и да бъде преместван само от упълномощен техник.
Този уред е снабден с маркировка съгласно Европейска директива 2011/65/ЕС за отпадъци от електрическо и електронно оборудване (WEEE). Като се уверите, че този уред е изхвърлен по правилния начин, ще помогнете да предотвратим и избегнем уврежданя на околната среда и на човешкото здраве, които може в противен случай да възникнат, ако уредът не се изхвърли по правилния му път.
Символът върху продукта сочи, че този продукт не трябва да бъде третиран като битов отпадък. Трябва да бъде отнесен в подходящ пункт за събиране на отпадъци за рециклиране на електрическо и електронно оборудване.
Този уред изисква специално изхвърляне на отпадъци. За допълнителна информация относно третирането, утилизация и рециклирането на този продукт, моля, свържете се с местните общински власти, центъра за изхвърляне на битови отпадъци или с магазина, от който закупихте плота.
За по-подробна информация относно третирането, утилизацията и рециклирането на този продукт, моля, обърнете се към местните градски власти, компаниията за събиране на отпадъци или магазина, от където сте закупили продукта.
ВАЖНО:
Този уред не е предназначен за използване от лица (включително деца) с ограничени физически, сетивни или умствени способности, или с недостатъчен опит и познания, освен ако те са наблюдавани или инструктирани относно използването на уреда от лице, отговорно за тяхната безопасност!
Децата трябва да бъдат наблюдавани да не играят с уреда!
"ИЗХВЪРЛЯНЕТО НА ОТПАДНИТЕ ЕЛЕКТРИЧЕСКИ И ЕЛЕКТРОННИ УРЕДИ ОТ КРАЙНИ ПОТРЕБИТЕЛИ В ЕВРОПЕЙСКИЯ СЪЮЗ"
Символът върху продукта или опаковката сочи, че този продукт не може да се изхвърля заедно с битовите отпадъци. Потребителят е отговорен за изхвърлянето на такъв вид отпадъци, особено електрически и електронни, в определената за това "точка". Разделното събиране и рециклиране на това оборудване допринася за опазване на природните ресурси и гарантира рециклирането им с оглед опазване на околната среда и здравето. За по-подробна информация относно реда на изхвърляне на електрически и електронни отпадъци следва да се обърнете към местните компетентни власти, службата за събиране на битови отпадъци или фирмата, от която сте закупили продукта.
Този продукт е разработен и отговаря на всички европейски директиви и изисквания.
ЕКОПАК
Safety Warnings
Your safety is important to us. Please read this information before using your cooktop.
- The appliance is not to be used by persons (including children) with reduced physical, sensory or mental capabilities, or lack of experience and knowledge, unless they have been given supervision or instruction. Children being supervised not to play with the appliance. Cleaning and user maintenance shall not be made by children without supervision.
- WARNING: The appliance and its accessible parts become hot during use.
- Care should be taken to avoid touching heating elements.
- Children less than 8 years of age shall be kept away unless continuously supervised.
- Warning: If the surface is cracked, switch off the appliance to avoid the possibility of electric shock, for hob surfaces of glass-ceramic or similar material which protect live parts.
- Warning: A steam cleaner is not be used.
- That the appliance is not intended to be operated by means of external timer or separated remote-control system.
- Danger of fire: Do not store items on the cooking surfaces.
✓ CAUTION: The cooking process has to be supervised. A short term cooking process has to be supervised continuously.
✓ WARNING: Unattended cooking on a hob with fat or oil can be dangerous and may result in a fire.
✓ If the supply cord is damaged, it must be replaced by the manufacturer, its service agent or similarly qualified persons in order to avoid a hazard.
✓ Never try to extinguish a fire with water, but switch off the appliance and then cover flame e.g. with a lid or a fire blanket.
✓ WARNING: Use only hob guards designed by the manufacturer of the cooking appliance or indicated by the manufacturer of the appliance in the instructions for use as suitable or hob guards incorporated in the appliance. The use of inappropriate guards can cause accidents.
✓ Power cord can’t accessible after installation.
Congratulations on the purchase of your new ceramic Hob.
We recommend that you spend some time to read this Instruction / Installation Manual in order to fully understand how to install correctly and operate it.
For installation, please read the installation section.
Read all the safety instructions carefully before use and keep this Instruction / Installation Manual for future reference.
Product Overview
Top View
Heating zone Power
| Heating Zone | Max.Power (220-240V~ 50/60Hz) |
|--------------|--------------------------------|
| a | 1800W/900W (230V~) |
| | (Double ring) |
| b | 1200W (230V~) |
| Total Rating Power | 3000W(230~) |
| Reference | Description |
|-----------|-------------|
| A [a b] | Zone select key |
| B — | Power/ Timer regulating key (reduce) |
| C + | Power/ Timer regulating key (reduce) |
| D [I] | ON/OFF key |
| E [L] | Child lock key |
| F [O] | Timer key |
| G [O] | Double ring control key |
Product functions
> The ceramic hob caters for all kinds of cooking, with its radiant heat cooking zones and its electronic touch controls and multi-functions, making it the ideal choice for the modern family.
> The ceramic hob is extremely user-friendly, durable and safe.
Special functions
Protection from over-heating
A sensor monitors the temperature in the cooking zones. When the temperature exceeds a safe level, the cooking zone is automatically switched off.
Residual heat indicator
When the hob has been operating for some time, there will be some residual heat. The letter “H” appears to warn you that it is too hot to touch the surface.
Auto Shutdown Protection
Auto shut down is a safety protection function for your ceramic hob. It shuts down automatically if ever you forget to turn off your cooking. The default working times for various power levels are shown in the below table:
| Power level | 1-9 |
|-------------|-----|
| Default working timer (min) | 120 |
Protection against unintended operation.
If the electronic control detects a button being held down for approx 10 seconds it will switch off automatically. The control sends out an audible error signal to warn the sensors have detected the presence of an object. The display will indicate an error code “E6”.
Before using your New Ceramic Hob
• Read this guide, taking special note of the ‘Safety Warnings’ section.
• Remove any protective film that may still be on your Ceramic hob.
Using the Touch Controls
• The controls respond to touch, so you don’t need to apply any pressure.
• Use the ball of your finger, not its tip.
• You will hear a beep each time a touch is registered.
• Make sure the controls are always clean, dry, and that there is no object (e.g. a utensil or a cloth) covering them. Even a thin film of water may make the controls difficult to operate.
Choosing the right Cookware
Do not use cookware with jagged edges or a curved base.
Make sure that the base of your pan is smooth, sits flat against the glass, and is the same size as the cooking zone. Use pans whose diameter is as large as the graphic of the zone selected. Using a pot a slightly wider energy will be used at its maximum efficiency. If you use smaller pots, efficiency could be less than expected. Always centre your pan on the cooking zone.
Always lift pans off the ceramic hob – do not slide, or they may scratch the glass.
Using your Ceramic Hob
To start cooking
1. Place a suitable pan on the cooking zone that you wish to use.
- Make sure the bottom of the pan and the surface of the cooking zone are clean and dry.
2. Touch the ON/OFF key (D) “①” for 1 second.
After power on, the buzzer beeps once, all displays show “-”, indicating that the ceramic hob has entered the state of standby mode.
3. According to the heating zone where the pan is placed, select a relevant zone select key by pressing key (A) “\a” or “\b”. The symbol selected will displayed “n-0” or “u-0”.
4. Select the power level by pressing the “+” key (C) or “-“key (B).
5. The power level will start at 0. Pressing the “+” will count up the power levels from 0 to 9 (max power) in numerical order. Pressing the “-“ key will take the power straight from 0 to 9. Pressing the “-“ key again will reduce the power level.
• If you don’t choose a heat setting within 20 seconds, the ceramic hob will automatically switch off. You will need to start again at step 2.
• You can modify the heat setting at any time during cooking.
**Using Child Lock Function**
• You can lock the controls to prevent unintended use (for example children accidentally turning the cooking zones on).
• When the controls are locked, all the controls except the OFF control are disabled.
**To lock the controls**
Touch the child lock key(E) “®” for 2 seconds. The indicator above the child lock key will be on and the timer indicator will show “Loc”.
**To unlock the controls**
1. Make sure the hob is turned on.
2. Touch and hold the keylock control for a while.
3. You can now start using your Induction hob.
⚠️ When the hob is in the lock mode, all the controls are disable except OFF, you can always turn the hob off with the OFF control in an emergency, but you shall unlock the hob first in the next operation.
**Using the Timer**
• You can set it to turn one cooking zone off after the set time is up.
• You can set the timer for up to 120 minutes.
1. Select the relevant cooking zone which is working by touching the zone select key(A) “|a”.
2. Press the timer key(F) “⊕”, the timer indicators will show “0”.
3. Using the “+” or “-” buttons, you can realize the setting of timing from 1 to 120 minutes.
4. When the time is set, it will begin to count down immediately. The indicator will return to show power level after 5 seconds.
5. If you need to check the remaining time, you can operate step 1 and step 2 again.
6. When cooking timer expires, the corresponding cooking zone will be switched off automatically. Other cooking zone will keep operating if they are turned on previously.
- The timer function only works when at least one cooking is turned on.
**Using the Double Rings**
It is possible to control double rings. When a dual cooking zone is activated, the two circuits are switched on at the same time. Activation of the external circuit is indicated by a pilot light upon the key (G). If only the internal circuit is to be switched on, the external circuit can be switched off using the dual circuit key (G). Press the dual circuit key (G) again to reactivate the external circuit and the corresponding pilot light will switch on.
Care and maintenance
**Warning**
Always switch off the electricity supply before performing maintenance work. In the event of a fault, contact customer services.
**Care**
Damaged power cables should be replaced by a competent person or qualified electrician.
For domestic use only.
Never place an empty pan on the hob as this will cause an error message to appear on the control panel.
When a cooking zone has been on for a long time, the surface remains hot for some time afterwards so do not touch the ceramic surface.
For sealed foods, please do not heat them before opening removing the lid so as to avoid any dangers of explosion due to heating expansion.
If the surface of the hob is cracked, disconnect from power supply to avoid any possibility of electric shocks.
Do not place rough or uneven pans on the hob, as they could damage the ceramic surface.
Avoid banging pots and pans down on the hob. The ceramic surface is tough but not unbreakable.
Do not put detergents or flammable materials beneath the hob.
Appliance cleanliness
**Caution**
- Avoid rubbing with any abrasive or with the base of the pans, etc., as this will wear the markings on the top of the ceramic hob over time.
- Clean the ceramic hob on a regular basis to prevent the build up of food residue.
> The appliance should be cleaned after use.
> The surface of the ceramic hob may be easily cleaned in the following way:
| Type of dirt | Cleaning method | Cleaning materials |
|--------------------|----------------------------------------------------------------------------------|-----------------------------|
| Lime scale | Apply white vinegar to the surface, then wipe it dry with soft cloth | Special ceramic cleaner |
| Burnt-on stains | Clean with damp cloth and dry it with a soft cloth | Special ceramic cleaner |
| Light stains | Clean with damp cloth and dry it with a soft cloth | Cleaning sponge |
| Melted plastics | Use a scraper suitable for ceramic glass to remove residue | Special ceramic cleaner |
By means of a scraper immediately remove any aluminum foil bits, food spills, grease splashes, sugar marks and other high sugar content food from the surface in order to avoid damaging the hob. Subsequently clean the surface with some towel and appropriate product, rinse with water and dry by means of a clean cloth. Under no circumstance should sponges or abrasive cloths be used, also avoid using aggressive chemical detergents such as oven sprays and spot removers.
Trouble shooting
Before calling the customer services, please check that the appliance is correctly connected, any of the following cases are not covered by the guarantee:
- Damage caused by improper use, storage or maintenance.
- Damage caused by unauthorised disassembly and repair.
- Damage caused by misuse.
- Using the ceramic hob for commercial purposes.
If an abnormality comes up, the ceramic hob will enter the protective state automatically and display corresponding protective codes:
| Error Message | Possible Cause | What to do |
|---------------|-----------------------------------------------------|-------------------------------------------------|
| E6 | Press any key more than 10 seconds | Release the key and then the appliance reset automatically |
| H1 | The temperature inside the appliance is too high. | Stop and cooling the appliance |
The above are the judgment and inspection of common failures. Please do not disassemble the unit by yourself to avoid any dangers and damages to the ceramic hob and please contact the supplier.
**Technical Specification**
| Cooking Hob | CROWN VCP 32D |
|----------------------|--------------------------------------|
| Cooking Zones | 2 Zones |
| Supply Voltage | 220-240V~ |
| Installed Electric Power | 3000W(230V~) |
| Product Size L×W×H(mm) | 290X520X50 |
| Building-in Dimensions A×B (mm) | 260X490 |
Weight and Dimensions are approximate. Because we continually strive to improve our products we may change specifications and designs without prior notice.
Installation
Selection of installation equipment
Cut out the work surface according to the sizes shown in the drawing. For the purpose of installation and use, a minimum of 5 cm space shall be preserved around the hole. Be sure the thickness of the work surface is at least 30 mm. Please select heat-resistant work surface material to avoid larger deformation caused by the heat radiation from the hotplate. As shown below:
| L(mm) | W(mm) | H(mm) | D(mm) | A(mm) | B(mm) | X(mm) |
|-------|-------|-------|-------|-------|-------|-------|
| 290 | 520 | 47 | 43 | 260 | 490 | 50 mini |
Under any circumstances, make sure the ceramic cooker hob is well ventilated and the air inlet and outlet are not blocked. Ensure the ceramic cooker hob is in good work state. As shown below.
Note: The safety distance between the hotplate and the cupboard above the hotplate should be at least 650 mm.
Before you install the hob, make sure that
- The work surface is square and level, and no structural members interfere with space requirements.
- The work surface is made of a heat-resistant material.
- If the hob is installed above an oven, the oven has a built-in cooling fan.
- The installation will comply with all clearance requirements and applicable standards and regulations.
- A suitable isolating switch providing full disconnection from the mains power supply is incorporated in the permanent wiring, mounted and positioned to comply with the local wiring rules and regulations. The isolating switch must be of an approved type and provide a 3 mm air gap contact separation in all poles (or in all active [phase] conductors if the local wiring rules allow for this variation of the requirements).
- The isolating switch will be easily accessible to the customer with the hob installed.
- You consult local building authorities and by-laws if in doubt regarding installation.
- You use heat-resistant and easy-to-clean finishes (such as ceramic tiles) for the wall surfaces surrounding the hob.
When you have installed the hob, make sure that
- The power supply cable is not accessible through cupboard doors or drawers.
- There is adequate flow of fresh air from outside the cabinetry to the base of the hob.
- If the hob is installed above a drawer or cupboard space, a thermal protection barrier is installed below the base of the hob.
- The isolating switch is easily accessible by the customer.
Installation
Cut out worktop to supplied dimensions shown (fig. 1) with suitable equipment. Seal the cut edge of the worktop using silicone or PTFE and allow to dry prior to fitting the hob.
Stretch out the supplied seal along the underside edge of the hob, ensuring the ends overlap.
Do not use adhesive to fix the hob into the worktop. Once the seal is fitted position the hob into the cutout in the worktop. Apply gentle downwards pressure onto the hob to push it into the worktop ensuring a good seal around the outer edge (fig. 4).
Cautions
1. The ceramic hotplate must be installed by qualified personnel or technicians. We have professionals at your service. Please never conduct the operation by yourself.
2. The hob will not be installed directly above a dishwasher, fridge, freezer, washing machine or clothes dryer, as the humidity may damage the hob electronics.
3. The ceramic hotplate shall be installed such that better heat radiation can be ensured to enhance its reliability.
4. The wall and induced heating zone above the table surface shall withstand heat.
5. To avoid any damage, the sandwich layer and adhesive must be resistant to heat.
Connecting the hob to the mains power supply
All installation work must be carried out by a competent person or qualified electrician. Before connecting the mains supply ensure that the mains voltage corresponds to the voltage on the rating plate inside the cooker hood.
Warning: THIS APPLIANCE MUST BE ARTHED.
This hob must be connected to the mains power supply only by a suitably qualified person. Before connecting the hob to the mains power supply, check that:
1. The domestic wiring system is suitable for the power drawn by the hob.
2. The voltage corresponds to the value given in the rating plate.
3. The power supply cable sections can withstand the load specified on the rating plate.
To connect the hob to the mains power supply, do not use adapters, reducers or branching devices, as they can cause overheating and fire. The power supply cable must not touch any hot parts and must be positioned so that its temperature will not exceed 75°C at any point.
Check with an electrician whether the domestic wiring system is suitable without alterations. Any alterations must only be made by a qualified electrician.
This appliance is supplied with a 3 core mains cable coloured as follows:
Brown = L or Live
Blue = N or Neutral
Green and Yellow=E or Earth
This appliance requires a 16 Amp Miniature Circuit Breaker.
- If the cable is damaged or to be replaced, the operation must be carried out by an after-sale agent with dedicated tools to avoid any accidents.
- If the appliance is being connected directly to the mains, an omnipolar circuit-breaker must be installed with a minimum opening of 3mm between contacts.
- The installer must ensure that the correct electrical connection has been made and that it is compliant with safety regulations.
- The cable must not be bent or compressed.
- The cable must be checked regularly and replaced by authorised technicians only.
DISPOSAL: Do not dispose this product as unsorted municipal waste. Collection of such waste separately for special treatment is necessary.
This appliance is labeled in compliance with European directive 2011/65/EU for Waste Electrical and Electronic Equipment (WEEE). By ensuring that this appliance is disposed of correctly, you will help prevent any possible damage to the environment and to human health, which might otherwise be caused if it were disposed of in the wrong way.
The symbol on the product indicates that it may not be treated as normal household waste. It should be taken to a collection point for the recycling of electrical and electronic goods.
This appliance requires specialist waste disposal. For further information regarding the treatment, recovery, and recycling of this product, please contact your local council, your household waste disposal service, or the shop where you purchased it.
For more detailed information about treatment, recovery, and recycling of this product, please contact your local city office, your household waste disposal service, or the shop where you purchased the product.
|
eb503e0f-9688-4053-bfd0-d857506587a4
|
CC-MAIN-2024-22
|
https://c.scdn.gr/ds/product_guides/5623/20230410124844_66ed2e8d.pdf
|
2024-05-18T14:09:25+00:00
|
crawl-data/CC-MAIN-2024-22/segments/1715971057422.43/warc/CC-MAIN-20240518121005-20240518151005-00468.warc.gz
| 128,795,161
| 13,210
|
eng_Latn
|
bul_Cyrl
| 0.531292
|
bul_Cyrl
| 0.998985
|
[
"bul_Cyrl",
"bul_Cyrl",
"bul_Cyrl",
"bul_Cyrl",
"unknown",
"bul_Cyrl",
"bul_Cyrl",
"bul_Cyrl",
"bul_Cyrl",
"bul_Cyrl",
"bul_Cyrl",
"bul_Cyrl",
"bul_Cyrl",
"bul_Cyrl",
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"eng_Latn",
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"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
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|
rolmOCR
|
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34512,
36350,
37258,
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39313,
41213,
42969
] |
[
1.421875,
0.671875
] | 1
| 0
|
विषय: दि.01/01/2016 रोजी ची प्राध्यापक (पशुविज्ञान विद्या शाखा) या संबंधाची अंतिम ज्येष्ठतासूची प्रसिद्ध करणे बाबत...
उपरोक्त विषयाचे अनुरोधाने प्राध्यापक (पशुविज्ञान विद्या शाखा) या संबंधाची दिनांक 01/01/2016 रोजीची अंतिम ज्येष्ठतासूची तयार करण्यात आली असून प्रसिद्ध करण्यात येत आहे. सदरील ज्येष्ठतासूची ही विद्यापीठ संकेतस्थळ www.mafsu.in वर उपलब्ध करून देण्यात आलेली आहे. सदरील ज्येष्ठता सुविध्याची प्रत संकेतस्थळावरून मुद्रित (डाउनलोड) करून घ्यावी.
सर्व नियंत्रण अधिकारी व विभाग प्रमुख यांना कल्याण्यात येते की, सदर सुधारित अंतिम ज्येष्ठतासूची सर्व संबंधीतांच्या निर्देशास आणुन तशी पोच पावती घ्यावी.
कार्यपालन अहवालासाठी सदर पत्राच्या कृपया पोच देण्यात यावी.
मा. कुलगुरु महोदयांचे माण्डतेने.
स्वाक्षरीत/-
कुलसचिव
महाराष्ट्र पशु व मत्स्य विज्ञान विद्यापीठ,
नागपूर
प्रतिलिपी:
1. मा. संचालक शिक्षण तथा अधिष्ठाता (पशुविज्ञान), महाराष्ट्र पशु व मत्स्य विज्ञान विद्यापीठ, नागपूर
2. मा. संचालक संशोधन, महाराष्ट्र पशु व मत्स्य विज्ञान विद्यापीठ, नागपूर
3. मा. संचालक विस्तार व प्रशिक्षण, महाराष्ट्र पशु व मत्स्य विज्ञान विद्यापीठ, नागपूर
4. मा. संचालक विद्यार्थी कल्याण, महाराष्ट्र पशु व मत्स्य विज्ञान विद्यापीठ, नागपूर
प्रत माहिती व योग्य त्या कार्यवाहीस्तव:
1. सहयोगी अधिष्ठाता, पशुवेद्यकीय महाविद्यालय, नागपूर/मुंबई/परभणी/शिरवड/उद्दीप
2. सहयोगी अधिष्ठाता, स्नातकोत्तर पशुवेद्यक व पशुविज्ञान संस्था, अकोला.
प्रत:
1. मा. कुलगुरु महोदय यांचे खाजगी सचिव, महाराष्ट्र पशु व मत्स्य विज्ञान विद्यापीठ, नागपूर.
2. कुलसचिव यांचे स्विच्छ सहायक, महाराष्ट्र पशु व मत्स्य विज्ञान विद्यापीठ, नागपूर.
[Signature]
सहायक कुलसचिव
महाराष्ट्र पशु व मत्स्य विज्ञान विद्यापीठ,
नागपूर
| श्रेणी | विषय | वर्गीकृति | वर्गीकृति | वर्गीकृति | वर्गीकृति | वर्गीकृति | वर्गीकृति | वर्गीकृति |
|-------|-------|------------|------------|------------|------------|------------|------------|
| 1 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 2 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 3 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 4 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 5 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 6 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 7 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 8 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 9 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 10 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 11 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 12 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 13 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 14 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 15 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 16 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 17 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 18 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 19 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 20 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 21 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 22 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 23 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 24 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 25 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 26 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 27 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 28 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 29 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 30 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 31 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
| 32 | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान | विज्ञान |
**Note:** The above table is a sample and may not reflect the actual data.
|
679e2127-6ea3-47dd-8f74-2cd143889a8d
|
CC-MAIN-2023-14
|
https://mafsu.in/downloads/Seniority/Professor%20Veterinary.pdf
|
2023-03-20T22:58:42+00:00
|
crawl-data/CC-MAIN-2023-14/segments/1679296943562.70/warc/CC-MAIN-20230320211022-20230321001022-00414.warc.gz
| 429,788,070
| 2,227
|
eng_Latn
|
eng_Latn
| 0.499931
|
mar_Deva
| 0.980776
|
[
"mar_Deva",
"eng_Latn"
] | true
|
rolmOCR
|
[
1570,
4405
] |
[
1.8515625
] | 2
| 1
|
በእርግዝና ወቅት የሚታዩ የችግር ጠቋሚ ምልክቶች
መቼ መደወል እንዳለብዎት
ከዚህ በታች የተጠቀሱትን የችግር ጠቋሚ ምልክቶችን ከተመለከቱ ወዲያዉኑ ወደ ጤና እንክብካቤ አገልግሎት ሰጭዎ ይደውሉ። ችግሮችን አስቀድሞ አውቆ ለችግሮቹ መፍትሔ ማግኘት፣ በእርስዎና በህጻን ልጅዎ ላይ ሊደርስ የሚችለውን ችግር ዘውትር ይቀንሳል።
ሰውነትዎ የሚነግርዎ ጠቋሚ ምልክቶች
*• ከብልትዎ ደም ሲፈስ ወይም ሲንጠባጠብ
*• ከብልትዎ ውሃ መፍሰስ ወይም መንጠባጠብ ሲጀምር
*• ከ 37 ሳምንት በታች ለሚሆን ግዜ አርግዘው ከሆነ፣ ብልትዎ አካባቢ ህመም ሲሰማዎ ወይም በሰዓት 6 ወይም ከዚያ በላይ ለሚሆን ግዜ ቁጥርጥር የማለት ስሜት ከተሰማዎ
*• ከግዜው በፊት የሚከሰት የምጥ ምልክቶች፤
-- እንደ የወር አበባ ዓይነት ህመም
-- ታችኛው ጀርባ አካባቢ የሚሰማ መጠነኛ ህመም
-- ዳሌ አካባቢ ጭና ወይ ክብደት ሲሰማዎ
-- የአንጀት ህመም፣ ከተቅማጥ ጋር ወይም ያለ ተቅማጥ
-- ከብልት ውስጥ የሚፈስ ፈሳሽ መጨመር ወይም ዓይነት ሲቀይር
-- "የሆነ ችግር አለ" የሚል ስሜት ሲሰማዎ
*• ሆድዎ ላይ የሚወጋ፣ የማያቋርጥ ህመም
*• ከ 100.4°F (38°C) በላይ ትኩሳት
የሆድ ህመም ወይም ሌሎች የችግር ጠቋሚ ምልክቶች ከተመለከቱ፣ ወደ ጤና እንክብካቤ አገልግሎት ሰጪዎ ወዲያዉኑ ይደውሉ።
*• የማይሄድ የማቅለሽለሽ ስሜት ወይም ማስታወክ
*• ምናልብት ሊከሰት የሚችል ከግዜ በፊት የሚጀምር ምጥ (የደም ብዛት)፣ አብዛኛውን ግዜ ከ 20 ሳምንት እርግዝና በኋላ፤
-- ድንገት የሚከሰት የፊት፣ እጆች ወይም እግር ማበጥ
-- ካረፉ በኋላ፣ acetaminophen (Tylenol)፣ እና ውሃ ከጠጡ በኋላ እንኳን የማይድን የማያቋርጥ የራስ ምታት
-- የዓይን መደብዘዝ፣ የብርሃን ብልጭታ ወይም ጠቃ ጠቆ በዓይንዎ ፊት ላይ ማየት
ጥያቄዎች?
ጥያቄዎቻችሁ በጣም አስፈላጊ ናቸው። በእርግዝና ወቅት ስለሚኖሩ የችግር ጠቋሚ ምልክቶች ጥያቄዎች ካልዎት፣ በስራ ሰዓት ላይ ወደ ጤና እንክብካቤ አገልግሎት ስጭዎ ይደውሉ።
የአገልግሎት ሰጪዎ ቢሮ ከተዘጋ፣ ወደ UWMC Labor & Delivery በዚህ ስልክ ቁጥር ይደውሉ፤
206-598-4616
Published PFES: 07/2003, 12/2007, 12/2012 Clinician Review: 12/2012
Reprints on Health Online: https://healthonline.washington.edu
*• በሚሸኑበት ወቅት ህመም ወይም የመቃጠል ስሜት (ወይም ሁለቱም) ከተሰማዎ
*• ኩፍኝ (ሚዝልስ)፣ ጀርማን ሚዝልስ፣ ቺክን ፖክስ፣ ወይም እርስዎ የሚፈሩት ሌላ በሽታ ካለው ሰው ጋራ ተገናኝተው ከነበረና፣ ለነዚያ በሽታዎች መከላከያ ክትባት ተከትበው ካልነበረ
ልጅዎ የሚያሳይዎ የችግር ጠቋሚ ምልክቶች
ልጅዎ ምን ያህል እንደሚንቀሳቀስ ይታዘቡና፣ ልጅዎ የሚያደርጋቸውን የተለመዱ እንቅስቃሴዎችንንና ተግባሮችን መቀነሱን ከታዘቡ፣ ወደ የጤና እንክብካቤ አገልግሎት ሰጪዎ ይደውሉ። ከ 28 የእርግዝና ሳምታት ወዲህ ጀምሮ ህጻን ልጅዎ በ 2 - ሰዓት ግዜ ውስጥ፣ ቢያንስ ለ 10 የተለያዩ ግዜዎች መንቀሳቀስ ይኖርበታል።
ተጨማሪ መረጃ ለማግኘት፣ እርግዝና፣ የህጻን ልጅ ወሊድነትና አዲስ የተወለደ ሕጻን (Pregnancy, Childbirth and the Newborn) ይመልከቱ።
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Warning Signs During Pregnancy
When to call
Call your health care provider right away if you have any of these warning signs. Noticing and dealing with problems early can often lower risks for you and your baby.
Your Body's Warning Signs
* Bleeding or spotting from your vagina
* A gush or leak of water from your vagina
* Uterine cramping or tightening 6 or more times an hour if you are less than 37 weeks pregnant
* Symptoms of preterm labor:
– Menstrual-like cramping
– Dull, low backache
– Pelvic pressure or heaviness
– Intestinal cramping, with or without diarrhea
– Increase or change in the character of vaginal discharge
– General feeling that "something is not right"
* Sharp, constant pain in your belly
* Fever over 100.4°F (38°C)
Call your health care provider right away if you have cramping or any other warning signs.
* Nausea or vomiting that will not go away
* Possible signs of pre-eclampsia (high blood pressure), usually after 20 weeks of pregnancy:
– Sudden swelling of your face, hands, or feet
– Constant bad headache that will not go away after resting, taking acetaminophen (Tylenol), and drinking water
– Blurred vision, flashes of light, or spots in front of your eyes
_____________________________________________________________________________________________
Questions?
Your questions are important. If you have questions about warning signs during pregnancy, call your health care provider during office hours.
When your provider's office is closed, call UWMC Labor & Delivery: 206-598-4616
_____________________________________________________________________________________________
https://healthonline.washington.edu
* Pain or burning (or both) when you urinate
* Contact with someone who has measles, German measles, chicken pox, or other illnesses you are concerned about, if you have never been vaccinated or had these illnesses
Your Baby's Warning Signs
Also be aware of how your baby is moving, and call your health care provider if you notice a decrease in your baby's normal movements and activity. Starting at 28 weeks of pregnancy, your baby should move at least 10 separate times in a 2-hour period every day.
See Pregnancy, Childbirth and the Newborn for more information.
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二O一八年十一月
November 2018
Issue 59 期
稜聲音樂 Prism Music
透過光線、散發異彩。
源自三藩市,成立於2006年,稜聲音 樂(Prism Music)透過創作貼近大眾口味的音 樂,讓基督的真理在地上繼續「流行」。
Prism曾經推出兩張唱片集專輯和一本 作品,為人熟悉的有「鹽與光」、「Party Every Week」等歌曲,深受教友喜愛。2014 年,Prism其中的創始成員受邀請到北京參加 中港台音樂交流,從而結識了多位志同道合 的香港年青教友。回港後,他們隨即加入 Prism,讓Prism在香港正式扎根。同年,創 作歌曲「流動」更榮獲真理盃華語聖歌創作 大賽優秀獎。目前三藩市和香港各有Prism團 體,大家一起成長,互相幫助。
地點: Our Holy Redeemer, 311 Mont Albert Road, Surrey Hills VIC 3127
日期: 2018年11月4日
時間:
下午 2:30 - 5:00 ◆
1
澳洲墨爾本天主教華人信友團體
Prism is a band formed by a group of young Chinese Catholics peppered around the Bay Area Community. Our goal is to spread the Gospel through music. Also, we hope that we can use the harmony we have created to present the sense of community and unity of God. Prism is a transparent solid that can reflect rays of light and dispersing light into a spectrum. When there is light, prism can reflect a blend of colourful light to various directions. We are just like prism. By relying in the light of God, we can enlighten ourselves and reflect light of God in many different ways. We would like to utilize our various music training and backgrounds, and spread God's love and good news to different parts of the world.
Prism and the community would like to invite you and your family and friends to an EV concert on 4th November, details as the following:
Venue: Our Holy Redeemer, 311 Mont Albert Road, Surrey Hills VIC 3127
Date: 4 / 11 / 2018
Time: 2:30 - 5pm ◆
主,我愛祢嗎?
-- 記籌備2018兒童彌撒的反省 Emerald Siu
"耶穌第三次問他說:「若望的兒子西滿,你 愛我嗎?」伯多祿因耶穌第三次問他說:「你愛我 嗎?」便憂愁起來,遂向他說「主啊!一切你都知 道,你曉得我愛你。」耶穌對他說:「你餵養我的羊 群。」"~若21:17
在若望福音21章中記載,主在復活後顯現給門 徒,在「吃完了早飯」便問了三次伯多祿:"你愛我 嗎?"。回想當時主在受難之前,伯多祿才於人前三 次不認祂,主耶穌復活回來之後,非但沒有怪責他的 軟弱,反而再三問他:"你愛我嗎?"。而且,就如 伯多祿回答的:'主一切都知道',主也一早知道他 的心,但更重要的是,主隨即回應他的三個答覆: 〈你餵養我的羔羊〉,〈你牧放我的羊群〉和〈你餵 養我的羊群〉。
當然,才疏學淺的我,大概要再多進修之後才 能夠說出這一章經文入面所包含深一層的奧義。然 而,我卻希望藉此分享我在籌備兒童彌撒的這些日子 中,心中一再響起的這問題:"主,我愛祢嗎?"。
今年兒童彌撒的主題是:"你應當全心愛上 主,並愛近人如自己"。作為主日學的導師和家長, 我覺得準備這個題目其實特別困難。困難在於,我心 中不禁再三響起這問題:"主,我真的愛祢嗎?"。 或只是口上說說,行為卻沒有祂?
愛,是一個既簡單又複雜的詞彙。簡單是它的 '與生俱來',人類從出生開始,就已經存有愛這個 特質。這個特質,就是天主照著祂的肖像,賜予給我 們每一個人的禮物。
但是,愛也是複雜的。複雜是世上從古至今, 除了主耶穌外,多少學者聖人,都沒有人能夠為愛下 一個確切的'定義'和'規則'去解說何謂'真愛 '。因為愛是很個人和主觀的感覺,但也是包含一些 客觀的回應。
在我當了母親之後,對愛的體會尤其深。許多 時候我會問自己,到底我應該用我自己的經驗去愛我 的孩子,還是用她們的需要去愛呢?
2
舉一個例子,我為她們安排了形形式式的學 習,為的希望發展她們在各方面的潛能和增加在社會 上的競爭力。但女兒卻會告訴我,她們希望和我們在 家時一起玩,或周末時能一起去不同的地方體驗。孩 子們固然在這方面沒有選擇,但也是有她們想法的理 據,而家長面對的就是如何作一些'有智慧'的決定 呢?
我在自己與'近人'的各種關係相處上,無論 父母、兄弟、夫妻、兒女、朋友,我都希望盡量以他 們喜歡的方式去表達。但其實,當中有多少撞板犯錯 的地方?這往往都是因為我還是免不了這些表達當中 的主觀性——就是主觀地認為對方有需要就行動,而 沒有真正瞭解對方的想法之後才去作選擇。
其實,再引申到我們對天主的愛——我們又有 否去瞭解天主希望我們如何愛祂呢?我們到底是用自 己覺得舒服的方式去表達對天主的愛?還是有否嘗試 瞭解天主需要我們怎樣去愛祂呢?
人類因為受造物的本質,許多時候愛的層次, 容易局限於'求'和'供'。然而,天主愛的層面, 卻是'恩'和'賜'。恩和賜沒有條件,沒有限制, 也沒有保留;只在於成就受惠方最大的好處而考慮。
是的,我們沒有多少人能像先知一樣,和天主有親自
對話的經驗,從而瞭解天主的想法。但我們可 以透過祈禱、讀經、聖神和教會中與別人的相處分 享,就能夠感受天主的心意,聽到天主對我們愛的需 要!
而透過若望福音的提醒,主耶穌回答伯多祿的 愛並沒有告訴他只是把對主的愛放在心中,反之,主 吩咐他要:〈你餵養我的羔羊〉,〈你牧放我的羊 群〉和〈你餵養我的羊群〉。這正正就是呼應了祂之 前所重申的兩個愛的大誡命:
"耶穌回答說:「第一條是:以色列!你要 聽!上主、我們的天主,是唯一的天主。你應當全 心、全靈、全意、全力,愛上主、你的天主。第二條 是:你應當愛近人,如你自己。再沒有別的誡命,比 這兩條更大的了。」"~谷12:29-31
我相信天主固然會祝福默默祈禱念經愛祂的兒 女們,但我更深信若我們都能把我們對天主賜予的愛 與別人分享,效法基督牧羊人的身份,讓更多的人能 受福惠,天主定必更為欣喜!
〈主基督,求祢親自祝福我們的團體和社會, 讓我們每個人都能懂得怎樣能夠更加愛天父,愛祢和 愛近人!亞孟〉◆
福音的喜樂: 聖神與教會(五)
David Yuen
以色列民為奴400年,藉天主的手,在埃及的壓迫 下得到解放和自由。這個深刻的經驗,使他們認識了「唯 一的真神」,肯定自己是天主特別揀選的民族。西乃山之 約,誡命的頒布,以民得到使命:光榮天主,去作萬民之 光,成為世界的祝福 。守安息日,感恩天主的賞賜與祝 福,關懷窮人、照顧孤兒寡婦、恩待陌生人、外旅者與社 會邊緣人…。懂感恩,施仁愛,行公義,這樣的生活方式 要成為「萬民」的模範-- 帶領全人類回歸天主。
可是,當以民進入福地後不久,竟忘記自己昔日 為奴受壓迫的痛苦,更輕忽自己立約的誓言,他們要求天 主給他們立一個「王」--像列國一樣。天主告訴 撒慕 爾:「他們做的,無非是拋棄我而去事奉別的神;… 你 去,必須清楚警告他們,要他們明瞭那統治他們的"王" 所享的權利。」 (撒上8: 5-18)
王國成立,其結果,正應驗了先知所預言的警 告。
眾多先知的出現 ,一致嚴厲地指控「盟約之民」 拜邪神、不再照顧窮人、孤兒寡婦…, 社會再沒有憐恤 與公義,強權者剝削欺壓貧苦的人,霸佔宗族兄弟的土地 …。以民反叛了昔日與天主立下的盟約,且沉淪成為新霸 權者,他們已失去作為「萬民之光」的標記,反成為可詛 咒的對象。天主的回應:以色列 要成為「亡國之奴」, 且充軍流徙異鄉!
「我們非要一位君王管理我們不可。我們要像異 民一樣,有君王來治理我們 …。」(撒上8: 19-20) 為 求滿足自己的需要,以民一語成讖?
公元1210 年 教宗依諾森三世 在夢中見到一個衣 衫襤褸的人前來,用肩膀幫他托著「搖搖欲墜」的聖拉特 朗大殿。夢醒後他做的,只是答允 方濟各 成立修會的要 求,但對教廷的腐敗墮落,天主的警告,卻充耳不聞,無 動於衷。
1305年,克萊門五世 在 法王腓力 操控下當選為 教宗,自此開始了為時72年的「教會巴比倫之囚」,期間 我們經歷了6 位法屬的教宗,他們把教廷從羅馬移至法國 的Avignon。這種王權政治操控教會的手段,招來其他國 君、諸侯、主教們的反對。1377年 意大利 選出 烏班爾 六世 為教宗,絕罰罷免當時在Avignon 的 克萊門七世。 此舉遭到 法國教廷 的抗拒,反過來絕罰 烏班爾六世 及 其擁護者。兩幫勢力對峙不下。1409年為解決這個僵局, 雙方都派出代表在意大利的比薩參加一次大公會議。會議 的結果,廢黜現有的,另選出一位兩方都認可的 亞歷山 大五世。但被廢黜的兩位前教宗,卻斷然拒絕大公會議的 決定,於是出現鼎足三立的局面,情況混亂得難以想像。 時為教會最黑暗的時代。
3
1377年,英國牛津大學教授 約翰•威克里夫 對 當時的政治操控、教會腐敗、教宗制的荒謬…,發出震耳 欲聾的怒吼,他說:「基督生於貧窮,而教宗卻鑽營於榮 華富貴;基督拒絕俗世權力,教宗、主教們卻沉迷於爭權 奪利;基督為真理而犧牲,而他們卻為自己的私利去蠱惑 人心(假借大赦、贖罪券等斂財)…。」如此露骨不留情 面的批評,令當局難堪不滿,但碍於他的批評說出部份真 理與實情,獲得許多神職人員和信徒的共鳴與支持。當權 者只能施壓大學把 威克里夫 停職,將他逐出牛津,限制 他的自由和影響力。但他的追隨者 約翰•胡斯,卻不幸 地於1415年被宗教栽判處定為異端,遭火柱刑處決。當時 差距馬丁路德 的宗教改革 (1517年) 還有100年。當局者 迷?沒有人覺醒到大變局、大分裂即將降至;目前能夠呼 風喚雨,隻手遮天的強權者,不久將成為新時代、新世界 的唾棄者!而歷史學家將會把此段歷史定性為中世紀的黑 暗時代!
肉先腐,而後蟲生。如果一位以瘋狂宴樂聞名, 擁有多位情婦及7 名子女的貴族浪子,竟可成為 教宗亞 歷山大六世 (1492年) 。基督的教會是否需要進行大改 革?如果一位公爵出高價幫兒子買得一席主教職,而兒子 當時才得8歲 (1451年),急不容緩的革新是否事在必行? 絕對的權力,造成絕對的腐敗。馬丁路德的「宗教改革」 不是一件偶發的事故,也不是他個人信仰的出錯,而是天 主憤怒的時代呼召,是真實基督門徒的醒覺與回應!
在「聖年2000」若望保祿二世 於聖伯多祿大殿舉 行「求寬恕」彌撒,特為教會二千年間犯下的各種罪愆過 失,尋求天主慈悲的寬恕。
兄弟姊妹們,自梵二開始,歷任教宗都不斷向世界、向別 的分裂弟兄尋求原諒和寬恕,現在我們可明白原因了吧!
「是時候,打開梵蒂岡的窗戶,讓聖神內進工作 了。」現在,我們真能感受到 教宗若望廿三 的微笑背後 所蘊含的痛苦和希望了嗎?
神聖羅馬帝國在中世紀曾擁有4 萬平方公里的領 地,現今只剩下0.44平方公里的梵蒂岡,我們的(帝)國已 亡;現代人對基督的輕視和敵意;今日信徒深感無力感、 也缺乏使命感…,因我們已失去成為「萬民之光」的標 記。我們是在被迫流徙的異鄉人!我們醒覺到嗎?
歷史何其相似!我們要如何面對和解救目前的境 況 ?!
「梵二」:聖神更新的教會。她的重要性就在於 此。(未完) ◆
Donation acknowledgement:
Charlotte Tam $100 to CCC, $100 to Chaplaincy 李香 $200
Louis Cheuk and Family to CCC $100
澳洲墨爾本天主教 華人信友團體
地址 Address:
永援聖母堂 Our Lady of Perpetual Succour
299 Elgar Road, Surrey Hills, Vic 3127 (Melway 47A12)
Catholic Chinese Community Melbourne (CCCM)
電話 :(03) 9890 7798 傳真:(03) 9890 7783
網址 Website:www.cccmelbourne.org.au 電郵 e-mail:firstname.lastname@example.org
稿件電郵:email@example.com
神師 Chaplain
Fr Aloysius Nato SVD
杜一諾神父
手機 mobile 0428 715 282
牧民助理 Pastoral Assistant
Sister Bernadette Cheng
鄭嫄修女
(03)9836 0220
會長 President
Johnny Yu 余雄光 副會長 Vice-President
Louis Cheuk卓偉興
感恩祭時間 Mass Times
永援聖母堂 Our Lady of Perpetual Succour , 299 Elgar
Road , Surrey Hills:
主日上午十時四十五分 Sunday 10:45am
註:團體小巴於上午十時半於Box Hill My Chemist
門外開出,並於中午十二時半返回 星期一、二、四、五上午九時四十五分
Monday, Tuesday, Thursday & Friday 9:45am
星期二彌撒後有朝拜聖體。
Adoration after Tuesday Mass
修和聖事 Sacrament of reconciliation
第一至第三主日上午十時十五分
1st to 3rd Sunday 15am
投稿須知 Rules on articles submission
❖ 中文稿以1100字為限
English article shall not exceed 900 words
❖每篇稿的相片以2張為限,並請加上適當說明
Photos for each article shall be limited to 2 and captioned
❖本刊編輯組擁有對來稿的採用及編輯的決定權
The Editorial Group reserves the right to edit or decline all articles
❖
來稿可郵寄或電郵至澳洲墨爾本天主教華人信友團體編輯組。並附上真實姓名(可以以筆名刊出)及聯絡方式
Submissions, together with real name (Pen name may be used for publication) and contact details, are posted to the
CCC
Editorial Groupor emailed to firstname.lastname@example.org
❖所有作者發表的文章並不代表本刊編輯或團體的立場
Each article is the opinion of its author and does not necessarily reflect the opinion of the Editor or the Community
❖ 下期截稿日期:2018年11月18日
Submission deadline for next issue: 18 th November 2018
Epistula Publisher: Publicity Team of CCCM
永援之聲由本團體傳理組出版
No. of Physical Issue: 100
紙本印行量: 100
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Dear SACRE members,
Thank you for considering the content of the last update regarding Religious Education and the Humanities Area of Learning and Experience (AoLE) within the new curriculum for Wales, sent to you in July 2017. We are grateful for the responses received so far. We are still in the process of receiving comments and are currently collating the feedback to inform the development work.
Timelines
In September 2017, the Cabinet Secretary for Education published 'Education in Wales: Our National Mission'. This action plan includes revised timelines for the new curriculum. Please see below the relevant key dates:
April 2019: Draft curriculum available for feedback
January 2020: Final curriculum available
September 2022: All maintained schools and settings using new curriculum and assessment arrangements (roll-out starting with primary and Year 7 and then year by year)
The What Matters approach
In considering an approach to developing the new curriculum, pioneer school practitioners involved in the design process identified that teaching 'what matters' was the starting point from which to build the new curriculum. As a result, pioneer groups – including the Humanities – have begun the process of developing key concepts to organise their AoLE by identifying 'what matters' in their fields i.e. the key elements that all learners should experience within their areas during their journey along the continuum of learning.
Each AoLE will consist of What Matters key concepts. These concepts are being developed to avoid excessive variation from school to school while allowing for local flexibility. The What Matters key concepts across the AoLEs will support the development of the Four Purposes of the new curriculum and will also reflect current ideas about important disciplinary knowledge, skills and competencies for each domain.
The development process for Humanities
In order to identify 'what matters' within the various subjects and disciplines that form the Humanities, we commissioned experts to prepare a series of papers to support the pioneer group's work. These included papers relating to history, geography, business, social studies and Religious Education. The focus of these papers was to outline for each discipline:
- the core of knowledge/concepts and associated skills and competencies deemed essential for all pupils to learn.
- progression for the above, and an indication of what pupils should learn/experience relating broadly to expectations at ages 5, 8, 11, 14, 16.
- building on the above, suggested What Matters key concepts.
WASACRE was commissioned to prepare a discussion paper relating to Religious Education. Representatives also attended a Humanities pioneer group workshop in November 2017 to present the paper and work with the group to develop proposals for the AoLE. Please find attached a copy of the commissioned paper.
Drawing on the expert input outlined above and identifying 'what matters' for each component discipline within the Humanities provided firm foundations for the pioneer group to develop overarching What Matters key concepts as a means of organising the AoLE.
The What Matters Proposals
I attach initial proposals for the What Matters key concepts for the Humanities AoLE. The content of the report was developed in December 2017 for submission to our Curriculum and Assessment Group, and reflects the Humanities pioneer group's thinking at that time. The group continues to meet every three weeks and has begun developing progression frameworks to underpin each of these What Matters statements. In developing these frameworks as well as the detail of the AoLE during the spring term, the wording of the key concepts outlined in the attached document will naturally change and be refined.
We would like to invite you as a SACRE to consider these initial What Matters proposals and provide comments and/or suggestions for consideration during the next phase of the development work.
Further information, as well as the proposals for all six of the AoLEs, including the Humanities, will be published shortly on our website:
http://gov.wales/topics/educationandskills/schoolshome/curriculuminwales/curriculum -for-wales-curriculum-for-life/?lang=en
We would appreciate if you would send your comments to me: email@example.com
Next steps
Over the coming months, the Humanities pioneer group will focus on developing progression frameworks for the AoLE, supported by the CAMAU project (colleagues from University of Wales Trinity St David and Glasgow University). During this time, the content of the AoLE be developed in more detail.
We will send the next update to you at the end of May, and again invite your views on the proposals produced. We will also contact you in due course to outline further engagement opportunities for you to contribute to the curriculum development process during the summer term.
Best wishes,
Manon
Manon Jones
Is – Adran y Cwricwlwm, Asesu ac Addysgeg /
Pedagogy Division
Addysg
/ Education
Llywodraeth Cymru/
Welsh Government
Ffôn/Tel: 03000 252240
Annwyl Aelodau o'r Cyngor Ymgynghorol Sefydlog ar Addysg Grefyddol (CYSAG),
Diolch am ystyried y diweddariad diwethaf ynghylch Maes Dysgu a Phrofiad y Dyniaethau o fewn y Cwricwlwm Newydd i Gymru, a anfonwyd atoch chi ym mis Gorffennaf 2017. Rydym yn gwerthfawrogi'r ymatebion yr ydym wedi'u derbyn hyd yn hyn. Rydym yn dal i dderbyn sylwadau, ac rydym wrthi'n coladu'r adborth er mwyn ei ystyried fel rhan o'r gwaith datblygu.
Amserlenni
Ym mis Medi 2017, cyhoeddodd Ysgrifennydd y Cabinet dros Addysg 'Addysg yng Nghymru: Cenhadaeth ein Cenedl'. Mae'r cynllun gweithredu hwn yn cynnwys amserlenni diwygiedig ar gyfer y cwricwlwm newydd. Wele isod y dyddiadau allweddol perthnasol:
Ebrill 2019: Cwricwlwm drafft ar gael er mwyn cael adborth arno
Ionawr 2020: Cwricwlwm terfynol ar gael
Medi 2022: Pob ysgol a lleoliad a gynhelir i ddefnyddio'r cwricwlwm a'r trefniadau asesu newydd (caiff hyn ei gyflwyno gan ddechrau gydag ysgolion cynradd a blwyddyn 7, ac yna fesul blwyddyn)
Yr Ymagwedd 'Beth sy'n Bwysig'
Wrth ystyried sut i ddatblygu'r cwricwlwm newydd, penderfynodd ymarferwyr yr ysgolion arloesi a oedd yn rhan o'r broses ddylunio mai addysgu 'beth sy'n bwysig' fyddai'r man cychwyn ar gyfer llunio'r cwricwlwm newydd. O ganlyniad, mae grwpiau arloesi – gan gynnwys grŵp y Dyniaethau – wedi dechrau'r broses o ddatblygu cysyniadau allweddol ar gyfer trefnu'u Meysydd Dysgu a Phrofiad, a hynny drwy bennu 'beth sy'n bwysig' yn eu meysydd – hynny yw, beth yw'r elfennau allweddol y dylai pob dysgwr eu dysgu a'u profi yn y meysydd dan sylw yn ystod eu taith drwy'r continwwm addysg.
Curriculum, Assessment and
Bydd pob Maes Dysgu a Phrofiad felly'n seiliedig ar gysyniadau allweddol 'beth sy'n bwysig'. Mae'r cysyniadau hyn yn cael eu datblygu fel nad oes gormod o amrywio o ysgol i ysgol ond, hefyd, i sicrhau rhywfaint o hyblygrwydd yn lleol. Bydd y cysyniadau 'beth sy'n bwysig' ar draws y Meysydd Dysgu a Phrofiad yn cefnogi'r gwaith o ddatblygu Pedwar Diben y cwricwlwm newydd. Byddant hefyd yn adlewyrchu syniadau cyfredol mewn perthynas â gwybodaeth, sgiliau a chymwyseddau disgyblaethol pwysig ar gyfer pob maes.
Y broses ddatblygu
Er mwyn pennu 'beth sy'n bwysig' yn y gwahanol bynciau a disgyblaethau sy'n rhan o Faes Dysgu a Phrofiad y Dyniaethau, comisiynwyd arbenigwyr i lunio cyfres o bapurau i gefnogi gwaith y grŵp arloesi. Ymhlith y rhain mae papurau ar Hanes, Daearyddiaeth, Busnes, Astudiaethau Cymdeithasol ac Addysg Grefyddol. Nod y papurau hyn yw amlinellu'r canlynol ar gyfer pob disgyblaeth:
- y craidd: hynny yw'r wybodaeth / cysyniadau, a'r sgiliau a'r cymwyseddau cysylltiedig, y mae angen i bob disgybl eu dysgu;
- dilyniant ar gyfer yr uchod, a mynegiad o'r hyn y dylai disgyblion ei ddysgu neu gael profiad ohono, a hynny'n gysylltiedig, yn fras, â'r disgwyliadau ar gyfer 5 oed, 8 oed, 11 oed, 14 oed ac 16oed.
- Gan adeiladu ar yr uchod; awgrymu cysyniadau allweddol ar gyfer 'beth sy'n bwysig'.
Comisiynwyd Cymdeithas CYSAGau Cymru i baratoi papur trafod mewn perthynas ag Addysg Grefyddol. Hefyd, aeth cynrychiolwyr i weithdy arloeswyr y Dyniaethau ym mis Tachwedd 2017 i gyflwyno'r papur a gweithio gyda'r grŵp i ddatblygu cynigion ar gyfer y maes dysgu a phrofiad. Mae copi o'r papur hwn yn atodedig.
Gyda chymorth y mewnbwn arbenigol a amlinellir uchod a chan bennu 'beth sy'n bwysig' ar gyfer pob disgyblaeth sy'n rhan o'r Dyniaethau, darparwyd sylfaen gadarn i alluogi'r grŵp arloesi i ddatblygu cysyniadau allweddol 'beth sy'n bwysig' trosfwaol ar gyfer trefnu'r Maes Dysgu a Phrofiad.
Y Cynigion 'Beth sy'n Bwysig'
Atodaf gynigion ar gyfer cysyniadau allweddol 'beth sy'n bwysig' ym Maes Dysgu a Phrofiad y Dyniaethau. Datblygwyd y cynnwys ym mis Rhagfyr 2017 i'w gyflwyno i'r Grŵp Cwricwlwm ac Asesu, ac mae felly'n adlewyrchiad o'r hyn oedd dan ystyriaeth y grŵp arloesi bryd hynny. Mae'r grŵp yn parhau i gwrdd bob tair wythnos ac mae bellach wedi dechrau datblygu fframweithiau dilyniant ar gyfer pob un o'r datganiadau 'beth sy'n bwysig' hyn. Wrth ddatblygu'r fframweithiau hyn a manylion eraill y Maes Dysgu a Phrofiad yn ystod tymor y Gwanwyn, bydd geiriad y cysyniadau allweddol yn y ddogfen atodedig yn siŵr o newid.
Hoffem eich gwahodd, fel CYSAG, i ystyried y cynigion cychwynnol hyn ar gyfer 'Beth sy'n Bwysig' a rhoi sylwadau neu awgrymiadau i'w hystyried yn ystod cam nesaf y gwaith datblygu.
Bydd gwybodaeth bellach, ynghyd â'r cynigion ar gyfer y chwe maes dysgu a phrofiad, gan gynnwys y Dyniaethau, ar gael yn fuan ar ein gwefan:
http://gov.wales/topics/educationandskills/schoolshome/curriculuminwales/curriculum -for-wales-curriculum-for-life/?skip=1&lang=cy
Gwerthfawrogwn pe baech chi'n anfon eich sylwadau ataf i: firstname.lastname@example.org
Camau Nesaf
Dros y misoedd i ddod, bydd Grŵp Arloesi'r Dyniaethau yn canolbwyntio ar ddatblygu fframweithiau dilyniant ar gyfer y maes dysgu a phrofiad, gyda chymorth prosiect CAMAU (cydweithwyr o Brifysgol y Drindod Dewi Sant a Phrifysgol Glasgow). Yn ystod y cyfnod hwn, caiff cynnwys y Maes Dysgu a Phrofiad ei ddatblygu'n fanylach.
Fe anfonwn ni'r diweddariad nesaf atoch tua diwedd mis Mai, gan ofyn eto am eich barn. Hefyd, fe gysylltwn â chi yn y man i ddweud wrthych am gyfleoedd i gyfrannu at y gwaith o ddatblygu'r cwricwlwm yn ystod tymor yr haf.
Cofion gorau,
Manon
Manon Jones
Is – Adran y Cwricwlwm, Asesu ac Addysgeg /Curriculum, Assessment and
Pedagogy Division
Addysg
/ Education
Llywodraeth Cymru/Welsh Government
Ffôn/
Tel: 03000 252240
Hapus i gyfathrebu'n Saesneg neu yn y Gymraeg/Happy to communicate in English or Welsh
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社會正義、差異政治、以及溝通民主
郭秋永
中央研究院人文社會科學研究中心研究員
「公民」原本就是超越「差異性」而邁向「普遍性」的一個概念。然而,「公 民」概念所在標榜的「普遍性」,實際上隱藏著其所要超越的或其所要拋棄的「差 異性」,從而常使一些社會運動人士陷入「普遍性的弔詭」或「差異性的弔詭」: 在一方面,為了求得公平對待,必須否認差異性(或強調普遍性);在另一方 面,為了能夠矯正不利處境或獲得補償,則需強調差異性(或否認普遍性)。 顯而易見的,這種「普遍性的弔詭」或「差異性的弔詭」,密切關連著社會正 義與民主政治的重要議題。民主政治中的社會正義,究竟意指執政者應該依據 「普遍性」的公民觀念,「平等而無差異地公平對待所有公民」,還是意指執政 者應該根據「差異性」的公民觀念,「濟弱扶傾地差別對待所有公民」呢?本 文企圖透過 Iris Marion Young 倡議的「差異政治」,評述社會正義與民主政治 之間的密切關連。
關鍵字:分配典範、差異政治、社會正義、民主政治、溝通民主
Social Justice, Politics of Difference, and Communicative Democracy
Chiu-yeoung Kuo
Research Fellow
Research Center for Humanities and Social Sciences, Academia Sinica
ABSTRACT
'Citizenship' is originally a concept of surmounting the idea of 'difference' and marching toward the idea of 'universality'. However, the idea of 'universality' implies the idea of 'difference', thus it often makes some social movements fall into the 'dilemma of universality' or the 'dilemma of difference': on the one hand, in order to try to achieve fairness, they must deny the idea of difference (or emphasize the idea of universality), but on the other hand, in order to correct some unfavorable situations of the oppressed, they need to emphasize the idea of difference (or deny the idea of universality). Obviously, this dilemma is closely connected to the important topics of social justice and democracy. Does the concept of social justice in a democracy mean that the authorities should equally treat all citizens, or that the authorities should differently treat all citizens and create the greatest benefit for the least advantaged? This article seeks to present a systematic interpretation of the relationship between social justice and democracy by examining Iris Marion Young's theory of 'politics of difference'.
Key Words: distributive paradigm, politics of difference, social justice, democracy, communicative democracy
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How Much Should I Feed My Puppy? Guidelines for Bland Diet 1 cup = 50% Chicken 50% Rice = 270 kcal
Under 4 months
| WEIGHT | KCAL/DAY | CAN/CUP OF I/D PER DAY |
|---|---|---|
| 2lb | 190 | 1/2 |
| 5lb | 380 | 1 |
| 8lb | 565 | 1 & 1/2 |
| 10lb | 660 | 1 & 3/4 |
| 15lb | 875 | 2 & 1/3 |
| 20lb | 1130 | 3 |
| 30lb | 1505 | 4 |
| 40lb | 1880 | 5 |
4-9 months
| WEIGHT | KCAL/DAY | CAN/CUP OF I/D PER DAY | CUP OF 50/50 CHICKEN&RICE (SHORT TERM ONLY) |
|---|---|---|---|
| 2lb | 141 | 3/8 - 1/2 | 1/2 |
| 5lb | 330 | 7/8 | 1 & 1/4 |
| 8lb | 470 | 1 & 1/4 | 1 & 3/4 |
| 10lb | 565 | 1 & 3/8 - 1 & 1/2 | 2- 2 & 1/8 |
| 15lb | 750 | 2 | 2 & 3/4 |
| 20lb | 940 | 2 & 1/3 - 2 & 1/2 | 3 & 1/2 |
| 30lb | 1250 | 3 & 1/4 - 3 & 1/2 | 4 & 2/3 |
| 40lb | 1505 | 4 - 4 & 1/4 | 5 & 5/8 |
| 50lb | 1785 | 4 & 3/4 - 5 | 6 & 2/3 |
| 60lb | 2070 | 5 & 1/2 - 5 & 2/3 | 7 & 2/3 |
| 70lb | 2350 | 6 & 1/4 - 6 & 1/3 | 8 & 2/3 - 8 & 3/4 |
10-12 months
| WEIGHT | KCAL/DAY | CAN/CUP OF I/D PER DAY | CUP OF 50/50 CHICKEN&RICE (SHORT TERM ONLY) |
|---|---|---|---|
| 2lb | 125 | 1/3 | 3/8 |
| 5lb | 250 | 2/3 | 7/8-1 |
| 8lb | 375 | 1 | 1 & 3/8 |
| 10lb | 470 | 1 & 1/8 - 1 & 5/8 | 1 & 3/4 |
| 15lb | 565 | 1 & 1/2 - 1 & 5/8 | 2 - 2 & 1/8 |
| 20lb | 750 | 2 | 2 & 3/4 |
| 30lb | 1000 | 2 & 2/3 | 3 & 2/3 -3 & 3/4 |
| 40lb | 1220 | 3 & 1/4 - 3 & 1/3 | 4 & 1/2 |
| 50lb | 1410 | 3 & 3/4 - 4 | 5 & 1/4 |
| 60lb | 1690 | 4 & 1/3 - 4 & 1/2 | 6 & 1/4 |
| 70lb | 1880 | 5 | 7 |
| 80lb | 2070 | 5 & 1/2 - 5 & 2/3 | 7 & 2/3 |
| 100lb | 2445 | 6 & 1/2 - 6 & 2/3 | 9 |
|---|---|---|---|
| 120lb | 2820 | 7 & 1/3 - 7 & 2/3 | 10 & 3/8 |
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The Weather in Chicago
Friday, 21 October
| | 5° | | | | |
|---|---|---|---|---|---|
| Atmospheric Overview | | Clear | Sunny intervals | Sunny | Clear |
| Wind | | 14 mph N | 15 mph N | 13 mph N | 11 mph N |
| Rain | | 0 mm | 0 mm | 0 mm | 0 mm |
| Relative Humidity | | 75 % | 73 % | 42 % | 45 % |
| Atmospheric Pressure | | 1022 hPa | 1022 hPa | 1022 hPa | 1020 hPa |
| Snowline | | 1500 m | 1300 m | 1200 m | 1300 m |
| Saturday, 22 October | | | | | |
| | 18° | Early morning | Morning | Afternoon | Night |
| | 6° | | | | |
| Atmospheric Overview | | Overcast | Sunny | Cloudy | Clear |
| Wind | | 7 mph NW | 4 mph SW | 11 mph SW | 4 mph SW |
| Rain | | 0 mm | 0 mm | 0 mm | 0 mm |
| Relative Humidity | | 59 % | 57 % | 42 % | 49 % |
| Atmospheric Pressure | | 1021 hPa | 1020 hPa | 1017 hPa | 1014 hPa |
| Snowline | | 1300 m | 1800 m | 2100 m | 3100 m |
| Sunday, 23 October | | | | | |
| | 25° | Early morning | Morning | Afternoon | Night |
| | 9° | | | | |
| Atmospheric Overview | | Clear | Sunny | Sunny | Clear |
| Wind | | 6 mph W | 7 mph S | 20 mph SW | 22 mph N |
| Rain | | 0 mm | 0 mm | 0 mm | 0 mm |
| Relative Humidity | | 67 % | 75 % | 47 % | 64 % |
| Atmospheric Pressure | | 1015 hPa | 1014 hPa | 1008 hPa | 1015 hPa |
| Snowline | | 3300 m | 3200 m | 3500 m | 3200 m |
| Monday, 24 October | | | | | |
| | 18° | Early morning | Morning | Afternoon | Night |
| | 7° | | | | |
| Atmospheric Overview | | Partly cloudy | Sunny | Sunny | Clear |
| Wind | | 11 mph N | 8 mph NW | 8 mph NW | 1 mph N |
| Rain | | 0 mm | 0 mm | 0 mm | 0 mm |
| Relative Humidity | | 69 % | 70 % | 26 % | 32 % |
| Atmospheric Pressure | | 1022 hPa | 1027 hPa | 1028 hPa | 1026 hPa |
| Snowline | | 2700 m | 2700 m | 2900 m | 3200 m |
1 / 2
Powered by TCPDF (www.tcpdf.org)
The Weather in Chicago
Tuesday, 25 October
| | 14° | Early morning | Morning | Afternoon | Night |
|---|---|---|---|---|---|
| | 8° | | | | |
| Atmospheric Overview | | Overcast | Overcast | Heavy rain | Overcast |
| Wind | | 6 mph S | 8 mph SE | 13 mph SE | 19 mph SE |
| Rain | | 0 mm | 0 mm | 3.7 mm | 1.8 mm |
| Relative Humidity | | 39 % | 36 % | 74 % | 64 % |
| Atmospheric Pressure | | 1026 hPa | 1027 hPa | 1026 hPa | 1021 hPa |
| Snowline | | 3200 m | 2800 m | 3100 m | 3400 m |
| Wednesday, 26 October | | | | | |
| | 16° | Early morning | Morning | Afternoon | Night |
| | 10° | | | | |
| Atmospheric Overview | | Light rain | Heavy rain | Light rain | Overcast |
| Wind | | 16 mph SE | 12 mph S | 3 mph NW | 13 mph N |
| Rain | | 1.1 mm | 5.7 mm | 6.7 mm | 0 mm |
| Relative Humidity | | 60 % | 81 % | 81 % | 83 % |
| Atmospheric Pressure | | 1019 hPa | 1016 hPa | 1015 hPa | 1018 hPa |
| Snowline | | 3300 m | 3100 m | 3300 m | 3300 m |
| Thursday, 27 October | | | | | |
| | 12° | Early morning | Morning | Afternoon | Night |
| | 9° | | | | |
| Atmospheric Overview | | Overcast | Overcast | Overcast | Overcast |
| Wind | | 9 mph N | 5 mph N | 14 mph N | 8 mph NW |
| Rain | | 0 mm | 0 mm | 0.3 mm | 0.1 mm |
| Relative Humidity | | 93 % | 94 % | 85 % | 90 % |
| Atmospheric Pressure | | 1020 hPa | 1022 hPa | 1018 hPa | 1020 hPa |
| Snowline | | 3400 m | 3300 m | 3800 m | 4100 m |
| Friday, 28 October | | | | | |
| | 16° | Early morning | Morning | Afternoon | Night |
| | 6° | | | | |
| Atmospheric Overview | | Cloudy | Sunny intervals | Cloudy | Light rain shower |
| Wind | | 4 mph W | 8 mph S | 17 mph S | 8 mph SW |
| Rain | | 0 mm | 0 mm | 0 mm | 2.5 mm |
| Relative Humidity | | 95 % | 96 % | 65 % | 88 % |
| Atmospheric Pressure | | 1019 hPa | 1018 hPa | 1015 hPa | 1014 hPa |
| Snowline | | 4100 m | 3800 m | 3700 m | 3600 m |
2 / 2
|
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2016-10-21T23:48:36Z
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Primary Works – Individual Short Stories
Magona, Sindiwe. "A Drowning in Cala."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 1‐18. Print.
‐‐‐. "A Peaceful Exit."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 86‐106. Print.
‐‐‐. "A State of Outrage."A State Of Outrage and Other Stories.Ed. Andries Oliphant. Cape Town: Mashew Miller Longman, 2009. 89‐101. Print.
‐‐‐. "A State Of Outrage."Opening Spaces.Ed Yvonne Vera. Harare: Baobob, 1999. 114‐27. Print.
‐‐‐. "Beautiful Balding."New Internationalist326 (August 2000): 26. Print.
‐‐‐. "Bhelekazi's Father."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 148‐63. Print.
‐‐‐. "Clawing at Stones."The Spirit of Writing: Classic and Contemporary Essays Celebrating the Writing Life.Ed. Mark Waldman. New York: Tarcher/Putnam, 2001. 7‐13. Print.
‐‐‐. "Comrade, Heal Yourself!"Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 39‐64. Print.
‐‐‐. "Flight."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 59‐61. Print.
‐‐‐. "House‐Hunting Unlike Soweto."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 19‐26. Print.
‐‐‐. "I'm Not Talking About That, Now."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 65‐85. Print.
‐‐‐. "It was Easter Sunday the day I went to Netreg."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 95‐105. Print.
‐‐‐. "Leave‐Taking."Nobody Ever Said AIDS: Poems and Stories from Southern Africa.Eds. Nobantu Rasebotsa, Meg Samuelson, and Kylie Thomas. Cape Town: Kwela Books, 2004. 124‐41. Print.
‐‐‐. "Lulu."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 87‐94. Print.
‐‐‐. "MaDlomo."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 106‐16. Print.
‐‐‐. "Mama Afrika, A Parable."New Internationalist307 (Nov. 1998): 22‐4. Print.
‐‐‐. "Man Lands on the Moon."Twist.Cape Town: Oshun Books, 2006. 1‐7. Print.
‐‐‐. "Modi's Bride."African Love Stories – An Anthology.Ed. Ama Ata Aidoo. Oxfordshire: Ayebia, 2006. 135‐48. Print.
‐‐‐. "Nosisa."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 72‐86. Print.
‐‐‐. "Now That the Pass Has Gone."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 143‐55. Print.
‐‐‐. "Possession."New Internationalist244 (June 1993): 20‐1. Print.
‐‐‐. "Push: A Short Story."NKA Journal of Contemporary African Art1994.1 (1994): 43. Print.
‐‐‐. "Push‐Push!"Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 27‐38. Print.
‐‐‐. "Scars of Umlungu."New Internationalist230 (April 1992): 8‐9. Print.
‐‐‐. "The Hand That Kills."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 126‐39. Print.
‐‐‐. "The most exciting day of the week."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 62‐71. Print.
‐‐‐. "The Sacrificial Lamb."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 140‐7. Print.
‐‐‐. "The Widow."Push‐Push! And Other Stories.Cape Town: David Philip, 1996. 107‐25. Print.
‐‐‐. "Women at Work."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 1‐56. Print.
‐‐‐. "Two little girls and a city."Living, Loving, and Lying Awake at Night. New York: Interlink Books, 1994. 117‐42. Print.
‐‐‐. "Walking on the Moon."New Internationalist265 (March 1995). Web. 7 May 2013. www.newint.org
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|
2019-06-25T05:39:00Z
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## Kindergarten Calendar 2024-25
**Brant Christian School**
**Board Approval:** January 16, 2024
### August
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| | | | 1 | 2 |
| 5 | 6 | 7 | 8 | 9 |
| 12 | 13 | 14 | 15 | 16 |
| 19 | 20 | 21 | 22 | 23 |
| 26 | 27 | 28 | 29 | 30 |
**August 26/27 - New Teacher Orientation**
**August 26 - 28 Site Based PD Days**
**August 29 Division Day**
**August 30 Teacher Directed Day**
### September
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| 2 | 3 | 4 | 5 | 6 |
| 9 | 10 | 11 | 12 | 13 |
| 16 | 17 | 18 | 19 | 20 |
| 23 | 24 | 25 | 26 | 27 |
| 30 | | | | |
**September 2 - Labour Day**
**September 3 First Student Day**
**September 27 Division-Wide PD Day**
**September 30 - National Day for Truth and Reconciliation**
### October
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| | | | 1 | 2 |
| 7 | 8 | 9 | 10 | 11 |
| 14 | 15 | 16 | 17 | 18 |
| 21 | 22 | 23 | 24 | 25 |
| 28(D) | 29 | 30(D) | 31(D) | |
**October 14 - Thanksgiving Day**
**October 25 Site Based PD Days**
### November
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| | | | 1 | |
| 4(D) | 5(D) | 6(D) | 7(D) | 8 |
| 11 | 12 | 13 | 14 | 15 |
| 18 | 19 | 20 | 21 | 22 |
| 25 | 26 | 27 | 28 | 29 |
**November 11 Remembrance Day**
**November 29 - Site Based PD Day**
### December
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| 2 | 3 | 4 | 5 | 6 |
| 9 | 10 | 11 | 12 | 13 |
| 16 | 17 | 18 | 19 | 20 |
| 23 | 24 | 25 | 26 | 27 |
| 30 | 31 | | | |
**Winter Break December 23 - 31**
### January
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| | | | 1 | 2 |
| 3 | 6 | 7 | 8 | 9 |
| 10 | 13 | 14(D) | 15(D) | 16 | 17(D) |
| 20(D) | 21(D) | 22(D) | 23(D) | 24(D) |
| 27(D) | 28 | 29 | 30 | 31 |
**Winter Break January 1 - 3**
**January 6 First Day Back after Break**
**January 28 Start Second Semester**
### February
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| | | | 3 | 4 |
| 10 | 11 | 12 | 13 | 14 |
| 17 | 18 | 19 | 20 | 21 |
| 24 | 25 | 26 | 27 | 28 |
**February 17 - Family Day**
**February 18 - 19 No Staff/Students**
**February 20 - 21 Teachers Convention**
### March
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| | | | 3 | 4 |
| 10 | 11 | 12 | 13 | 14 |
| 17 | 18 | 19 | 20 | 21 |
| 24 | 25 | 26 | 27 | 28 |
| 31 | | | | |
**March 21 Division-Wide PD Day**
### April
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| | | | 1 | 2 |
| 3(D) | 4(D) | | | |
| 7(D) | 8(D) | 9(D) | 10(D) | 11(D) |
| 14 | 15 | 16 | 17 | 18 |
| 21 | 22 | 23 | 24 | 25 |
| 28 | 29 | 30 | | |
**April 18 - Good Friday**
**April 21 Easter Monday**
**April 21 - 25 Spring Break**
### May
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| | | | 1 | 2 |
| 5 | 6 | 7 | 8 | 9 |
| 12 | 13 | 14 | 15 | 16 |
| 19 | 20 | 21 | 22 | 23 |
| 26 | 27 | 28(P) | 29(P) | 30 |
**May 16 Site Based PD Day**
**May 19 Victoria Day**
### June
| Mo | Tu | We | Th | Fr |
|----|----|----|----|----|
| | | | 2 | 3 |
| 9 | 10 | 11(D) | 12(D) | 13(P) |
| 16 | 17(D) | 18(DP) | 19(DP) | 20(D) |
| 23(D) | 24(D) | 25(D) | 26 | 27 |
| 30 | | | | |
**June 21 National Indigenous Peoples Day**
**June 25 Last Student Day**
**June 26 Teacher Directed Day - Last Day for Staff**
### Non-Instructional Days
| Division-Wide PD Days | Collective Agreement Teacher Directed Days | Site Based PD Days | Teachers Convention |
|-----------------------|-------------------------------------------|--------------------|---------------------|
| August 29, 2024 | August 30, 2024 | August 26 - 28, 2024 | ATA: February 20 - 21, 2025 |
| September 27, 2024 | June 26, 2025 | October 25, 2024 | |
| March 21, 2025 | | November 29, 2024 | |
| | | May 16, 2025 | |
**School Year Begins:** August 26, 2024
**First Day For Students:** September 3, 2024
**National Day for Truth and Reconciliation:** September 30, 2024
**Remembrance Day:** November 11, 2024
**Semester 2 Begins:** January 28, 2025
**National Indigenous Peoples Day:** June 21, 2025
**Last Day for Students:** June 26, 2025
**Total Instructional Days:** 80
**Operational Days:** 93
**Semester 1 Instructional Days:** 38
**Semester 2 Instructional Days:** 42
**XX** No Staff/Students
**Prof. Dev. Days (Palliser Directed)**
**Site Based Prof. Dev. Days**
**Collective Agreement Teacher Directed Days**
**Teachers’ Convention - ATA PD**
## Brant Christian School
### Grade 1 - 9 Calendar 2024-25
| August | September | October |
|--------|-----------|---------|
| Mo Tu We Th Fr | Mo Tu We Th Fr | Mo Tu We Th Fr |
| 1 2 | 2 3 4 5 6 | 1 2 3 4 |
| 5 6 7 8 9 | 9 10 11 12 13 | 7 8 9 10 11 |
| 12 13 14 15 16 | 16 17 18 19 20 | 14 15 16 17 18 |
| 19 20 21 22 23 | 23 24 25 26 27 | 21 22 23 24 25 |
| 26 27 28 29 30 | 30 | 28(D) 29 30(D) 31(D) |
**August 26/27 - New Teacher Orientation**
**August 26 - 28 Site Based PD Days**
**August 29 Division Day**
**August 30 Teacher Directed Day**
**September 2 - Labour Day**
**September 3 First Student Day**
**September 27 Division-Wide PD Day**
**September 30 - National Day for Truth and Reconciliation**
**October 14 - Thanksgiving Day**
**October 25 Site Based PD Days**
| November | December | January |
|----------|----------|---------|
| Mo Tu We Th Fr | Mo Tu We Th Fr | Mo Tu We Th Fr |
| 1 | 2 3 4 5 6 | 1 2 3 |
| 4(D) 5(D) 6(D) 7(D) 8 | 9 10 11 12 13 | 6 7 8 9 10 |
| 11 12 13 14 15 | 16 17 18 19 20 | 13 14(D) 15(D) 16 17(D) |
| 18 19 20 21 22 | 23 24 25 26 27 | 20(D) 21(D) 22(D) 23(D) 24(D) |
| 25 26 27 28 29 | 30 31 | 27(D) 28 29 30 31 |
**November 11 Remembrance Day**
**November 29 - Site Based PD Day**
**Winter Break December 23 - 31**
**January 6 First Day Back after Break**
**January 28 Start Second Semester**
| February | March | April |
|----------|-------|-------|
| Mo Tu We Th Fr | Mo Tu We Th Fr | Mo Tu We Th Fr |
| 3 4 5 6 7 | 3 4 5 6 7 | 1 2 3 4(D) |
| 10 11 12 13 14 | 10 11 12 13 14 | 7(D) 8(D) 9(D) 10(D) 11(D) |
| 17 18 19 20 21 | 17 18 19 20 21 | 14 15 16 17 18 |
| 24 25 26 27 28 | 24 25 26 27 28 | 21 22 23 24 25 |
| | 31 | 28 29 30 |
| | | 16 W D 16 M 16 F 17 F 2 |
**February 17 - Family Day**
**February 18 - 19 No Staff/Students**
**February 20 - 21 Teachers Convention**
**March 21 Division-Wide PD Day**
**April 18 - Good Friday**
**April 21 Easter Monday**
**April 21 - 25 Spring Break**
| May | June |
|-----|------|
| Mo Tu We Th Fr | Mo Tu We Th Fr |
| 1 2 | 2 3 4 5 6 |
| 5 6 7 8 9 | 9 10 11(D) 12(D) 13(P) |
| 12 13 14 15 16 | 16 17(D) 18(DP) 19(DP) 20(D) |
| 19 20 21 22 23 | 23(D) 24(D) 25(D) 26 27 |
| 26 27 28(P) 29(P) 30 | 30 |
**May 16 Site Based PD Day**
**May 19 Victoria Day**
**June 21 National Indigenous Peoples Day**
**June 25 Last Student Day**
**June 26 Teacher Directed Day - Last Day for Staff**
### Non-Instructional Days
| Division-Wide PD Days | Collective Agreement Teacher Directed Days | Site Based PD Days | Teachers Convention |
|-----------------------|------------------------------------------|--------------------|---------------------|
| August 29, 2024 | August 30, 2024 | August 26 - 28, 2024 | ATA: February 20 - 21, 2025 |
| September 27, 2024 | June 26, 2025 | October 25, 2024 | |
| March 21, 2025 | | November 29, 2024 | |
| | | May 16, 2025 | |
### School Year Begins: August 26, 2024
**First Day For Students:** September 3, 2024
National Day for Truth and Reconciliation: September 30, 2024
Remembrance Day: November 11, 2024
Semester 2 Begins: January 28, 2025
National Indigenous Peoples Day: June 21, 2025
Last Day for Students: June 26, 2025
### Total Instructional Days
- Operational Days: 171
- Semester 1 Instructional Days: 80
- Semester 2 Instructional Days: 81
### Key:
- **XX**: No Staff/Students
- **Prof. Dev. Days (Palliser Directed)**
- **Site Based Prof. Dev. Days**
- **Collective Agreement Teacher Directed Days**
- **Teachers’ Convention - ATA PD**
## Brant Christian School
### Grade 10 - 12 2024-25
| August | September | October |
|--------|-----------|---------|
| Mo Tu We Th Fr | Mo Tu We Th Fr | Mo Tu We Th Fr |
| 1 2 | 2 3 4 5 6 | 1 2 3 4 |
| 5 6 7 8 9 | 9 10 11 12 13 | 7 8 9 10 11 |
| 12 13 14 15 16 | 16 17 18 19 20 | 14 15 16 17 18 |
| 19 20 21 22 23 | 23 24 25 26 27 | 21 22 23 24 25 |
| 26 27 28 29 30 | 30 | 28(D) 29 30(D) 31(D) |
**August 26/27 - New Teacher Orientation**
**August 26 - 28 Site Based PD Days**
**August 29 Division Day**
**August 30 Teacher Directed Day**
**September 2 - Labour Day**
**September 3 First Student Day**
**September 27 Division-Wide PD Day**
**September 30 - National Day for Truth and Reconciliation**
**October 14 - Thanksgiving Day**
**October 25 Site Based PD Days**
| November | December | January |
|----------|----------|---------|
| Mo Tu We Th Fr | Mo Tu We Th Fr | Mo Tu We Th Fr |
| 1 | 2 3 4 5 6 | 1 2 3 |
| 4(D) 5(D) 6(D) 7(D) 8 | 9 10 11 12 13 | 6 7 8 9 10 |
| 11 12 13 14 15 | 16 17 18 19 20 | 13 14(D) 15(D) 16 17(D) |
| 18 19 20 21 22 | 23 24 25 26 27 | 20(D) 21(D) 22(D) 23(D) 24(D) |
| 25 26 27 28 29 | 30 31 | 27(D) 28 29 30 31 |
**November 11 Remembrance Day**
**November 29 - Site Based PD Day**
**Winter Break December 23 - 31**
**January 6 First Day Back after Break**
**January 28 Start Second Semester**
| February | March | April |
|----------|-------|-------|
| Mo Tu We Th Fr | Mo Tu We Th Fr | Mo Tu We Th Fr |
| 3 4 5 6 7 | 1 2 3 4 5 6 7 | 1 2 3 |
| 10 11 12 13 14 | 10 11 12 13 14 | 7(D) 8(D) 9(D) 10(D) 11(D) |
| 17 18 19 20 21 | 17 18 19 20 21 | 14 15 16 17 18 |
| 24 25 26 27 28 | 24 25 26 27 28 | 21 22 23 24 25 |
| | 31 | 28 29 30 |
| | | 16 W D 16 M TH 14 F |
**February 17 - Family Day**
**February 18 - 19 No Staff/Students**
**February 20 - 21 Teachers Convention**
**March 21 Division-Wide PD Day**
**April 18 - Good Friday**
**April 21 Easter Monday**
**April 21 - 25 Spring Break**
| May | June |
|-----|------|
| Mo Tu We Th Fr | Mo Tu We Th Fr |
| 1 2 | 2 3 4 5 6 |
| 5 6 7 8 9 | 9 10 11(D) 12(DP) 13(P) |
| 12 13 14 15 16 | 16 17(DP) 18(DP) 19(DP) 20(D) |
| 19 20 21 22 23 | 23(D) 24(D) 25(D) 26 27 |
| 26 27 28(P) 29(P) 30 | 30 | 18 N 1 D 19 M TH 25 F 23 |
**May 16 Site Based PD Day**
**May 19 Victoria Day**
**June 21 National Indigenous Peoples Day**
**June 25 Last Student Day**
**June 26 Teacher Directed Day - Last Day for Staff**
### Non-Instructional Days
| Division-Wide PD Days | Collective Agreement Teacher Directed Days | Site Based PD Days | Teachers Convention |
|----------------------|------------------------------------------|--------------------|---------------------|
| August 29, 2024 | August 30, 2024 | August 26 - 28, 2024 | ATA: February 20 - 21, 2025 |
| September 27, 2024 | June 26, 2025 | October 25, 2024 | |
| March 21, 2025 | | November 29, 2024 | |
| | | May 16, 2025 | |
### School Year Begins: August 26, 2024
**First Day For Students:** September 3, 2024
National Day for Truth and Reconciliation: September 30, 2024
Remembrance Day: November 11, 2024
Semester 2 Begins: January 28, 2025
National Indigenous Peoples Day: June 21, 2025
Last Day for Students: June 26, 2025
### Total Instructional Days
Operational Days: 162
Semester 1 Instructional Days: 81
Semester 2 Instructional Days: 81
### XX No Staff/Students
Prof. Dev. Days (Palliser Directed)
Site Based Prof. Dev. Days
Collective Agreement Teacher Directed Days
Teachers’ Convention - ATA PD
## 2024-2025 Brant Christian School Supply List for Students
### Kindergarten
1 pair indoor shoes (suitable for gym class)
1 pair outdoor shoes
1 lg. bottle of white glue or 2 small
6 large glue sticks or 10 small
1 eraser (white vinyl)
1 pencil sharpener (with container for shavings)
1 pencil box – Plastic Please
3 pencils (sharpened)
3 boxes colored Crayola wax crayons (pkg. of 8)
- basic colors label each crayon
1 box Crayola washable markers
1 pair scissors (child safe)
2 Hilroy Scrapbooks (11 ½ X 17)
2 Hilroy Exercise book (plain) 72 page -light blue
1 Duotang (3 prong report cover)
2 pkg 8½x11 copy paper
1 box Kleenex
1 backpack
1 lunch kit
1 water bottle
1 – 1” 3 ring binder (hard sided)
1 change of clothing (labeled in a re-sealable bag)
1 container disinfectant wipes
2 large containers of Lysol disinfectant wipes
2 bags large ziploc plastic bags
1 bag medium ziploc plastic bags
1 8½ x 11 whiteboard
4 whiteboard markers
1 old sock or cloth for erasing
1 set of earbuds or headphones with microphone
1 Bible (NIV) this version used for Scripture memory
Please make sure student supplies are labeled with student names.
### Grade 3 & 4
1 pair indoor shoes
1 pair outdoor shoes)
2 large glue sticks
4 erasers (white vinyl)
1 pair scissors
30 pencils (2 HB) (sharpened)
1 pkg. pencil crayons (pre-sharpened)
1 pkg. washable markers
2 highlighters
1 centimeter ruler (wood or metal)
2 - 5 pocket accordion folders
1 pkg lined loose-leaf paper
3 pkg. 8 ½ X 11 Copy Paper (500 sheets)
1 Sketch Book (8 ½ x 11)
1 Bible (NIV)
1 box Kleenex
1 backpack
1 pencil sharpener
1 pencil box
1 large ziploc bag for extra supplies
1 paint shirt
1 set of earbuds or headphones with microphone
1 Large container of Lysol disinfectant wipes
1 8 ½ x 11 white board
4 white board markers
1 old sock (for whiteboard erasing)
*Please make sure all materials are labelled with the student’s name.*
### Grade 1 & 2
1 pair indoor shoes (suitable for gym class)
1 pair outdoor shoes
1 lg. or 2 sm. bottles white glue (school glue)
5 large glue sticks or 10 small
4 erasers (white vinyl)
1 pair children’s scissors (not too pointed)
1 plastic rectangular (medium size) pencil box (with name on)
2 pencil sharpener (with container for shavings)
20 pencils (2 HB)
*2 boxes colored crayons (min 8/box)
Gr. 1 - Wax crayons only
Gr. 2 - Staedtler Pencil crayons only
3 boxes Kleenex – labeled
1 change of clothing (labeled in a re-sealable bag)
1 backpack
1 paint shirt (larger one works best)
1 centimeter ruler (not floppy) labeled
3 pkg. 8 ½ X 11 Copy Paper (500 sheets)
2 ½ plain ½ interlined 72 page exercise book (journal/peek of the week)
ORDER ALL OF YOUR SCHOOL SUPPLIES FROM SCHOOL START! YOU CAN ORDER ONLINE, BY PHONE OR USE THEIR PRINTABLE FORM. PLEASE SEE THEIR INDIVIDUAL GRADES LIST & INFO.
# 2024-2025 Brant Christian School Supply List for Students
## Middle School (Gr. 5/6)
1 pair indoor shoes
1 pair outdoor shoes
1 bag for gym strip
2 large glue sticks
4 erasers (white vinyl)
1 Scissors
1 calculator (TI-30xIIS recommended)
1 cm ruler (30 cm)
40 pencils (2 HB) pre-sharpened
1 pencil box
2 pencil sharpeners
1 pkg. felt markers (fine tip)
1 pkg. pencil crayons (pre-sharpened)
3 highlighters (3 colours)
2 black FINE TIP Sharpies
1 pkg of whiteboard markers
5 pens of varied colours
2 red pens
3 duo tangs (spelling, Bible, POW)
1 sketch book
4 coil notebooks 100pg (SS, LA, morning work, math)
1 pkg. graph paper
2 pkgs. lined loose-leaf paper
10 dividers
3 pkg. 8 ½ X 11 Copy Paper (500 sheets)
2 large (2”) Binders
1 Carabiner (for locker)
1 Dictionary/Thesaurus
1 Bible (NIV)
2 box Kleenex
1 container disinfectant wipes
1 clean, old sock (for whiteboard erasing)
1 Good quality headphone with microphone
Agenda
1 sketch book (for students taking ART option)
2 coil scribblers (100 pages, 1 each for Social & LA)
1 pkg. graph paper
2 pkgs. lined loose-leaf paper
3 pkg. 8 ½ X 11 Copy Paper (500 sheets)
4 x 2” Binders for core subjects
2 x pkg of 8 Index dividers
Scientific Calculator (talk to Mr. D if you have questions)
1 Bible (NIV)
1 box Kleenex
1 backpack
Good quality headphone with microphone
## High School (Gr. 10-12)
### General Required Items:
1 pair outdoor shoes
1 pair indoor shoes
1 Box of Kleenex
Bible (NIV or NLT)
Pencil Case or Desktop Pen Holder
Eraser (white vinyl)
Pencils (2HB)
Black Sharpie Marker
Pencil Sharpener
Blue or black pens
Highlighters (4 different colours)
Markers &/or pencil crayons
3 pkg 8 ½ x 11 Copy Paper (500 sheets)
Good quality headphone with microphone
Backpack
Post it notes (recommend 3x3”)
Lined Loose Leaf paper (2 packs)
4 – 2” Binders (one for each core course)
### Course Specific Required Items (Gr. 9-12):
PE - 1 duotang for PE Log
ART - 1 sketch book
2 – Coil Notebook (100 pages, Social Studies and English)
MATH - Graphing Calculator (Mrs. G recommends the Casio Fx-9750 GIII Graphing calculator) - School Start does not supply this calculator but instead offers the Texas Instruments TI-83 Plus Graphing calculator
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The water used mainly takes from the river and the reservoir in Taiwan, and the water source was depended on the rainfall supply. The long term rainfall and runoff records were collected to investigate the variation of water resource in Keelung River and Jhuoshuei River. According to historical record, the long-term rainfall decreased obviously, but the runoff increased in Keelung River. The Jhuoshuei River has opposite phenomenon. However, the totally results showed that the rainfall has the tendency of decrease in the whole island, and the weather change influenced the rainfall distribution and amount, which may imply the crisis of water resource shortage.
(Key words: river basin, rainfall, runoff, water resource)
一、前言
近年來由於全球氣候變遷因素,導致世界各地季節時序產生暖冬現象,因此氣候異常愈趨明顯。台灣位於亞熱帶地區,屬於多雨之島國,水資源應較豐沛,但由於土地資源為山多平原少且地形陡峭,使得水資源容易流失,故河川在本島則扮演補注水源的重要角色。
台灣地區近十年來幾乎每遇颱風即帶來豐沛水量,但也同時帶來災害,而沒有颱風雨量補充的河川,水源則易蒸發流失。欲探討河川流域降雨量的長期變化可以歷史資料分析,但欲了解雨量是否直接補注於河川流量尚須考慮其它因素。土地利用的改變也會對巡流產生影響,而巡流係數常用於探討集水區產生巡流的潛勢能力評估。
Bosch et al.(1982)統計全球 94 個集水區實驗發現,森林覆蓋的減少會使巡流量增加。不同植被覆蓋亦有不同的影響,如每減少 10% 的針葉林覆蓋面積,會增加約 40mm 的年巡流深度;每減少 10% 的闊葉林覆蓋面積,會增加約 25 mm 的年巡流深度;而每減少 10% 的灌木或綠地覆蓋,年巡流量深度會增加約 10mm。
Savenije(1996) 推求巡流係數與水分循環之關係式,說明在低巡流係數的流域中每個水分子都會被重複再利用。集水區因砍伐森林、農業的發展、都市化的形成,導致蒸發散減少或集水區的巡流量增加,將會使降雨量減少,而集水區內的水循環是直接受到土地利用的影響,特別是在半乾燥或是在乾燥的地區,水分循環是降雨的重要來源。
另外降雨強度在時間與空間上的變化會影響集水區巡流量的時空變化,當降雨強度大於土壤的入滲率時,部份的降雨會產生地表巡流;反之若降雨強度小於土壤的入滲率時,降雨大都會入滲到土壤而不會形成地表巡流。Wainwright et al.(2002)在不同坡長的條件下,探討降雨強度的時間變化對巡流係數的可能影響。研究結果證明降雨強度的時間變化是控制巡流係數的主要因素。Rose(1998)利用假設檢定(hypothesis testing)的方法分析不同臨前降雨條件下對巡流的影響,收集美國喬治亞州海岸平原 1948 至 1994 年的水文資料,探討在暴雨和乾旱事件後巡流比值的變異,發現從乾旱事件後恢復到正常降雨狀態時的巡流比值需要 1-2 年的時間;而在暴雨的狀態下則需要 2 年以上的時間恢復到正常的巡流比值。
二、材料與方法
本研究選定北部基隆河流域及中部濁水溪流域作為分析比較對象,分析年限則以流域內有記錄的測站起訖年所有資料做為基礎,但為了分析雨量及流量變化情形尚須考量相關影響因子,故藉由水文循環示意圖(如圖 1)說明雨量與流量關係,由圖中可以得知氣候變遷影響的結果會改變水資源的豐枯情形。
1. 資料收集
① 測站資料:為了計算兩個流域的年平均雨量,先以徐昇氏多邊形法展繪出基隆河流域及濁水溪流域之測站分佈圖,再進一步求算流域之平均雨量,分析資料如表 1。
表 1 流域測站年平均雨量資料
| 年度 | 1993 | 1994 | 1995 | 1996 | 1997 | 1998 | 1999 | 2000 | 2001 | 2002 | 2003 | 2004 | 2005 | 平均 |
|------|------|------|------|------|------|------|------|------|------|------|------|------|------|------|
| 全省雨量 | 1,605 | 2,630 | 1,914 | 2,860 | 2,183 | 3,322 | 2,081 | 2,332 | 3,077 | 1,572 | 1,689 | 1,572 | --- | 2,236 |
| 基隆河雨量 | --- | --- | --- | --- | 3,040 | 5,248 | 2,795 | 4,354 | 3,825 | 2,408 | 2,190 | 3,850 | 4,106 | 3,535 |
| 潛水滲雨量 | 1,553 | 2,383 | 1,784 | 2,052 | 2,115 | 2,762 | 2,028 | 2,005 | 2,283 | 1,600 | 1,460 | 2,379 | 2,934 | 2,103 |
資料來源:中央氣象局、水利署、台灣電力公司
②雨量資料:因為雨量站記錄年限不一,故本研究以克利金法將流域內測站所有記錄值進行分析,並以等雨量線方式展繪年雨量分佈圖(如圖 2、圖 3),由此判斷流域內之年雨量分佈。(雨量資料來源主要是透過水利署及中央氣象局網站取得)
圖 2 基隆河流域等雨量分佈圖
Figure 2. The rainfall distribution chart in Keelung River
③流量資料:本研究收集的流量資料顯示,基隆河流域流量資料僅有介壽橋站(上游)及五堵站(下游)。濁水溪流域流長較長,為了解全流域流量變化是否一致性,故分別取上游段(武界進水站)、中游段(玉峰橋站)及下游段(彰雲橋站)分析其歷年流量變化。(流量資料來源為水利署「台灣地區河川流量站資料庫」。)
④土地利用資料:由於土地利用狀況會直接影響徑流量,進而影響河川基流量,所以本研究收集水土保持局及內政部的土地利用數化資料,並以ArcView 3.2軟體判釋基隆河流域及濁水溪流域範圍內各種土地利用分佈,以作為雨量及流量變化分析結果後的驗證資料。
⑤土壤資料:土壤質地會影響降雨入滲率,因此收集土壤資料可以判斷流域內潛在河川基流量的分佈區域。本研究是採用美國農部(USDA)土壤質地劃分方法進行基隆河流域及濁水溪流域土壤質地的比較(如表2)。
表2 基隆河流域與濁水溪流域土壤質地面積比較表
| 地質名稱 | 基隆河流域 分佈面積(m²) | % | 濁水溪流域 分佈面積(m²) | % |
|---------------------------------|-----------------------|-----|------------------------|-----|
| 石礫 | 0 | 0 | 385,513,919 | 7.12|
| 均質粘土、砂質粘土 | 0 | 0 | 495,697,573 | 9.16|
| 均質壤土、均土 | 107,832,505 | 10.24| 508,372,881 | 9.39|
| 砂質粘壤土 | 6,252,541 | 0.59| 1,663,265,531 | 30.72|
| 粗砂土、砂土 | 31,685,673 | 3.01| 77,399,200 | 1.43|
| 細砂土、壤質砂土、壤質粗砂土 | 427,949 | 0.04| 199,948,706 | 3.69|
| 粘土 | 86,144,329 | 8.18| 97,639,030 | 1.80|
| 粘質壤土、均質粘壤土 | 133,688,592 | 12.70| 9,796,265 | 0.18|
| 極細砂土、壤質極細砂土、極細砂質壤土 | 17,236,580 | 1.64| 386,037,660 | 7.13|
| 壤土 | 616,374,718 | 58.55| 1,332,645,238 | 24.62|
| 壤質細砂土、粗砂質壤土、砂質壤土、細砂質壤土 | 53,122,022 | 5.05| 257,250,400 | 4.75|
| 合計 | 1,052,764,909 | 100 | 5,413,566,403 | 100 |
2. 分析方法
(1) 徐昇氏多邊形法 (Thiessen polygons method)
流域平均雨量為重要的水文資料之一,而流域內有多個雨量站,為了解長期降雨趨勢演變及流域平均雨量,本研究採用徐昇氏多邊形法計算。此法係將 n 個測站連接形成多個三角形,再做三角形各邊之垂直平分線,三垂直平分線必交於一點即三角形外心,連接各三角形外心即可形成 n 個多邊形網,求出各水文站之控制面積,再由其公式計算流域之平均雨量,公式如下:
\[ \bar{P} = \frac{\sum_{i=1}^{N} P_i A_i}{\sum_{i=1}^{N} A_i} \]
Pi:各水文站之雨量記錄
Ai:各水站控制之多邊形面積
(2) 克利金法 (Kriging Method)
為了解流域內雨量的空間分佈狀況,本研究以 SURFER 8.0 版中的克利金法求出流域的等雨量線圖,藉此了解流域範圍內的雨量分佈。克利金法因具有最佳線性不偏推估之特性,因此常被使用在地理統計相關之推估應用,以下簡述克利金法之推估公式:
● 線性 (Linear):估計值為觀測值之線性組合。
\[ Z_0^* = \sum \lambda_{ij} Z_i \]
Z_i: 隨機變數 \( Z(x) \) 在 \( x_i \) 點上之觀測值,即 \( Z(x_i) \)
\( Z_0^* \): 為 \( Z(x_0) \) 之推估值,即 \( Z^*(x_0) \)
\( \lambda_{ij} \): 為對應 \( Z_i \) 之權重
● 不偏估 (Unbiased):估計值之期望值等於隨機變數之期望值。
\[ E[Z_0^*] = E[Z_0], \text{ 即 } E[Z_0^* - Z_0] = 0 \]
● 最佳化 (Optimal):估計值與觀測值差之變異數為最小值。
\[ \min \{ \text{Var}[Z_0^* - Z_0] = E[(Z_0^* - Z_0)^2] \} \]
(3) 移動平均法 (Method of moving average)
長期距雨量變化可以用「移動平均法」來判斷其趨勢,移動平均法可以表示某測站在某特定時期內之記錄與全期記錄之相關性,若移動年限選定為 n 年,則 n 年之移動平均如下:
\[ (1/n)(P_1 + P_2 + P_3 + \ldots + P_n) \]
點於(n+1)/2 年之位置,下一個移動平均如下:
\[ (1/n)(P_2 + P_3 + P_4 + \ldots + P_{n+1}) \]
點於[(n+1)/2]+1 年之位置,以此類推。
本研究為了增加研判河川流域豐枯趨勢的合理性,以五年之移動平均來看變化趨勢,基隆河流域選定上游的瑞芳站及中游的五堵站進行分析;濁水溪流域則選定上游的武界進水站、中游的水里站及下游的西螺站進行分析。
三、結果與討論
由本研究所收集的資料經過分析後,基隆河流域及濁水溪流域長期雨量及流量變化情形有下列趨勢:
(一) 長期雨量變化趨勢
根據表 I 的雨量記錄以徐昇氏法求算流域
平均雨量,結果顯示基隆河流域長期雨量變化呈現遞減趨勢(如圖 4),其平均年雨量為 3,535mm,高於全省年平均雨量 2,236mm;濁水溪流域長期雨量變化呈現遞增趨勢(如圖 5),其平均年雨量為 2,103mm,低於全省年平均雨量 2,236mm。由圖 6 所示,全省雨量變化是呈現遞減趨勢,此結果顯示近年氣候變遷已明顯改變台灣地區的降雨量,而且可能致使水資源量減少。
(二)長期流量變化趨勢
基隆河流域流量資料僅收集到介壽橋站(上游)及五堵站(下游),分析其歷年流量變化趨勢顯然有增加之現象(如圖 7);濁水溪流域流長較長,為了解全流域流量變化是否一致性,故分別取上游段(武界進水站)、中游段(玉峰橋站)及下游段(彰雲橋站)分析其歷年流量變化,結果顯示上游段流量變化不明顯;中游段流量有遞增趨勢;下游段則呈現遞減現象(如圖 8)。
(三)河川流域豐枯趨勢
由五年移動平均研判河川流域豐枯情形,基隆河流域以上游的瑞芳站、中游的五堵站及下游的淡水站進行分析,結果如圖 9、圖 10、圖 11;濁水溪流域則選定上游的武界進水站、中游的水里站及下游的西螺站進行分析,結果如圖 12、圖 13、圖 14。

Figure 4. Annual mean rainfall tendency chart in Keelung River

Figure 5. Annual mean rainfall tendency chart in Jhuoshuei River
Figure 6. Annual mean rainfall tendency chart in Taiwan
Figure 7. The discharge change tendency chart in Keelung River
Figure 8. The discharge change tendency chart in Jhuoshuei River
Figure 9. Juifeng station 5-year rainfall of moving average tendency chart
Figure 10. Wu-Tu station 5-year rainfall of moving average tendency chart
Figure 11. Tanshui station 5-year rainfall of moving average tendency chart
Figure 12. Wu-Chieh station 5-year rainfall of moving average tendency chart
Figure 13. Shui-Li station 5-year rainfall of moving average tendency chart
Figure 14. Hsilo station 5-year rainfall of moving average tendency chart
四、結論與建議
(一) 根據歷年平均雨量記錄,基隆河流域長期水文變化情形顯然有遞減的趨勢,但流量記錄顯示卻呈現遞增現象,探討此原因可能是土地利用改變導致地表徑流量增加。
(二) 根據歷年平均雨量記錄,濁水溪流域長期水文變化情形雖然有遞增的趨勢,但流量記錄顯示卻呈現上游段流量變化不明顯、中游段流量有遞增趨勢、下游段則呈現遞減現象,探討此原因有二種可能,其一是中游段土地利用改變(包括災害造成的土地變遷)導致流量增加;其二是下游段居民大量使用河川引水灌溉作為農業耕作或抽用地下水導致流量遞減。經研究成果顯示,如果欲提升地下水補注量建議可以由下列兩點深入探討:
1. 例如基隆河流域因都市化較深,但是沿著流域兩側大都為建築用地,其河川流量呈現出極顯著的遞增趨勢(如圖7),此現象代表著土地貯水能力不足,而地表徑流皆快速流入河川,因此欲提升地下水貯蓄量建議於上游較未干擾之農業土地設截留設施(如緩衝綠帶或保留平地水田及坡地梯田),使地表水可以停留時間較久,增加入滲率。
2. 濁水溪流域面積廣達3,155平方公里,雖然農業用地佔大部分土地面積,但也因此農業用水佔用大部分水資源量,加上受地形地質條件影響,上中下游才會有流量變化不一致的情形(如圖8)。究其原因主要為上游地區因干擾較少,故其流量變化不明顯;中游段因人為開發的農耕地範圍大,加上全段多屬於山坡地地形,土地貯水條件更不佳,因此大部分的地表徑流皆流入河川;下游地區原為河川流量補注應有較佳的水資源貯蓄機會,但彰雲地區使用河川引水灌溉現象相當普遍,導致下游段流量遞減,因此欲提高水資源貯蓄量建議從改變農業耕作型態或休耕期限,以減少灌溉用水量。
誌謝
本研究計畫由行政院經濟建設委員會委辦計畫(計畫編號:95040105)經費補助,資料收集承蒙工硯工程股份有限公司協助整理,謹此一併誌謝。
參考文獻
1. 中央氣象局網站,http://www.cwb.gov.tw/。
2. 經濟部水利署水文資訊網整合性服務系統,http://gweb.wra.gov.tw/hydroinfo/。
3. 經濟部水利署(1995~2004),台灣地區水文年報。
4. 吳瑞賢,2001,工程水文學,台北:科技圖書股份有限公司。
5. 王如意、易任,1998,應用水文學,台北:茂昌圖書股份有限公司。
6. 宋仁良,2004,基隆河上游集水區地表特性與降雨徑流之關係研究,中國文化大學地學研究所碩士論文。
7. 田維婷,2003,「氣候變遷對台灣地區地表水文量之影響」,國立中央大學水文科學研究所碩士論文。
8. 余文利, 2005, 「翡翠水庫集水區水文分析」, 國立中央大學水文科學研究所碩士論文。
9. 蕭政宗, 楊欣怡, 馬家驊, 2002, 「台灣地區降雨特性趨勢分析」, 第十三屆水利工程研討會論文集。
10. Allan, J.A. (1999): “Water stress and global mitigation: water food and trade” Arid Lands Newsletter No.45.
11. Bosch, J. M. and J. D. Hewlett, 1982, “A review of catchment experiments to determine the effect of vegetation changes on water yield and evapotranspiration”, Journal of Hydrology, vol. 55, 3-23.
12. Rose, S., 1998, “A statistical method for evaluating the effects of antecedent rainfall upon runoff: applications to the coastal plain of Georgia”, Journal of Hydrology vol. 211, 168-177.
13. Wainwright, J. and Anthony J. P., 2002, “The effect of temporal variations in rainfall on scale dependency in runoff coefficients”, Water Resources Research, vol. 38, no. 12, 1271.
14. Yu, P. S., T. C. Yang, and C. K. Wu, 2002, “Impact of climate changeon water resources in southern Taiwan”, Journal of Hydrology, vol.260, 161-175.
________________________
97年04月15日 收稿
97年04月30日 修改
97年06月12日 接受
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PRE-2020 MITIGATION ACTION NOW!
Bonn, October 2015
Climate change is a cumulative problem. Every added molecule of CO2 loads the carbon budget further, adds to the extreme weather events we are already experiencing, and takes us one step closer to irreversible tipping points and runaway warming. Emissions today cannot be compensated by higher ambition tomorrow. A focus on emissions levels decades ahead, such as the recent weak G7 statement, is a dangerous distraction if not preceded by aggressive emissions reductions here and now. Pre-2020 action must be centre-stage for Paris.
The carbon budget
The UNFCCC Structured Experts Dialogue shows the vast risks associated with 2 degrees of warming ,and how even 1.5 degrees is not safe. However, for a meagre 2 in 3 chance of keeping below the dangerous 2 de-‐ grees goal (a risk level equivalent to boarding a plane knowing there are 30 000 plane crashes every day) IPCC shows that in 2011 we had only 1000 Gt CO2 left in the budget.
Since 2011 we have emitted an additional 150 Gt. Factoring in unavoidable emissions from land use (of 100Gt) – assuming we do the best we can to reduce deforestation and tackle emissions from agriculture – and difficult to substitute cement production (150Gt) leaves us with 600 Gt CO2 remaining for all other emis-‐ sions – 15 years at current emissions levels.
From a fair shares and equity perspective all of this remaining emissions budget belongs to developing countries and the poor who have limited historical responsibility, less capacity to mitigate and still need to build much of their infrastructure.
Fair shares and immediate action
Developed countries must thus undertake all avail-‐ able efforts to transform their energy sectors, trans-‐ portation, housing, and industries as fast as conceiv-‐ ably possible. This means going to zero emissions through a restructuring of their economies, produc-‐ tion and consumption patterns at scale and pace sim-‐ ilar to what countries have done when facing war.
Developed countries need to decrease their domestic emissions in the order of 50% by 2020, 75% by 2025 and 90% by 2030. To keep within the risky 1000Gt budget this still requires developing countries to on average peak by 2025, and then to embark on unpre-‐ cedented 6-‐8% yearly emissions reductions, while simultaneously growing their economies and building infrastructure.
A large proportion of these necessary developing country reductions are in fact the responsibility of developed countries and must be enabled by finance and technology – it is their mitigation related climate debt. Developed countries have to undertake their share of these global emissions reductions by provid-‐ ing the necessary technology, finance and capacity building to developing countries.
This is their moral obligation, but is also in their self-‐interest. Without such provision the carbon budget will burst and they will also risk the dire consequences of tipping points and catastrophic climate change, risking the stability and viability of their own societies.
To have any credibility and relevance, the UNFCCC negotiations and COP21 in Paris must deliver im-‐ mediate action, pre-‐2020, facing up to this reality.
This calls for, in concrete terms:
1. Raise developed country pre-2020 targets, based on fair sharing of the carbon budget
All countries must do their fair share.
As is clear in the mandate from Durban, and as gov-‐ ernments agreed in Doha in 2012 (under the Kyoto Protocol), rich industrialised countries must raise their 2020 emissions reductions targets in line with what science and equity require.
As part of a science-‐based and fair outcome, Paris should see an agreement for Annex I targets to in-‐ crease from their current level of about 12% below 1990 levels by 2020 to at least 50% below 1990 levels, and further commit to 90% reductions by 2030.
Developing countries, in turn, must undertake the maximum immediate action as enabled by financial and technological support. They must also use the pre-‐ 2020 period to thoroughly plan, through national multi-‐stakeholder processes, for ambitious national plans that include activities both conditional and non-‐ conditional on provision of finance and technology.
The current refusal by developed countries to increase their pre-‐2020 commitments is unacceptable. Without significant increase in effort there will be minimal trust in the negotiations, no example for other coun-‐ tries to follow, and very little left of the global emis-‐ sions budget for the post-‐2020 period.
2. Commit to meet pre-2020 targets
The ambitious targets for pre-‐2020 that needs to be announced in Paris, along with the necessary commit-‐ ments on finance and technology must be more than political pledges. The current refusal to commit to the Kyoto protocol by USA, Canada, Japan and Australia is unacceptable.
The Paris COP should see ambitious science-‐based reduction targets inscribed in an enforceable agree-‐ ment that regains its status as 'legal force' through the return of signatories. The international climate regime as it applies by the developed countries must not be weakened or 'deregulated" simply to appease the United States, and other developed countries that seek to escape from the Kyoto Protocol.
Paris must also set up a legal framework to monitor, review and verify the provision of finance and techno-‐ logy, including a roadmap for pre-‐2020 climate finance. Without a commitment to the already pledged (and insufficient) USD 100 billion, Paris has little prospect of success.
3. Transform towards 100% peoplecentred renewable energy and energy access.
To keep within the carbon budget, an ambitious, vis-‐ ionary transformation to 100% distributed, people-‐ centred renewable energy must be initiated immedi-‐ ately in both developed and developing countries.
The challenge is momentous and requires a concerted global effort – a programme for 'Global Renewable Energy and Energy Access' (GREEAT) much in line with the Africa group call for a Global Partnership on renewable energy.
Such a global 'Marshall plan' requires scrutiny of solu-‐ tions for a race to the top among developed countries, and an ambitious support mechanism enabled by international public finance (through GCF and/or other international public funding) for developing countries. Ensuring energy access for all and support mechanisms for decentralised, community controlled energy, smart grids and energy efficiency must be key features of such a programme.
Paris should launch a GREEAT programme and set in motion similar efforts in other sectors through the strengthening of the existing Technical Expert Process and establishment of the proposed Accelerated Im-‐ plementation Mechanism under Workstream 2 of the UNFCCC Durban platform.
Earth in Brackets
4. Avoid and remove dirty and harmful energy
There is no room in the carbon budget for new fossil fuel investments that locks in additional pollution. Both new and existing fossil fuel investments risk be-‐ coming stranded assets, as many fossil fuel installa-‐ tions will have to be decommissioned before the end of their lifetime.
Governments need to ban investments in dirty energy and instead promote and incentivise clean, renewable energy.
This means that the Green Climate Fund must adopt a clear policy that excludes the chance of public money funding harmful energy projects.
Paris should also see governments commit to ending their subsidies to fossil fuel producers and their use of public export and development banks to finance harmful energy projects.
5. Immediately tackle behaviour, consumption and demand-side management
The urgency of climate change requires immediate action on the demand-‐side of the energy system. While forcefully initiating a transition to 100% re-‐ newable energy on the supply-‐side (i.e renewable energy installations, smart grids etc.) it will still take years before new, zero-‐carbon structures are in place. To avoid bursting the carbon budget the wealthy minority of the world's population need to immediately curb overconsumption and waste.
Governments in both developed and developing countries must address this through stringent meas-‐ ures such as carbon taxes, progressively tougher technology standards, bans on wasteful products, limits on advertisement, public education and quotas and rationing, while ensuring a just transition for workers and that poor and marginalised people are not affected in negative ways.
A price on carbon alone will not suffice to incur the transformational, non-‐incremental changes that are required.
What Next Forum
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New horizon scholars school
Kavesar, Ghodbunder Road, Thane (W)-400615
English Story Telling Competition
Date:- 06/08/2018
Grade II
| 1 | Vanya Joshi | D | Neptune | I |
|---|---|---|---|---|
| 2 | Yahvi Sorathia | E | Mars | II |
| 3 | Anica Dongerkery | L | Jupiter | II |
| 4 | Niyati Singh | I | Jupiter | III |
| 5 | Ebal Dhanish | D | Mars | III |
| 6 | Trisha Johnson | K | Neptune | III |
| 7 | Avni Pradhan | I | Jupiter | 1st Consolation |
| 8 | Shriya Parshionikar | F | Mars | 1st Consolation |
| 9 | Mansi Jadhav | A | Mars | 1st Consolation |
| 10 | Saisha Kadam | E | Earth | 2nd Consolation |
| 11 | Kanishka Saraiya | J | Neptune | 2nd Consolation |
| 12 | Subhi Singh | K | Earth | 2nd Consolation |
| 13 | Mihir Sant | K | Neptune | 3rd Consolation |
| 14 | Ipshita Shetty | J | Mars | 3rd Consolation |
| 15 | Vaishnavi Iyer | M | Earth | 3rd Consolation |
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STRATEGIC PLAN UPDATE 2013-2014
Culture & Climate
Goal One: Foster the culture of continuous improvement.
* Utilized ECRA and 5 Essential Data to address goals and directives, shared with all District 70 staff and Board of Education
* Created aBuilding a Community of Character theme as part of the Character Counts committee, drawing in support from the Village of Libertyville
* Integrated the Talent Ed format by adding a reflective component to Staff Evaluation
* School Improvement Efforts guided through Rising STAR Model
* Highland Tech Staff visited North Shore School District 112 to observe STEM classrooms, Highland-‐LHS Articulation enhanced, Next Generation Science Standards articulation with Hawthorn and Oak Grove
* Special Education Parent Orientation designed for incoming 6th graders
* Administration (Mr. Youngman, Mrs. Poelking, Mrs. Imholz) consulted at Deerfield District 109 regarding STAR Assessment
* Improved kindergarten registration process by moving timeline up and allowing online registration
Peer Shadowing:
* New Full Day Kindergarten teachers traveled to established Full Day classrooms for observations
* 5th Grade teachers observed 6th grade classrooms
* Goal Two: Strengthen climate through positive relationships focused on enhanced communications and fostering safe and caring environments.
* Safety experts, Paul Timm and Ron Ellis, trained District 70 administration and staff regarding school security and safety
* Staff, substitutes and volunteers wear specific colored (red) lanyards to be easily identified to students, parents, and community
* School safety and security measures -‐ enhanced
* District wide, Social Workers updated documentation to support students with Social/Emotional concerns
* Elementary reporting for bullying now coincides with HMS bully reporting
* Every Family Association will be given money to help support each school – 2013-‐2014 becomes the end of the matching grant plan
* Postive Behavior Strategies orientation/implementation at all elementary schools (each school at different phase and committed to data gathering to improve student behavior)
* Highland Middle School Online Report Card Implementation
* Based on parent survey results Facebook, twitter, website and email blasts are widely used
* Spring Crisis Management Committee meeting with local first responders (Annual Emergency Response Review)
* Grant secured for additional safety work, summer 2014
* All schools possess Incident Command Teams to address Safety
* Long reaching upgrades in website including improved mobile accessibility, aesthetic improvement and increased teacher website opportunities – formally presented to Board of Education June 2014
* Highland continued communications regarding cross-‐curricular units & Team Days
Professional Development
Goal One: Meet diverse staff needs by offering creative growth opportunities and foster self- directed learning.
* Commitment to maintaining staff Individual Learning Plan (ILP) Opportunities -‐ Providing educators with time to establish and work toward specific goals of the ILP
* Recognizing classified staff needs and providing growth opportunities for support team members
* Second year teachers' reflective practice via video recording teaching practices
* With a host of available offerings, Global Compliance Network, currently used for training by District 70 staff, has an ever-‐growing number of tutorials for schools covering a broad range of topics from Health & Safety to Policies and Regulations.
* Summer learning series for summer technology training for 2014-‐15 (websites, links, pdfs, videos and tutorials for self-‐directed technology learning)
* Hiring of new Technology Literacy Coach to support staff/student needs
Goal Two: Prepare staff for implementation of current learning and teaching standards, and assessment to improve student outcomes.
* Consultant, Gretchen Courtney and Associates, offered staff training focused on reading strategies that are directly related to the new Illinois Learning Standards (ILS) reading strategies
* Elementary classroom teachers participated in the new ILS math workshops at the Regional Office of Education
* Middle school math department participated in new ILS math workshops at the ROE while also reviewing different materials for adoption
* Math training offered with Everyday Math and Big Ideas materials and alignment with math practices Standards
*
Science Department attended Next Generation Science Standards workshop
* Science Department collaborated with Oak Grove and Hawthorn districts
* Science and Social Studies teachers attended training on English Language Arts Standards
* Future professional development: using Fountas and Pinnell assessment data to inform instruction
* Professional development initiatives executed have fully aligned with district goals
* Gretchen Courtney training focused on reading strategies that relate to reading school improvement goals
* STAR training August 2014 will foster commitment to curricular goal: The district will ensure that key components of user-‐friendly student data are available in a timely fashion at the district, school, and classroom levels.
* Technology Trainings offered included:
Interactive whiteboards, mobile learning, Google Training, New Teacher Subscription training, Pixie K12 Share, Chromebook/Google Training,
Flipped Classroom Teacher Academy Class
Curriculum and Instruction
Goal One: Meet the individual needs of all students by promoting innovative 21st Century learning.
A. Instruction and Assessment
* Investigated STAR and MAP Assessments with recommend use of STAR for K-‐8, 2014-‐2015
* All sites field tested PARCC Assessment
* Commitment to effective teaching and learning goals
* Aim of Curriculum alignment with new Illinois Learning Standards
* Ongoing focus of Applications of Learning – Professional Development, Technology, Math Curriculum, -‐ Objectives defined in student-‐friendly language
B. Feasibility Study of World Languages
* Highland students can test into high school year 2 of French or Spanish
* Ongoing data collected and reviewed
* Collaborative relationship initiated with Culture Exchange Academy that facilitates opportunity for Highland to host 6 th grade students from China and increase awareness of language and cultural citizenship.
* Final findings: additional language at the elementary level is not feasible with range of currents initiatives and weighted financial factors -‐ Initiatives include:
New assessments (PARCC replaces ISAT and STAR replaces IOWA) Revised standards for math, language arts, science and social studies Proposed technology offerings with Chromebooks, laptops and I-‐Pads
* D70 will continue to value additional international language opportunities such as Language Stars
C. Middle School Study Skills
* At Highland Middle School, the Middle School Skills class has undergone several changes. Administration has worked with staff to create a curriculum that includes basic study skills, executive functioning skills, social/emotional development, and character education. Professional Development and planning days were provided to staff this school year. Staff will implement an executive functioning resource through Rush Neuro-‐Behavioral Center.
Workbooks have been purchased and will be incorporated into the program starting in the fall of 2014.
D. Kdg-5 th grade High Achievers
* Gifted and Enrichment brochure defined qualifying criteria and outlined areas of focus
* Gifted Talented Education (GTE) teacher assigned to all elementary schools
* Cognitive Abilities Test (CogAT) designed for spring assessment at 2 nd grade to address early identification and placement support
* Enhanced 3 rd grade identification
* Enhanced early elementary enrichment offerings
E. Full Day Kindergarten Feasibility
* Program offered at two sites: Butterfield (Butterfield and Rockland students) and Adler (Adler and Copeland Manor students), 2012-‐2013 and 2013-‐2014
* Increased offerings defined: Five sections, one at each site, two at Butterfield set for the 2014-‐2015 school year
Goal Two: Develop a technology framework of skills and lessons, K-8.
* Kdg. through 5 th grade component of frameworks was implemented this academic year -‐ 9 curricular lessons designed + 3 Cyber Safety lessons
* Scope and Sequence K-‐8 was reviewed and finalized for tech skills and links to standards
* 6-‐8 framework is in development
o curriculum is changing to be more current -‐ STEAM (Science, Technology, Engineering, Arts, Math) projects
* Technology Framework lessons aligned with technology and New Illinois Learning Standards
* Rubrics were created for each lesson
* Keyboarding will be implemented in fall after year long research, Board approved
* Technology Framework Committee created, modified and enhanced framework lessons
* Lessons were shared, discussed and modified during grade level articulations
* Technology Trainings offered:
* Technology Literacy Coaches were part of each grade level and special education articulations to provide staff development and training for tech skills
Interactive whiteboards, mobile learning, Google Training, New Teacher Subscription training, Pixie K12 Share, Chromebook/Google Flipped Classroom Teacher Academy Class
Finance and Facilities
Goal One: Develop a long-range capital, facilities, and preventive maintenance plan.
Within the first two years of the Plan, long range designs have been made with the following accomplishments previously defined:
* Adler & Copeland– New 60 ton high efficiency multi-‐stage McQuay Chiller, dual temp piping with higher capacity, new unit ventilators, new water main to support coolers, in-‐house conversion to heat exchanges has also been completed at Copeland Manor School, first year for Adler School bus turnaround
* Rockland– Upgrades: Electrical upgrades to address growing demand for greater electronic devices in classrooms, air conditioning installation– Higher Efficiency units with digital controls, new unit ventilators and energy efficient windows, installed on-‐demand hot water in bathrooms
* Highland– New boilers, removed costly steam boilers replaced with higher efficiency package boiler systems with a computerized touch screen interface, removed old single pane windows replaced with new high efficiency windows, -‐ Investigation of wheel chair lift for upper level, west wing
* Butterfield– New windows, new entry doors with handicap accessibility, removed old roof top AC units (some dated back to 1969), installed new environmentally friendly, high efficiency roof top units
Goal Two: Manage energy and supplies.
* HVAC Automation – Completed district-‐wide
* Upgraded all entrances for security purposes, creating secure vestibules before entering each building
* LED lighting replacement of fluorescent lighting -‐ Exterior complete
* Focus planned for Butterfield and Highland interior LED lighting fall/winter 2014
* Safety Commitments:
Installed Raptor visitor system
Rekeyed all classrooms so that rooms can be locked from inside
New security swipe card system controlled by District including colored lanyards to be worn by all staff
Installed emergency response buttons that connect for immediate police response
* Grant approved for solar panel installation summer 2014 at Butterfield and Highland Schools
* Shared services additional growth with District 68 (Business Service, as well as Art Teacher) District 37 (Hearing Itinerant)
* Grant approved for increased safety/security in all schools
* Detailed gathering of information from staff regarding needs of Rockland School (parking, classroom space, gymnasium)
* Preliminary, Ruck-‐Pate Architect, drawings define expansion and utilization of space
* Mobile planned for possible space needs 2014-‐2015
Human Resources
Goal One: Attract, hire, develop and retain high quality staff.
A. Interviewing
* Participation in Crown Educational Services training (Dr. Schumacher, Dr. Bean, Mrs. Kehoe, Mrs. Poelking) with interview protocols as a pre-‐screening tool
* Recognize value of internal candidates (student teachers, substitutes)
B. Communication
* Ongoing updates and communiqués to all certified staff regarding major changes to licensure system from teacher certification model
C. Evaluation Process
* Implementation of the TalentEd online evaluation system: Assisted in insuring D70 compliance with PERA/SB7, tracking progress and reducing paperwork
D. Central Registration
* Creation of a district registrar position, offering consistent process and data entry for all D70 schools
E. Job Descriptions
* Complete revision of all job descriptions, aligning to updated legal standards
F. Shared Service Agreements
* Increase Shared Services (See Finance and Facilities)
G. Student Teachers
* Ongoing survey of D70 cooperating teachers to determine trends (university preparation) -‐ third year
H. Negotiations
* Collaborated to finalize an extended negotiated Teacher's Contract through 2018
Goal Two: Research legislative activity to review and revise policies accordingly.
* Continue to Research changes in law and recommend changes to Board policies reflective of legislative actions and district practices
* Communicate with Board of Education and D70 staff
* Update and implement new compliance (Global Compliance) training as mandated by legislation
* Align procedures and practices with board policies specifically related to D70 (creation of Administrative Procedures Manual to accompany BOE Policies) – next steps, online access
Social/Emotional/Physical Wellness
Goal One: Support social-emotional skill development.
* Social workers continue to increase anti-‐bullying training for staff and students
* Social Workers continue to instruct students on internet safety and cyber responsibility relating to social media
* Enhanced partnerships with local agencies such as Youth and Family Counseling and Zacharias Center; The Z-‐Center will collaborate with elementary social workers to provide lessons that support Erin's Law during the 2014-‐15 school year
* Social workers continue to provide parent workshops with the help of neighboring school districts
* Coordinated efforts with high school and local authorities to address social media responsibilities. Events in planning stages for 2014-‐15 school year
* Enhanced Social Work website at Middle School featuring supports for social emotional needs
* Elementary social workers have identified state standards as they relate to and enhance district curriculum, team is collaborating to develop materials to address theses goals at all grade levels
Goal Two: Support character education.
* Integrated village of Libertyville into D70 Character Counts theme (windows painted, banner s planned for 2014-‐2015)
* Defined a more student centered 'Class Act' Middle School program/philosophy through staff and committee support
* Proactive Middle School "Class Act" events were integrated to promote positive behavior
* Collaborated with Advocate Condell Medical Center to incorporate Coordinated Approach to Child Health (CATCH) vocabulary and lessons that focus on healthy lifestyles, PE Board of Education March presentation
* Continued promotion of healthy lifestyles at Middle School by including fitness testing results on online report cards
* School Student Councils offer support to various organizations -‐ (Bernie's Books, Autism Awareness)
* HMS: fundraising for different organizations and modeling giving back
|
<urn:uuid:9ee0b6b5-4cc7-4544-93d7-ed6a1e8794f7>
|
CC-MAIN-2017-13
|
http://d70schools.org/lib/dash/files/strategic_plan_update_2014.pdf
|
2017-03-30T02:42:17Z
|
crawl-data/CC-MAIN-2017-13/segments/1490218191984.96/warc/CC-MAIN-20170322212951-00649-ip-10-233-31-227.ec2.internal.warc.gz
| 85,212,012
| 10,483
|
eng_Latn
|
eng_Latn
| 0.983557
|
eng_Latn
| 0.988402
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
2286,
5245,
7309,
9332,
11863,
13623,
15580
] |
[
1.359375
] | 2
| 2
|
📚 FinePDFs-Edu
350B+ of highly educational tokens from PDFs 📄
What is it?
📚 FinePDFs-Edu dataset consists of 350B+ tokens of educational PDFs filtered from 📄 FinePDFs dataset covering 69 languages.
FinePDFs was created using the formula inspired from FineWeb-Edu, we developed an educational quality classifier using annotations generated by Qwen3-235B-A22B-Instruct-2507 for each of 69 languages present in this dataset. We then used this classifier to retain only the most educational web pages. FinePDFs-Edu outperforms FinePDFs on popular benchmarks and shows the power of classifiers trained on synthetic data.
The Dataset Curation section details the process for creating the dataset. While it might seem that the dataset is an order of magnitude smaller than FineWeb-Edu, unlike its web ancestor, this dataset is globally deduplicated!
What is being released?
Along with the dataset, which includes all filtered CommonCrawl dumps since CC-MAIN-2013-20 to CC-MAIN-2025-08, we also release:
- The educational classifier used for the filtering (for each language)
- The dataset with educational (and 3 other) labels by Qwen3-235B-A22B-Instruct-2507 for English.
- The dataset with educational labels by Qwen3-235B-A22B-Instruct-2507 for 69 languages beyond English.
- The code for training it and running inference.
How to download and use 📄 FinePDFs-Edu
See the tables above for the subset of the language you want to download.
We currently do not provide smaller sample versions, but by setting limit or using streaming=True you can easily fetch a sample of the data. If there is interest from the community we might upload smaller sampled versions later on.
Using 🏭 datatrove
from datatrove.pipeline.readers import ParquetReader
# limit determines how many documents will be streamed (remove for all)
# this will fetch the Portuguese filtered data
data_reader = ParquetReader("hf://datasets/HuggingFaceFW/finepdfs-edu/data/por_Latn/train", limit=1000)
for document in data_reader():
# do something with document
print(document)
###############################
# OR for a processing pipeline:
###############################
from datatrove.executor import LocalPipelineExecutor
from datatrove.pipeline.readers import ParquetReader
from datatrove.pipeline.filters import LambdaFilter
from datatrove.pipeline.writers import JsonlWriter
pipeline_exec = LocalPipelineExecutor(
pipeline=[
ParquetReader("hf://datasets/HuggingFaceFW/finepdfs-edu/data/por_Latn/train", limit=1000),
LambdaFilter(lambda doc: "hugging" in doc.text),
JsonlWriter("some-output-path")
],
tasks=10
)
pipeline_exec.run()
Using huggingface_hub
from huggingface_hub import snapshot_download
folder = snapshot_download(
"HuggingFaceFW/finepdfs-edu",
repo_type="dataset",
local_dir="./finepdfs-edu/",
# download the Czech filtered
allow_patterns=["data/ces_Latn/train/*"])
For faster downloads, make sure to install pip install huggingface_hub[hf_transfer] and set the environment variable HF_HUB_ENABLE_HF_TRANSFER=1.
Using datasets
from datasets import load_dataset
# get Croatian data
fw = load_dataset("HuggingFaceFW/finepdfs-edu", name="hrv_Latn", split="train", streaming=True)
Similiar to original FinePDFs, this dataset contains high amount of language switching samples, we thus recommend using the filtering function if this is not desired.
Dataset curation
We have used the same approach for FineWeb-Edu with minimal adjustments of the prompt. To scale to languages beyond English we decided to train separate classifier for each.
Educational Scoring
We used Qwen3-235B-A22B-Instruct-2507 to score approximately 300,000 FinePDFs samples for educational quality on a 0–5 scale. The final prompt used for scoring is available here.
After experimenting with several prompt variants, we found that the FineWeb-Edu prompt yielded the most consistent and reliable results. As in FineWeb-Edu, we observed that highly technical or graduate-level content did not correlate well with the benchmarks we track. However, unlike in FineWeb-Edu, the overall average score was noticeably lower—if we had used a fixed threshold of score = 3, only about 2% of samples would have been retained.
To address this, we instead selected the top 10% of samples based on their education score.
| Threshold | Drop Rate |
|---|---|
| 1 | 0.3028 |
| 2 | 0.9451 |
| 3 | 0.9802 |
| 4 | 0.9906 |
| 5 | 0.9987 |
We also replaced the teacher model to improve multilingual coverage and take advantage of the better inference efficiency offered by Mixture-of-Experts (MoE) architectures. To identify a suitable model, we aimed for one that was most “Claude-like”, i.e., whose scoring behavior most closely matched Claude Sonnet-4. We compared models using mean squared error (MSE) on a 10k-sample development set and found that Qwen3-235B-A22B-Instruct-2507 was both the most Claude-like and highly efficient—processing up to 14 chunks/sec on a single H100 GPU.
| Model | MSE (vs. Sonnet-4) |
|---|---|
| Qwen_Qwen3-235B-A22B-Instruct-2507 | 0.398 |
| Qwen_Qwen3-235B-A22B-Thinking-2507 | 0.812 |
| Qwen_Qwen3-30B-A3B-Instruct-2507 | 0.364 |
| Qwen_Qwen3-30B-A3B-Thinking-2507 | 0.925 |
| google_gemma-3-27b-it | 2.727 |
| meta-llama_Llama-3.3-70B-Instruct | 0.553 |
| meta-llama_Llama-4-Maverick-17B-128E-Instruct | 0.707 |
| meta-llama_Llama-4-Scout-17B-16E-Instruct | 1.177 |
| mistralai_Magistral-Small-2507 | 0.717 |
| zai-org_GLM-4.5-Air-FP8 | 0.510 |
For long documents, we take the first 2,048 tokens from the top of the document. If the document exceeds 10,000 characters, we also take the last 2,048 tokens and compute the final score as max(top_score, bottom_score).
Classifier Training
We fine-tuned a BERT-like regression model using these annotations, based on answerdotai/ModernBERT-large for English and jhu-clsp/mmBERT-base for other languages. Both models achieved the best F1 performance among the options we evaluated, while supporting FA2, which allowed us to label over 220 samples per second on an H100 GPU.
For each model, we unfroze both the classifier head and the last four transformer layers. To address severe class imbalance, we rebalanced the training data.
The resulting classifiers are available at:
https://huggingface.co/HuggingFaceFW/finepdfs_edu_classifier_{lang}
Filtering and results
We then built 📚 FinePDFs-Edu by filtering out 90% of samples with lowest edu score for each language. Our ablation demonstrated that this refined dataset surpasses 📄 FinePDFs and all other open web datasets, with remarkable improvements on educational benchmarks such as MMLU and ARC. You will find all the ablation models and datasets in this collection.
Considerations for Using the Data
See: FinePDFs.
Additional Information
Licensing Information
The dataset is released under the Open Data Commons Attribution License (ODC-By) v1.0 license. The use of this dataset is also subject to CommonCrawl's Terms of Use.
Citation Information
@misc{kydlicek2025finepdfs,
title={FinePDFs},
author={Hynek Kydl{\'\i}{\v{c}}ek and Guilherme Penedo and Leandro von Werra},
year={2025},
publisher = {Hugging Face},
journal = {Hugging Face repository},
howpublished = {\url{https://huggingface.co/datasets/HuggingFaceFW/finepdfs_edu}}
}
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